1. Listening
1.1. Hearing & Understanding what the speaker say.
1.2. Listeners go through 3 stages when they are listening
1.2.1. 1. Processing Sound / Perception Skills
1.2.2. 2. Processing Meaning / Analysis Skills
1.2.3. 3. Processing Knowledge & Context / Sythesis Skills
1.3. Types of Listening
1.3.1. Discriminative
1.3.2. Comprehensive
1.3.3. Evaluative / Judgemental
1.3.4. Appreciative
1.4. Reciprocity
1.4.1. Reciprocal: Interactive istening, role switching
1.5. Extent and Purpose
1.5.1. Non-reciprocal: Non-interactive listening, passive
1.5.2. Extensive listening: Outside of the classroom, listening for pleasure
1.5.3. Intensive listening: Classroom listening for practise
1.6. Approaches to Teaching Listening
1.6.1. Bottom-up Processing: Lexical segmentation and word recognition skills. Identifying linguistic element starting from the smallest linguistic unit like phonemes to the largest one like complete speech or dialogue. Structure
1.6.2. Top-down Processing: Metacognitive awareness raising. Reconstruct the meaning
1.7. Listening Strategies
1.7.1. Looking for keywords, Benefiting from non-verbal language, Predicting the aim of the speech from the context, Associating information with the pre-existing knowledge, Guessing meanings, Seeking for clarification, Listening for the main idea
1.8. Activities for Listening
1.8.1. -Answering questions -Taking notes -Dictation -Expressing agreement or disagreement -Matching exercises based on what is herad -Physical movement -Distinguishing between key sounds, stress and intonation patterns -Filling in charts and graphs
1.9. Stages in Teaching Listening
1.9.1. Pre-listening
1.9.2. While-listening
1.9.3. Post-listening
2. Reading
2.1. Types of Reading
2.1.1. Intensive Reading
2.1.1.1. Reading passages are chosed by the teacher, in classroom reading
2.1.1.2. It provides material for developing language, speech and writing.
2.1.2. Extensive Reading
2.1.2.1. The learners have the chance to select what to read for pleasure and general language development.
2.2. Reading Sub-skills
2.2.1. Scanning
2.2.1.1. A quick reading to find specific information in the text such as date, numbers, names, places..
2.2.2. Skimming
2.2.2.1. Reading through a text quickly to get an overall idea of the content.
2.2.3. Inferencing
2.2.3.1. Finding the implied message
2.3. Approaches to Teaching Reading
2.3.1. Bottom-up Model (1960-70s)
2.3.1.1. focus on the text
2.3.1.2. Letter + sounds = words
2.3.1.3. Words + grammar = sentences
2.3.2. Top-down Model (1970-80s)
2.3.2.1. Reading is a psycholinguistic guessing game
2.3.2.2. focus on the reader
2.3.2.3. whole language approach
2.3.3. Interactive Model (1980-present)
2.3.3.1. balanced approach
2.3.3.2. top-down + bottom-up
2.4. Stages of Teaching Reading
2.4.1. Pre-reading
2.4.1.1. Preparing for reading a text.
2.4.1.2. Skimming and Scanning activities
2.4.2. While-reading
2.4.2.1. Actual detailed reading stage
2.4.2.2. Activities used in this stage
2.4.2.2.1. Information transfer activities
2.4.2.2.2. Reading comprehension questions
2.4.2.2.3. Understanding references
2.4.2.3. Display & Referential questions
2.4.2.3.1. Display Questions: (Convergent) teacher ask to check the language use.
2.4.2.3.2. Referential Questions: (Divergent) Their answer is not known by the person who ask the question.
2.4.3. Post-reading
2.4.3.1. Activities of post-reading
2.4.3.1.1. Discussion questions
2.4.3.1.2. Reproducing the text
2.4.3.1.3. Role play
2.4.3.1.4. Summarizing
2.4.3.1.5. Inferring and interpreting
3. Speaking
3.1. The process of establishing and conveying meaning by making use of verbal and non-verbal language in a wide range of contexts.
3.2. Speaking involves 3 important areas of language.
3.2.1. 1. Mechanics: Pronunciation, grammar, vocabulary
3.2.2. 2.Functions: Transactional and interactional exchanges
3.2.3. 3. Social and cultural norms and rules: taking into account the contextual factors
3.3. Approaches to teaching Speaking
3.3.1. Input-Focused Approaches
3.3.1.1. Content-oriented input
3.3.1.2. Form-oriented input
3.3.2. Output-Focused Approaches
3.3.2.1. Structured output: Accuracy is taken into consideration
3.3.2.2. Communicative output: Fluency is the main focus
3.4. Strategic questions to make sure mutual understanding
3.4.1. Comprehension Check: Did you understand?
3.4.2. Confirmation Check: So, did you mean that..?
3.4.3. Clarification Check: What do you mean?
3.5. Stages Of Teaching Speaking
3.5.1. Presentation Stage
3.5.1.1. Teacher works as information provider
3.5.1.2. Teacher presents materials
3.5.1.3. T makes use of content or form focused input
3.5.1.4. Learners observe and listen to the T.
3.5.2. Practice Stage
3.5.2.1. Learners practice speaking through controlled and guided activities.
3.5.2.2. Pair and group works
3.5.2.3. Teacher takes into consideration these concepts while preparing practise activities.
3.5.2.3.1. Context
3.5.2.3.2. Correcting Errors
3.5.2.3.3. Conversation Strategies
3.5.3. Production Stage
3.5.3.1. Learners speak freely.
3.5.3.2. Teacher observes and monitors
3.5.4. Tasks and Activities
3.5.4.1. Discussions, conversations, guided conversations & interviews
3.5.4.2. Information gap & jigsaw
3.5.4.3. Simulations
3.5.4.4. Reporting and story completion
4. Writing
4.1. Mechanics of writing
4.1.1. Content, format, sentence structure, vocabulary, register, punctuation, spelling, capitalization
4.2. Cohesion & Coherence
4.2.1. Cohesion: grammatical relationship between the parts of a sentence
4.2.2. Coherence: logical organisation of a text
4.3. Approaches to Teaching Writing
4.3.1. The Product-oriented Approach: Traditional approach, the important thing is the final output.
4.3.2. The Process-oriented Approach: Promotes the language use and the process including different stages.
4.4. Stages of Teaching Writing
4.4.1. Pre-writing
4.4.1.1. Set the scene for actual writing.
4.4.1.2. Warm-up session
4.4.1.3. Brainstorming and clustering activities
4.4.2. While-writing
4.4.2.1. The actual writing process
4.4.2.2. 1. Controlled writing
4.4.2.3. 2. Guided Composition
4.4.2.4. 3. Free Writing
4.4.3. Post-writing
4.4.3.1. Written products are shared and get feedback from the teacher.
5. Grammar
5.1. Grammar is a system of meaningful structures and patterns that are governed by particular pragmatic constraints.
5.2. Approaches to Grammar Teaching
5.2.1. Deductive Teaching of Grammar
5.2.1.1. Grammar rules are taught directly, explicitly.
5.2.2. Inductive Teaching of Grammar
5.2.2.1. Grammar is taught through examples, indirectly, implicitly.
5.2.3. FoF, FoM, FoFs
5.2.3.1. Focus on Forms: Deliberate teaching of grammar to produce understanding of the grammar, structure-based (Just grammar is enough.)
5.2.3.2. Focus on Meaning: Language is best learnt by experincing communication, meaning-based.
5.2.3.3. Focus on From: Grammar is a tool for communication.
5.3. Stages of Grammar Teaching PPP
5.3.1. Presentation
5.3.2. Practice
5.3.2.1. Mechanical practice
5.3.2.1.1. Repetition
5.3.2.1.2. Substitution (replace a word in the example)
5.3.2.1.3. Single word prompt
5.3.2.1.4. Picture prompts
5.3.2.1.5. Free substitution
5.3.2.2. Meaningful practice
5.3.2.2.1. True sentences
5.3.2.2.2. Situation
5.3.2.2.3. Adding something
5.3.2.2.4. Choose the best sentence
5.3.2.3. Production
5.3.2.3.1. Reply to a letter
6. Pronunciation
6.1. The purpose of pronunciation teaching has shifted from native-like speaking to intelligibility.
6.2. Learners pronunce speech sounds correcly (segmentals)
6.3. Learners pronunce sentences fluently
6.4. Suprasegmental features
6.4.1. Stress, rhythm, pauses, intonation
6.5. Approaches to Teachin Pronunciation
6.5.1. Intuitive - imitiative Approach
6.5.2. Analytic - Linguistic Approach
6.5.3. Current Integrative Approach
6.6. Techniques in Teaching Pronunciation
6.6.1. Articulatory Charts
6.6.2. Sample words utilzing the targeted sound
6.6.3. Minimal pairs / comparison words
6.6.4. Consonant clusters
6.6.5. Dictation
7. Vocabulary
7.1. The most important aspects of vocabulary knowledge:
7.1.1. Form(spoken & written)
7.1.2. Word structure (parts of speech)
7.1.3. Syntactic patterns
7.1.4. Meaning
7.1.5. Pragmatic meaning
7.1.6. Lexical relations: synonym, antonym, hyponyms
7.1.7. Common collocations
7.2. Principles in Vocabulary Teaching
7.2.1. High-frequency vocabulary in real life
7.2.2. Previosly learnt + Newly learned items
7.2.3. Provide contexts for incidental learning
7.2.4. Guess the meaning from the context
7.2.5. Learn how to use dictionary
7.3. Techniques of Teaching Vocabulary
7.3.1. Setting up a context
7.3.2. Elicitation: to enhance learners's involvement
7.3.3. Choral and individual repetition
7.3.4. Consolidation / concept check questions
7.3.5. Demonstration (visuals)
7.3.6. Explanation: directly explain
7.3.6.1. Definition
7.3.6.2. Cognates
7.3.6.3. Word building / affixation
7.3.6.4. Synonyms and antonyms
7.3.6.5. Superordinates
7.3.6.6. Hyponyms
7.3.6.7. Mind-map
7.4. Steps in Vocabulary Teaching
7.4.1. Lead-in
7.4.2. Convey meaning
7.4.3. Repetition of the word
7.4.4. Verification
7.4.5. Model sentence
7.4.6. Use
7.5. Practice of vocabulary activities
7.5.1. Matching pictures to words
7.5.2. Build new words with affixes
7.5.3. Classifying items into list
7.5.4. Memory games