Professional Documents
Culture Documents
Elt Notes
Elt Notes
Topic. The topic of the lesson and the language teaching point may
keep changing from one activity to another.
Mood. Activities may vary in mood and can be light and fun-based
versus serious and thought-provoking.
Giving Instructions
1. Most teachers read out the instructions in the course book and do
not encourage students to read the instructions themselves.
Asking Questions
We use questions to facilitate language learning. The types of
questions we ask could either encourage or discourage communication
in the target language. The questions we ask can serve the following
purposes:
Giving Feedback
Feedback on what students do is an essential part of teaching and
learning. When teachers give feedback they can encourage or
discourage students language use. The way a teacher gives feedback
and the language they use reflects the teachers deep-seated views on
teaching and learning.
Reasons for teachers not using English while teaching
1. Lack of confidence in their ability to use English
2. Not actually knowing the right words or phrases
3. Worrying that they do not have the time and that it is faster to
explain in the students L1
4. Fear of making mistakes or lack of confidence in their pronunciation
Use a dictionary.
Speak slowly and clearly. When a person is nervous they often speak
faster or mumble their words.
UNIT 3 : READING
Warm-up Activities : Objectives
Introducing the lesson theme in an interesting manner
Motivating learners by engaging them in a task/activity
Encouraging oral interaction amongst learners and making them
talk about the theme/topic by relating it their experiences and life
outside.
Reasons Why Our Learners are Unable to Read
with Confidence
Independently and
Advantages
Develop a high
level of
accuracy in word recognition
Maintain a rate
of reading fast enough to aid comprehension
Use phrasing and expression so that oral reading sounds like speech
Practice
reading until word recognition and comprehension
become automatic skills
Implications for Teaching Reading
Our aim should be:
To enable students to read with enjoyment
and without help
unfamiliar authentic texts, at appropriate speed, silently and with
adequate understanding. (Nulall,1980:21)
Help
Help
Help
pupils to read
Help
Help
at appropriate
speed.
To help
children integrate with the English speaking community
and maintain
good social relations
with them
for obtaining information necessary
for the purpose of education
The Importance of Listening
Listening is the foundation for learning other skills. Learning to
speak a language is very largely a task of learning to hear it.
A childs first language is learned by listening and speaking.
The Problems
in Listening
A Self-help Guide
Language Skills
Understanding
a speaker and
Coping with
variation among speakers, for example: speed of
delivery, accent
Recognising
the speakers
intention
Medium
Resources
Processing
time
Speech
Sound is the
medium. Use of
speech organs and
ears in speaking
and listening
Besides speech,
paralinguistic
features and body
language.
Speech is
temporary, requires
full and immediate
attention. Thinking,
speaking, listening
speaker
Writing
Words on a page or screen is
the medium. Use of hands to
write or type and eyes to
read.
Besides words, punctuation
marks
Feedback
Language
Organizatio
n
Performanc
e
happen
simultaneously
The response /
feedback is
immediate
Usually simple
sentences and
vocabulary used
Spontaneous
speech or
conversation is
random and loosely
organised
Contains many false
starts, fillers,
pauses
Delayed feedback
Contains no or fewer
mistaked in view of revisions
or editing
Bottom-upListening Strategies
Bottom-up strategies are text based the listener relies on the language
in the message, that is the combination of
sounds, words, and
grammar that creates meaning. Bottom-up strategies include:
discriminating between phonemes
distinguishing morphological endings
recognizing
stressed syllables
recognizing
reduced forms
recognizing
wordsas they
recognizing
sentence level
recognizing
organization clues.
Top- down
Listening
Top-down strategies are listener based; the listener taps into background
knowledge of
the topic, the situation or
context, the type of text,
and the language.
This background knowledge activates
a set of
include:
predicting
drawing inferences
summarizing
identifying and evaluating speakers tone
Interactive Listening
Proficient listeners
Little conscious
attention to words, sounds, etc.
Large capacity
for higher level of operation
Ability to comprehend big chunks of information
Interactive and
simultaneous
information processing
(compensation for lack o information in one level by checking on it at
another
level)
Language
2. The regular sounds are taught first and exceptions are introduced
only later on. For example, when /u/ is taught, it is best taught in
words like tub, bus, umbrella and words like tube, uniform are
introduced much later.
3. Units of sounds, vowels and consonants are emphasized first.
4. Short vowels (/ /, / /, / /) are taught first followed by familiar
consonants.
5. Consonants are introduced a few at a time, beginning with the
common ones first, e.g. s, k, l, r etc. Consonant letters like c, g
(which represent different sounds) and letter combination like ch,
sh, th come in much later.
6. Sound combinations with consonant and vowels already learnt, e.g
/ra/ ru/ri/ ma/ mu / mi/ etc. are taught.
7. Pupils are then taught to join syllables with consonants and vowels
to form simple words, e.g. man mat fat fan; big wig pig; wall
ball tall etc.
8. Gradually pupils are taught to identify letter groups and sound
them. Pupils will learn how to break up words into appropriate letter
blends or syllables e.g. stu/dent rather than st/u/d/ent; oc/cur rather
than o/c/c/ur.
Sight Words
Sight words are high-frequency words children can recognize on sight
without having to decode the letters. Generally, these consist of:
The twelve words a, an, he, I, in, is, it, of, that, the, to, was
constitute about 25% of all the texts children read.
Teaching Sight Words
Be meaningful
Be purposeful
Provide plenty of practice
Provide variety
Encourage active participation
Use a multimedia approach
Teachability
Choose a grammar item that can be easily taught and integrated with
language skills