1. Listening Speaking Reading Writing Dr. Antar Abdellah 1431

2.  Curriculum  Components of course  History of ELT in KSA  CUR. DEVE Models  Objectives  Content organization  Skills……  Functions  Elements: grammar, vocab, phonics

3.  ListeningGrammar  Speakingvocabulary  Reading pronunciation  Writing culture

4.  Productive skills: writing + speaking  Receptive skills: listening + reading  Natural skills: listening + speaking  Scholastic: reading + writing (literacy)  Visual skills: reading + writing  Auditory skills: (oral-aural): listening + speaking

5.  Listening implies the following processes:  1. receiving sounds (hearing)  2. Attending to sounds  3. Assigning meaning to sounds  4. Preparing a relevant response.  In this respect, listening is different from hearing

6.  SO, do not confuse listening (which is an intentional focused interactive process) with hearing ( which is casual unintentional receiving of sounds)  In fact the listening we teach to our students is :  “listening comprehension ”

7.  Sub skills of listening include:  1. Listening for main ideas  2. Listening for details  3. listen & draw  4. listen & color  5. listen & do (act)  6. listen & judge (correct)  7. listen & match  8. listen & sequence (rearrange)  9. listen & respond (true or false)  10. listen and summarize  11. listen and analyze  12. listen and criticize

8. What is listening? Hearing and decoding comprehendible sounds

9.  Code  Key  Decoder  Sounds  Symbols

10.  Just uttering words and sentences is not speaking. Rather this may be repeating.  True Speaking is to let Ss express their own ideas, feelings, comments in their own words with their own repertoire e of words and structures.  Don’t confuse speaking with repeating.

11.  Speaking involves the following processes:  1. having a topic or comment in mind  2. selecting the relevant vocabulary  3. selecting the relevant structures  4. intertranslation of ideas from mother tongue to F L.  5. pronouncing  6. checking grammar and pronunciation as the stream of sounds goes.  So THE SPEAKING WE TEACH TO OUR SS should be  Speaking Expression

12.  Speaking subskills include:  1. pronouncing separate words  2. pronouncing sentences  3. modifying sentences (changing tense, agents…)  4. pair talk in games  5. group pronunciation with songs  6. pair talk with story telling  7. summarizing a topic.  8. dialogues  9. interviews  10. Role play  11. open discussion  12. debates

13. What is speaking? Encoding comprehendible sounds

14.  Code  Decode  Encode

15.  Reading is not just holding a paper and pronouncing the symbols written on it.  Reading involves the following processes:  1. moving one’s eyes on the written material in circles.  2. decoding the symbols into meaningful chuncks of meaning  3. responding to the martial.  This can take place at varying speeds depending on the reader. 

16.  Reading exists naturally in silent reading. Loud reading is however used or purposes other than reading itself.  This means that reading is different from uttering words from paper.  Reading incorporates comprehension and digestion of the written message.  The reading we teach to our Ss is  Reading Comprehension

17.  Subskills of reading include :  1. recognizing letters and words  2. recognizing meaning depending on structure  Recognizing meaning depending on context.  Reading for the gist (main idea)  Reading for details  Reading for pleasure (extensive reading, skimming)  Reading for specific data ( scanning)  Identifying keywords  Identifying the writer’s style  Identifying turning points in the text  Identifying the cohesion markers  Critical reading  interpretative reading  evaluative reading  Creative reading (the reader suggests different ends to stories)

18. What is reading? Decoding comprehendible SYMBOLS

19.  Spoken language and written language  Types of written languages:  Logographic  Symbolic  - Alphabetic  - Abjadic  - Syllabic

20.  Ancient Egyptian   Some modern Iconic uses 

21.  Representing both vowels and consonants  Both have corresponding symbols  Most European languages (English  Ben / ben/

22.  Representing consonants and long vowels only  Most Semitic languages (Arabic)  بن /ben/

23.  Representing syllables rather than single phonemes   /Com-pre-hen-sion/  Most Asian Languages (Chinese- Japanese- Korean )

28.  Writing is NOT just holding a pen / pencil and moving one’s hand on the paper.  This can be copying.  True writing incorporates the composition of the S own ideas and comments in his own words by depending on his knowledge of vocabulary, grammar, & writing conventions.

29.  Writing involves the following processes:  1. reading to gain info about a topic (brainstorming)  2. thinking of how the composition will look like (semantic mapping)  3. writing a first draft  4.Proof reading, and editing  5. Rewriting based on self, peer or teacher correction  6. Publishing what was written  So the writing we teach to our Ss is  Writing Composition

30.  Subskills of writing include :  Writing shapes of letters correctly  Writing words, & sentences  Dictation  Rearranging the events in a story  Modifying sentences  Summarizing a text  Finishing sentences  finishing stories   Writing paragraphs based on guiding word  writing paragraphs by answering questions  Writing paragraphs by replying to letters  Writing descriptive compositions  Writing narrative composition  writing expository compositions  Writing argumentative compositions.

31. What is writing? Encoding comprehendible sound symbols