1. APPROACHES TO T&L Language

2. AURAL/ORAL SKILLS Repetition Listening for gist
Listening for detailed info’ (+ info’ gap)
Role plays (& task-based activities
Dialogues (& pair work)
Structured dialogues and discussions
Tape recorders and videos
Drills
Chaining
Positive feedback
Your own experience of learning a new language and what classroom strategies suited you? INDIVIDUAL
Why should we use a variety of classroom strategies to help ls. Develop their linguistic skills and knowledge? PAIRS
Our strategies aren’t always parallel to those of our ls. – think of examples GROUP
What is the difference in the risk involved in speaking in front of the entire class compared with speaking in a small group? Could a small group pose a greater risk sometimes? What effect might this element of risk have on ls’ verbal participation?
Information gap activity with envelopes in 3 pairs
Your own experience of learning a new language and what classroom strategies suited you

3. READING AND WRITING SKILLS
Genre analysis
Model texts
Writing frames and modelling
Proofreading and peer editing
Note-taking
Matching exercises (& clause structures)
Sequencing
Cloze exercises
3 pairs: a recipe, a narrative and an advert

4. Reading & writing skills (ctd.)
Process writing
DARTS and independent reading
Planning and structuring
Positive feedback
(Other tools/processes: ICT, journals/diaries, writing messages, co-operative writing, shared reading, project work etc..)

5. English Language Use (Speaking and Listening)
Listen critically and sensitively and respond appropriately:
Recognising speaker’s intention (info’ gap)
Aware of interlocutor’s reactions & adjusting speech accordingly
Recognising other people’s feelings & opinions & responding sensitively
Appropriate questioning techniques and responses
We’ll go through it then look at a video of some ESOL ls. To see how they rate, at different levels, on all these components of S&L

6. In conversation, contribute own points & enable others to contribute
Using linguistic and paralinguistic cues to signal ends of utterances
Recognising such cues from others
Allowing and encouraging others to take turns and make contributions
i.e., Facilitate conversation to ensure effective participation of those involved
Think of examples when communication broke down because of mistakes with cues and turn taking? PAIRS

7. Speak clearly & articulately
Adjusting volume, speed and pitch of voice to the setting, role and number of listeners
Projecting voice without strain
Using stress and intonation to indicate main points
Watching videos, listening to tapes, TV programmes etc.. Can aid develop these skills? What other ways can you think of for teaching Speaking to individuals, small groups and larger groups? What are the appropriate techniques for each?

8. Convey complex information & arguments effectively
Organise ideas logically and link them coherently following English academic conventions:
Using grammatical and phonological features to mark significant points
Structuring utterances and/or a presentation with appropriate discourse markers

9. Non-verbal communication
To enhance effectiveness of oral communication exchanges and respond to its use by others via:
Eye contact
Turn-taking
Facial expression
Gestures
Posture

10. Practice: Controversial topic?