eng 8

• Concentrate


  your attention
• Keep your head


  clear and calm
• To live one must learn, and learning is not for the sake of living
• Listening is the process of receiving language through the ears
• Reliability (in assessing listening)


  • Getting the same results when the same tests were to be administrated to the same group of individuals on different occasions in two different settings
  • Choosing listening tasks and tests that are practical and anchored on real life situations
  • Considering a short tasks rather than very long texts and tasks
  • Making sure that the test assesses the actual skills of the students
• Validity (in assessing listening)

  • Reveals the extent to which the test measures what it is supposed to measure and nothing else
  • Make sure that assessment tasks reflect or measure the competencies of objectives as stipulated in the curriculum guide
• Practicality (in assessing listening)

  • Time is often limited, resources may not be available, and students concentration is finite
  • Teacher should also consider the quality of the listening tasks over quantity
• Authenticity (in assessing listening)

  • Tasks that have interactional authenticity may not necessarily replicate the real world context, but they elicit a cognitively authentic linguistic experience since they create a context in which realistic uses of language can occur
• For students to know how to improve, they need to understand three things about their performance: what they are doing well, what they are struggling with, and what they need to do differently to be more successful
• Speaking


  The process of building and sharing through the use of verbal and non verbal symbols in a variety of a text
• Speaking


  • Is a 'combination skill' like listening, eye contact, and body language
• Why we speak


  To convey thoughts, to persuade people, to inspire people and spur them into action
• Skills to develop for effective speaking in a second language

  • Vocabulary
  • Grammar
  • Segmental pronunciation
  • Suprasegmental pronunciation
• Types of speech register

  • Frozen or Fixed Register
  • Formal Register
  • Consultative Register
  • Casual Register
  • Intimate Register
• Speech act


  An utterance expressed by an individual that presents information and performs an action as well
• Types of speech delivery

  • Manuscript
  • Memorized
  • Impromptu
  • Extemporaneous
• Teaching speaking


  The process of helping learners develop their oral communication skills in a second language
• Components of competence in speaking

  • Knowledge of language and discourse
  • Core speaking skills
  • Communication and discourse strategies
• Teaching-Speaking Cycle


  • Focus learners' attention on speaking
  • Provide input and/or guide planning
  • Conduct speaking task
  • Focus on language/skills/strategies
  • Repeat speaking tasks
  • Direct learners' reflection on learning
  • Facilitate feedback on learning
• Examples of speaking tasks


  • Discussion
  • The last word is mine
  • Short speeches
  • Guess the picture
  • Role play
  • Interviews
  • Narrating or telling a friend about an amusing weekend experiences
  • Playing games that engage students in conversation
  • Conducting class debates
• Reading assessment


  Tools and methods used by educators to improve students' learning
• Purpose of reading assessment

  To diagnose students' strengths and weaknesses especially in the development as well as the enrichment of reading comprehension skills
• Types of reading assessment

  • Diagnostic
  • Formative
  • Norm referenced
  • Criterion-referenced
  • Summative
  • Interim/Benchmark
  • Informal reading inventory
• Reading assessment activities


  • Phonological awareness
  • Vocabulary development
  • Comprehension
  • Fluency
• GOOD AFTERNOON
• ICE BREAKER
• Jumbled words


  • READING
  • SEQUENCING
  • SCANNING
  • COMPREHENSION
• Reading comprehension


  The process of simultaneously constructing and extracting meaning through interaction and engagement with print
• DECHANT (1991): 'Reading comprehension refers to understanding what is read and readers must be able to cognitively process the words by drawing meaning from their own experience and knowledge to understand the author's message'
• Reading comprehension


  Activating or constructing a schema that provides a coherent explanation of objects and events mentioned in the discourse
• ANDERSON (1994): 'Reading comprehension is an active interchange of ideas and expression of thought'
• ABAO, E. (2009): 'It is very essential that you will have clearer and richer your ideas about this macro skills'
• Reasons for reading


  • Students career
  • Language acquisition
  • Students vocabulary knowledge
  • Modeling english writing
  • Introducing topics
  • Stimulating discussion
• Benefits of reading


  • You may absorb more from a physical book
  • You may develop the skills for the future
  • It builds your vocabulary
  • It wards of brain deterioration
• Seeing the value of reading as a tool subject students need to conscientiously learn reading and meaningfully assimilate value reading has to be well thought to the students and teaching strategies need to be judiciously selected with this in mind as prospective teachers you need to be reminded of the important principles in teaching reading so that academic engagement becomes relevant and sustainable
• Principles of teaching reading


  • Building positive attitudes and perspectives
  • Provide balanced instructiomal framework
  • Provide consistent instructional structure and use time effectively
  • Provide text that students can read successfully
  • Provide time for word study
  • Encourage independent reading
  • Coordinate intervention instruction and classroom instruction
• Additional principles of teaching reading


  • Encourage students to read as often and as much as possible
  • Students need to be engaged with that they are reading
  • Encourage students to respond to the content of a text and explore their feelings about it, not just concentrate on its construction
  • Prediction is a major factor in reading
  • Match the task to the topic when using intensive reading texts, and a good teachers exploit reading text to the full
• Reading theories


  • Traditional View
  • Cognitive View
  • Metacognitive View
• Stages of reading instruction


  • Pre-Reading
  • During Reading
  • Post-Reading
• Cognitive strategies of effective readers


  • Activating
  • Inferring
  • Monitoring-Clarifying
  • Questioning
  • Searching-Selecting
  • Summarizing