1. Writing
1.1. Writing in the classroom
1.1.1. Specific needs
1.1.1.1. Academic study
1.1.1.2. Examination preparation
1.1.1.3. Business English
1.1.2. Taking notes in class
1.1.3. Develop another kind of mental process
1.1.4. Change the mood and pace in the class
1.2. Teaching the skill of writing
1.2.1. Normally done at home with no help of the teacher
1.2.2. Students can become better writers if:
1.2.2.1. The teacher encourage them and make them follow preparatory steps
1.2.2.2. Becoming aware of the preparation process
1.3. Planning classroom writing work
1.3.1. Steps to help the students write
1.3.1.1. The teacher chooses the topic
1.3.1.2. Ideas for generating ideas
1.3.1.2.1. Brainstorming
1.3.1.2.2. Text starts
1.3.1.2.3. Fast writing
1.3.1.3. Ideas for helping writing
1.3.1.3.1. Structuring and organising
1.3.1.3.2. Looking at sample texts
1.3.1.3.3. Getting feedback on drafts
1.3.1.3.4. Using computers
1.3.2. Select real-life writing tasks
1.4. Response to writing
1.4.1. To measure the success of our writing, we need to check if the text did what we wanted it to do. We do that:
1.4.1.1. Setting an audience and purpose
1.4.1.2. Setting relevant writing tasks
1.4.1.3. Reflecting real-life writing purposes in the classroom
1.4.2. Marking
1.4.2.1. Alternatives to traditional marking
2. Speaking
2.1. Communication activities
2.1.1. Picture difference tasks
2.1.2. Group planning tasks
2.1.3. Ranking tasks
2.1.4. Pyramid discussion
2.1.5. Board games
2.1.6. Puzzles and problems
2.2. Different kinds of speaking
2.2.1. Examples of speaking genres:
2.2.1.1. Meeting people at an informal party
2.2.1.2. Discussing new sales at a business meeting
2.2.1.3. Telling a joke in a café
2.2.1.4. Leaving a phone message
2.2.1.5. Buying a train ticket at the train station
2.2.1.6. Asking for directions on the street
2.2.1.7. Making a dentist's appointment on the phone
2.2.1.8. Checking in at the airport
2.3. Role play, real play, simulation
2.3.1. Role play
2.3.2. Real play
2.3.3. Simulation
2.4. Fluency, accuracy, communication
2.4.1. Scaffolding (Feedback)
2.4.1.1. Showing interest and agreeing
2.4.1.2. Asking for clarification of unclear information
2.4.1.3. Encouragement echo
2.4.1.4. Echoing meaning
2.4.1.5. Asking recap questions
2.4.1.6. Asking brief questions
2.4.1.7. Unobtrusively correction
2.4.1.8. Correcting pronunciation
2.4.1.9. Unobtrusively giving a word the speaker is looking for
2.5. Approaches to speaking
2.5.1. Organization of speaking lessons
2.5.1.1. Topics and cues
2.5.1.2. Structured talk
2.5.1.3. Avoid the talk-talk loop
2.5.1.4. Open questions
2.5.1.5. Play devil's advocate
2.5.2. Good discussion keys
2.5.2.1. Frame the discussion
2.5.2.2. Preparation time
2.5.2.3. Don't interrupt the flow
2.5.2.4. Specific problems > general issues
2.5.2.5. Role cards
2.5.2.6. Buzz groups
2.5.2.7. Break the rules
2.5.3. How to organize learners. Learner's needs.
2.5.3.1. Eye contact
2.5.3.2. Hear clearly the others
2.5.3.3. Be close together
3. to listen in similar ways to how the students might hear a conversation in real life.
4. Reading
4.1. Bottom-up: Working from the small bits of information towards the ‘big picture’.
4.2. Approaches
4.2.1. Improves vocabulary
4.2.2. Useful to learners
4.2.3. Read to ourselves ≠ Read aloud
4.3. Skimming and Scanning
4.3.1. Top-Down Skills
4.3.1.1. From overview to details
4.3.2. Skimming
4.3.2.1. To find main ideas/topics
4.3.3. Scanning
4.3.3.1. To find specific Intel
4.4. Extensive Reading
4.4.1. Increase of certain skills
4.4.1.1. Vocabulary
4.4.1.2. Grammar
4.4.2. Linguistic confidence
4.4.3. Fascination for the topic
4.4.3.1. Recent Magazines
4.4.3.2. Games
4.4.3.3. Books
4.5. Difficulties
4.5.1. Learners try to understand everything
4.5.2. Speed
4.5.2.1. Details
4.5.2.1.1. Faster reading less attention
4.5.2.2. Intensive Reading
4.5.2.2.1. Helps students to understand better
5. Listening
5.1. Approaches to listening
5.1.1. Get a general overview of the main story or message of a conversation.
5.1.1.1. It’s not necessary to understand everything.
5.1.1.2. Focus more on catching the bits they do need to hear:
5.1.2. Tasks should be realistic or useful in some way.
5.1.3. It shouldn’t be threatening.
5.1.3.1. - The ‘question first’ technique
5.1.4. Listen with a clear aim in mind. It mustn’t be simply a memory test.
5.1.4.1. Turn the exercise from a memory test into a listening task.
5.2. The task-feedback circle (Route Map)
5.2.1. 0. Lead-in / Pre-task work
5.2.2. 1. General overview tasks
5.2.2.1. How many people are speaking? Where are they?
5.2.3. 2. Much more detailed, tightly focused tasks.
5.2.3.1. What were the reasons for leaving on Tuesday?
5.2.4. 3. Ending up with language-study issues.
5.2.4.1. What positive words does he use to describe the company? What tenses are used in the story?
5.2.5. BIG / GENERAL
5.2.5.1. MORE DETAILED
5.2.5.1.1. LANGUAGE FOCUS
5.2.6. Could they do the task? NO
5.2.6.1. Go back to 0.
5.2.7. Could they do the task? YES
5.2.7.1. Conclude
5.3. How do we listen?
5.3.1. Strategies
5.3.1.1. Gist Listening: getting the general meaning.
5.3.1.2. Live listening: listen to a real live conversation.
5.3.2. Strategies in the classroom
5.3.2.1. Top-down: Using what you know to predict the rest.