1.

Input y Output:

 Input: Es lo que los estudiantes escuchan o leen. Esto incluye

lo que el profesor dice, lo que ven en videos, o lo que escuchan
de otros hablantes de inglés. El input comprensible (lo que
pueden entender) ayuda a que los estudiantes adquieran más
inglés.

 Output: Es lo que los estudiantes producen, lo que escriben o

dicen. Cuando producen algo, y luego ven cómo lo hicieron (por
ejemplo, a través de correcciones o ejemplos), esa
retroalimentación se convierte en nuevo input, ayudándolos a
mejorar.

2. Integración de Habilidades:

 Habilidades receptivas: escuchar y leer.

 Habilidades productivas: hablar y escribir.

Estas habilidades deben trabajarse juntas para que los estudiantes

aprendan de manera más natural. Ejemplo: escuchar un reporte les
da un modelo para escribir su propio reporte. Hablar y escribir no
siempre tienen que ser imitativos, pero exponer a los estudiantes
a ejemplos les ayuda a entender cómo estructurar lo que van a
producir.

3. Top-down vs. Bottom-up:

 Top-down: Es cuando un estudiante obtiene una visión

general primero, como cuando lee un artículo y ve de qué trata
antes de sumergirse en los detalles. Esto es útil en niveles más
altos.

 Bottom-up: Es cuando el estudiante se enfoca en detalles

específicos, como palabras o frases individuales, y luego las
junta para entender el significado global. Esto es más común en
los niveles iniciales.

En niveles avanzados, ambos procesos se mezclan: los detalles

ayudan a entender la idea global y viceversa. Es importante tener
ambos procesos porque si solo nos enfocamos en detalles, no
entendemos la imagen completa, y si solo tenemos la imagen global,
no entendemos los detalles.
 4. Procedures for Teaching Receptive Skills
(Listening/Reading):

 Type 1 (General Reading/Listening): Here, students read or

listen for general understanding. It's like getting the overall
picture before diving into the details.

 Type 2 (Detailed Reading/Listening): After that, students

read or listen to gather specific information or analyze the
language.

Typical steps for teaching receptive skills:

1. Lead-in: Start by activating students’ prior knowledge about

the topic to prepare them mentally.

2. Comprehension-response task: Read or listen generally to

understand the basics.

3. Reading/Listening with task: After the general task, move to

a more specific activity where students need to analyze details.

4. Text-related task: Follow-up activities that help focus on

details or language aspects (vocabulary, structure, etc.).

5. Ways of Addressing Language Difficulty in Receptive Skills:

- Pre-teaching Vocabulary:

To help students understand better when reading or listening, it’s

important to introduce new words beforehand. This removes barriers
to understanding and helps students predict the meanings of
unfamiliar words. You can use some unknown words in the lead-in
phase to get students interested and activate their background
knowledge (schema).

- Extensive Reading/Listening:

This is reading or listening for enjoyment and relaxation, often done

outside of class. It's good because it helps students develop language
skills naturally. It improves their word recognition and automaticity
(the ability to understand quickly). The more you listen or read, the
better you get at understanding and resolving language difficulties.
-Intensive Reading/Listening:

Unlike extensive reading, intensive reading is more focused and

aimed at achieving specific study goals, often with the help of a
teacher. It’s less about relaxation and more about understanding and
analyzing content in depth.

- Authentic Language:

Authentic language is the kind of language that native speakers or

fluent speakers naturally use in real life. It's important to expose
students to this language to help them understand general meaning,
even if they don’t know every word. However, authentic materials can
sometimes be hard for beginners, so it’s essential to choose materials
that match their level. For lower levels, simplified authentic language
works well—this is language that still feels natural but is easier for
students to understand.

Procedures for Teaching Productive Skills (Speaking and

Writing):

1. Lead-in:
Start by getting students engaged with the topic. Ask questions
or give activities that make them think.

2. Task:
Explain and demonstrate the task. Let students repeat the
instructions to make sure they understand. Provide any
necessary information.

3. Monitoring:
Walk around the class, listen to students, and provide help when
needed.

4. Feedback and Follow-up:

After the task, tell students what they did well (both in language
and content). Then, move on to a follow-up task or activity.
Repeating the task is useful for improvement!
Ways of Dealing with Difficulty in Productive Skills
(Speaking/Writing):

 Improvising:
When you don’t know a word, try using a related word, even if
it’s not perfect. Sometimes it works!

 Discarding:
If you can’t say something, sometimes it’s better to abandon
the idea and move on. But this isn’t always the best strategy.

 Foreignising:
Trying to say a word like you would in your own language (e.g.,
using a Spanish pronunciation of an English word). This can
confuse the listener, especially if they don’t know your
language.

 Paraphrasing:
If you don’t know the word, describe it instead. For example,
instead of saying “toothbrush,” you can say "something you use
to clean your teeth."
Tip for teachers: Encourage students to paraphrase and
improvise rather than abandoning ideas or foreignising. These
are better learning techniques.

Reading:

1. Skimming and Scanning:

o Skimming: Read quickly to get the general idea or "gist"

of the text.

o Scanning: Read to find specific details or answers to

questions.

o Inference: Understand what’s behind the words (e.g., the

meaning or message).

2. Ways to Practice Intensive Reading:

Intensive reading is focused and usually guided by the teacher.

o Start with bottom-up processing (focus on

understanding individual words) for beginners.

o Then move to top-down processing (understanding the

general meaning or inference) as students improve.
 o Read comprehension questions before the text to help
activate students’ background knowledge (schema) of
what they will read.

3. Other Ways to Interact with a Text:

o Encourage personal responses to the text (don’t make it

feel like a test).

o Have students mark the text (e.g., with ticks or crosses)

to show if they agree or understand.

o Transfer info: Let students change information into

graphs, charts, or drawings.

o Use reading for critical thinking by questioning the text

(this works best with higher-level students).

o Use reading as a springboard for follow-up activities.

4. Dealing with Difficult Vocabulary in Texts:

o Pre-teach vocabulary: Teach key vocabulary before

reading to make it easier to understand the text. But don’t
overdo it, as it can take focus away from the main
content.

o Discovery learning: Allow students to figure out

meanings of difficult words by asking questions or looking
them up in a dictionary.

o Consensus building: Let students work together to

understand difficult words. It becomes a cooperative
learning task!

5. Text Mining:
After reading, students can “mine” the text for new language
(vocabulary, grammar, etc.) to analyze and discuss.

19. Listening:

- Strategies to help students deal with listening

Listening comprehension questions seem to test students instead of

teaching them. We can use them in a creative way.
Practice in sub-skills: listening for gist, listening for specific info, or
listening for inference. Importance of extensive listening.

Students should think of what work form them. Keep listening logs.
Reflect and think about what they do while listening. Give

students as much listening as possible, listen for different things as

practice for

Strategies:

.thinking about the topic of the listening before, activating prior

knowledge.

.identify typical issues associated with a topic.

.think about what people normally say in a dialogue.

.predict the kind of vocab they will hear.

.take notes of keywords.

- Top-down listening

Understand the overall, general meaning. Best for higher levels.

Understand main message can be a success. Longer passages.

Using prediction to get in the mood and activate their schemata

(background knowledge, and language)

Pre-teach vocab or show the words and sentences they are going to
listen to will help to predict the content and remove barriers for

comprehension. A drawback is that students can also concentrate on

these words and miss other things.

Thinking about what they might hear engage their previous

experiences and their linguistic knowledge, better chance to profit
from

the experience. Look at comprehension questions before they listen

and speculate on the answers.

Getting the general idea to increase their listening confidence. They

do not need to understand every word.

Maintaining attention: give them interesting tasks to focus on while

listening: grasp the main purpose, inference of what the speaker

really means, fill in a form, draw a picture of what they hear, follow
directions on a map…
Multiple listening: to improve listening skills they need to listen to the
same thing as often as feasible. Each time they will understand

more, so words combine to coherent texts. Design activities that ask

to return to the audio more than once.

Working together to discuss what they have just listened to. This
interactive frame helps to lower student anxiety, a problem shared is

a problem halved. When they discuss the interpretations they

understand better.

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- Bottom-up listening

Understanding individual words and phrases. Best for lower levels.

Shorter passages. Processing words and the sounds they are made

of is difficult specially when using connected speech. At lower levels

we need to help students recognize different sounds, words and

features of connected speech. They need to know where the words

start and end. Give them many opportunities to hear the same

things.

Dictation: read the sentences many times to give them maximum

listening practice. Compare with classmates what they wrote. Use

dictogloss where from a short text or sentence they write only the
words they can. After many readings of the same text they fill in

more and more words and compare it with a partner trying to recreate
the text.

Micro listening: listen to small phrases that cause them problems to

help them become better at bottom up processing. The more we do

this the easier for them to understand in longer listenings.

Audio concordances: record short sentences together, again and

again the same one as a listening drill.

Narrow listening: short listenings on the same topic. The more they
hear the same words and phrases again and again, the better.

Transcripts: read the transcript of what they are going to listen or

have listened to, helpful for separating words in a stream of

discourse.
- Extensive listening

To get better at listening they will have to listen to a lot of texts. Time
in class is not enough. Autonomous frame is the extensive

listening. When listening increasing amounts of English the ability to

understand spoken english improves. We have to explain the

benefits of listening extensively, recommend resources for listening,

with visuals…

Listening responses: to keep them motivated they can fill a report of

the topic and assess the difficulty, summarize the content, write

comments on the listening. Keep a listening log with all the listening
they do. Give students reasons to listen.

Listening and reading: read a transcript while listening is useful at

lower levels where they will be struggling associating words and

sounds. Listen to the audiobook at the same time they read. Combine
listen and read can be beneficial.

- Live listening

Teacher or visitor talking to students to ensure genuine

communication, practice listening in face to face interaction. Practice
listening

repair strategies, using formulaic expressions. They can see and

respond to who they are listening to, not only the sounds but all the

prosodic and paralinguistic clues.

Reading aloud: from the teacher with conviction and style to hear a
clear spoken version of the written text. Read of act out dialogues

playing the two parts, so students can hear how a speaker would act
in different conversational settings.

Storytelling: provides excellent listening material. Students can be

asked to predict, to describe the people. Retelling stories is a

powerful way of increasing language competence and it provokes

effective repetition. They can tell the stories they have heard. They

can repeat it from different angles or points of view. Role play scenes
from the stories they heard.

Interviews and conversations: to motivate listening activities we can

use the live interview. Students themselves think up the questions.
Students listen keenly for answers they themselves have asked for.
Have strangers to visit your class and be interviewed or talk to the

students. We can be interviewed as well and take on a different

persona.

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- Advantages and disadvantages of pre-recorded audio

Advantages:

Different voices to make them feel comfortable they should get to

hear different accents.

Availability, pre-recorded listening material.

Repetition, play it again and again.

Specially-produced materials for ESL students

Transcripts are useful combination of reading and listening with a

beneficial effect on listener improvement.

Disadvantages:

unsatisfactory when used in a classroom because of:

Poor acoustics can give a cause for concern, as all students may not
hear equally well.

All together dictates the same speed for all listeners, unsatisfactory
specially when they have to take information from the listening.

Interaction with speakers is not possible.

Unnatural, it does not reflect typical or everyday listening behaviour

- Using film and video

Many reasons to encourage students to watch while listening. They

get to see language in use and see paralinguistic behaviour, how

intonation matches facial expression and what gestures accompany

certain phrases, pick up cross-cultural clues. The unspoken rules

of behaviour in social situations are easier to see on film

Film extracts can be used as main focus of a lesson sequence or as

part of longer sequences. We need to provide good viewing and
listening tasks so they give their full attention to what they are
watching.

Watch self-made films on internet talking or demonstrating something

can be used to do intensive or extensive listening and come

and tell the class about it.

- Viewing and listening techniques

To awaken students curiosity through prediction so they will have

expectations to see if these are filled.

Silent viewing: for language guess what the character is saying so

they practice identifying gesture and body language. Later watch it

with sound to see if their guess was right.

Silent viewing for music: music conveys mood, play it silent and guess
what music correspond to the actions and see if it matches.

Freeze frame: and ask what they think will happen next.

Partial viewing: cover parts of the screen to force them to listen

carefully and contextualize the language they are hearing.

Fast forward: silently and at a great speed they guess what is going
on and guess what they were saying.

Pictureless listening (language ) students guess where is the

conversation taking place, who the speakers are, their age, their
looks...

Pictureless listening (music) listen to the music and guess what scene
it might be happening.

Pictureless listening (sound effect) listen to the sounds and guess

what is happening, they recreate and tell the story they think.

Picture or speech: students back to the screen, the rest describes

what they are watching. Mis reception and production.

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Subtitles: if in english the benefit is hearing and listening to the same

thing. If subtitles are in L1 we can play the video with no sound

and only read L1 text predicting what the english version will be.

Videotelling: predict what they are going to see and use their
predictions to build a story. Then we watch the video to see if their
predictions were correct.

20. Writing:

- Coherence and cohesion in text construction

How a writ ten text is put together.

Coherence: how to put a text together in a comprehensive way, in an

order that makes sense. To analyze a text we track the

sequence of arguments and ideas there are on it.

Cohesion: how to build up lexical chains with cohesive devices. Same

words, related words, and synonyms. How we substitute

pronouns and phrases for things already mentioned, how we build

tense agreement.

- Approaches to student writing:

Focus on the process or on the product.

Study different genres or encourage creative writing.

Individually or cooperatively.

- Process and product (the process wheel)

Process approach pays attention to the various stages of writing.

Spending time on pre-writing phases, edition, redraf ting and

producing the final version, aiming at the heart of the various

skills. Editing and redraf ting are more important when writing in a
foreign language.

A process approach ask students to consider the procedure.

The various stages of drafting, reviewing, redrafting and writing can

loop backwards and forwards. Writing is like a process

wheel where we move around

One disadvantage of focussing on the process is that it takes time to

brainstorm ideas, to draf t,

review and edit, changing the focus, generating more ideas, redraf
ting, reediting, and so on. Not possible

in 15 min. The various stages involve discussion, research, language

study and interaction between
teacher and students. Sometimes is not appropriate because the
classroom time is limited, or we prefer

quick writing as part of a communication game.

Still we can explain the process and steps to students, encouraging

them to follow them and practice, for writing exams, the

ability to plan quickly.

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- Genre

Product approach values the construction of the end product. Writ ten
genre has a lot in common with a product approach to

writing.

Genre represents the norms of different kinds of writing.

Pre-writing phase: Students study texts in the genre in which they are
going to write. We let them see models of what they

will write, real examples and specific language use common to that
genre needs to be provided.

Three essential features of genre writing are needed before creating a

piece of writing within a genre.

1- think of the context.

2.- identify the audience.

3.- look at how typical examples are constructed.

The process can be turned around and start writing and then compare
what it has in common with the example. It is helpful

to understand what the process requires and later re write the text.

Disadvantages of adopting a genre approach to writing.

.Students only see a model and became imitators rather than creative
language users. At lower levels imitation may be useful.

We can also show them different varied examples and students can
tease the similarities and differences between them.

.By focusing on the product, they lose sight of the processes

necessary for effective writing.
- Creative writing

Process approach.

Imaginative tasks, the end result is of ten felt to be an achievement

and students are proud of what they did.

It is self discovery that promotes effective learning. When the teacher

sets up imaginative writing tasks students are

engaged and strive harder.

Tapping into their own experiences provides motivation to find the

right words. Writing about ourselves becomes a way of

knowing.

Creative writing provokes an input-output circle. Students need an

audience to bolster their pride on their pieces of writing.

Their motivation to use English accurately increases: post it online,

class noticeboard, class magazines…

If they find creative writing difficult we can encourage them. Do not

expect full compositions at the beginning. We need to

build the writing habit providing students with motivating short tasks
to persuade them.

- Writing as a collaborative activity

Take advantage of interaction and make writing a collaborative

activity with great benefit for all, whether the focus is on

the process or on genre study.

Reviewing and evaluation are enhanced when more than one person
work on a text, generation of ideas is more lively. Two

heads analyze bet ter than one.

Sit ting around a computer monitor all add info and can see and make
small changes in all parts of the process.

Writing in groups is motivating if it includes also, research, discussion,

peer evaluation and group pride.

- Writing-for-learning and writing-for-writing

Writing for learning is the kind of writing we do to help our students

learn language or to test them. Write 2 sentences with

going to is not to train writing but help them remember.

Writing for writing is to design a magazine advertisement, to become
good at writing advertisements. When we get them to

write a narrative we value their ability to write a story, not how they
use the structures.

Writing for writing tasks are to be used of ten if we want to build their
writing skills.

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- Roles of the teacher to enhance writing skills

Important roles when teaching writing:

Motivator: create right conditions, persuade them of the usefulness of

the activity, encourage them to make the effort for

maximum benefit.

Resource: supply info and language. Look at their work offering advice
and suggestions in a constructive and tactful way.

Feedback provider: respond positively and encouragingly, to the

content. To help students improve and refine.

21. Speaking:

- Spoken English grammar

Apart from fluency students need to learn different levels of formality

and politeness. They need to be able to speak in different

contexts and for different purposes. Students are reluctant to speak.

One of our main goals is to give them opportunities to

acquire conversational strategies.

Spoken grammar is different from written grammar. It has common

features of speech. We use phrases to buy thinking time.

Grammar in speech would be unacceptable in writing: change the

subject to the end of the sentence, not asking direct questions…

Spoken grammar is different in different varieties of English.

Students can be made aware of this and teach them how to use
buying time language, how to make “tails” and two step

questions.

- Lexical phrases and adjacency pairs

The ability to use lexical phrases (see you later, back in a sec) is
an important component of fluent speech. Many functional

exchanges work well because they follow a set pattern like

adjacency pairs. Paired responses expected to “nice day, isn’t it?”=

yes, lovely, isn’t it)/ do you fancy a coffee?= Yes, please/ no, thank
you. We want to make sure students learn and recognize as

many of these lexical phrases and adjacency pairs as possible.

- Conversational strategies

Sentences to express they don’t understand, or repeat, or speak

slowly. We need to help students to be able to use phrases

such as: Would you mind repeating that, please, or sorry, I don’t
understand.

They need to use repair strategies: it’s a kind of… what’s the word
for…

Use typical discourse markers and phrases: the point I’m trying to
make is… to put it another way… that will help them in

conversation or prepared talks.

- ‘Listenership’

Interaction between speakers and listeners. To be a good listener

is as important as talking. They need to show they are

paying attention, and help the conversation forward with body

movements, eye contact, short phrases (umm, really?), how to take

and withhold turns, how to interrupt, keep the subject, invite a

comment…

Role cards to intervene in conversations with prepared phrases. Show

by their attitude they are engaged in the conversation, or

disengaged and bored.

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- Strategies to encourage reluctant students to speak

With good class atmosphere it is easier to get students to speak.

The class mix, the topic or the task make it difficult for
students to speak freely and enthusiastically. The role of the teacher
then is crucial: to move students towards the desire to

speak and making them feel good about speaking to overcome

shyness.

-Making students feel relaxed, create a relaxing environment. Lower

their affective filter, anxiety barrier in the way of

communication. Minimize the natural tension that they may feel.

-Matching level and task, don’t ask them to do more than they can.
Set tasks at a level they are comfortable with.

-Use pairwork and groupwork. Question and answer with the whole
class is intimidating and favor the more confident. Pair

work gives everyone a chance to speak and is less pressurized.

-Preparation time: it is difficult to speak fluently with no warning.

They will perform better if they have the chance to think

about what they are going to say and how. Give them quiet time to
think, using their inner voice. We can allow this in their L1.

-Fluency activities: to make them feel more relaxed include quick

instant fluency activities, when they are used to this they feel

more confident about speaking. Including short enjoyable bursts of

fluency type activities they would get used to speak at a

moment’s notice. Some other times they will need preparation time.

-Teacher roles: Prompt students feeding in words and phrases.

Participants in the conversation Feedback provider, decide

how and when to offer feedback and correction during speaking

activities. Too much correction may push our students back. Too

little correction we might miss to work on language.

Mandatory participation of “social loafers” that sit back and let the
others do the work. Ensure that all students are equally

engaged. (numbered head each one has a number the teacher do not
know and calls out a number to participate.) Fluency circles

demand participation from all the students. Mandatory participation

for story-circle writing or jigsaw reading activities that only

work when all students take part.

- Speaking activity types: - Acting from scripts: playscripts and
dialogues

Act out scenes from plays or act out dialogues

Playscripts: treat it as real acting, as actors and teachers as

directors, paying attention to stress, intonation, speed… Use

adverbs to describe how lines would be said (anxiously, passionately,

quietly). Acting out is a learning and a language producing

activity. Drama helps in pronunciation and general language use,

it helps to build student confidence, contextualize language,

develop their empathy, involve them in problem solving, practice

gestures, facial expression, eye contact, movement, proxemics and

prosody.

Dialogues: act out coursebook dialogues, extend them, adapt them

or write them. Practice beforehand. Exaggerate intonation

and gesture to make it more enjoyable. Say it in different ways

(whispering, shouting, happily, miserably, etc), change roles and

say the other’s part. Not to choose the shyest students first. Create a
supportive atmosphere, give them time to work on their

dialogues.

- Communication games: information-gap games, television and radio

games

Aim to get students talking as fluently as possible.

Info gap: talk to a partner to solve a puzzle, draw a picture, order

things, find similarities and differences

Television and radio games: provide good fluency activities. Find

out what an object is by asking yes/no questions. They get

points. Comedy improvisation games, the fishbowl with words and

sentences to include in a conversation...

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- Discussion: buzz groups, formal debates, unplanned discussion,

reaching a consensus

From highly formal whole class events to informal small group

interactions.
Buzz groups brainstorming, short and informal discussions, to
predict the content of a reading text. Buzz groups is useful to get

students talk about a bigger, more formal later task. (a prepared talk).
Create a word map, or each one sticking notes around a

word and discuss them.

Formal debates: prepare arguments in favor of or against. They

produce well rehearsed writing like arguments, the other add

their less scripted thoughts. Preparation is a key ingredient for

successful debates, students need time to plan their arguments.

We provide them with resources where to find the arguments.

Webquests are a good way to prepare for debates. Practice their

speeches in their groups first to feel what they are going to say

Unplanned discussion can provide enjoyable and productive

speaking. It will depend on our ability to prompt, encourage and

change attitude to errors and mistakes.

Reaching a consensus activities which force students to reach a

decision, choosing between specific alternatives. To give the

discussion a clear purpose an awkward choice is key.

- Prepared talks and presentations

Of their own choice. Not the result of informal spontaneous

conversation. They are prepared, more writing like. Students read

from notes. We need to invest time in the procedures and processes.

They need time to prepare their talks, help in preparing

them. Rehearse them, present them to each other, decide on the

criteria of a good presentation, the listener can give feedback.

Learn that to listen to the presenter helps him. Do a feedback task or

prepare follow-up questions. Presentations have to

involve active listening as well as active speaking. After the

presentation students need a chance to analyze what they have

done and repeat it in another setting.

- Questionnaires

Prepared in advance they are useful as both will have something to

ask and answer back to. It encourages the natural
repeated use of language patterns. Students can design their
questionnaires. The results from questionnaires can be the basis

for written work, discussions or prepared talks.

- Simulation and role-play

Simulation of real life encounters, as themselves or on the role of

someone else.. They encourage oral fluency or training for

specific situations. Students need to know exactly what the situation

is and have info about the background. Allow them to be as

creative as possible. Create the environment or procedures for the

simulation. Simulations work well if participants have to come

to some kind of decision. It has three advantages:

.they are fun and motivating,

.allow hesitant students to be more forthright, they can hide behind

their role

.broadening the world of the classroom allows students to use a

much wider range of language than task centered activities.

- Storytelling

We tell stories all the time. Storytelling is vital part of a language

user’s abilities. It is useful for language learners:

. it mirrors the human activity of telling stories all the time so it is

motivating.

. it is a skill everyone possesses, so it is not so unnatural as other

language activities.

. we tell the same stories again and again. Our favorite anecdotes are
practiced in the retelling, and each time we tell them better.

As repetition is a vital part of language learning, telling and retelling

stories is ideal for this.

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- Inference is understanding what’s behind words.

-Foreignising is pronounce a word in our language as if it is an L2

word.
-Comprehensible input is important because the more we see and
listen to, the more english we acquired

-Basic procedure for the teaching of productive skills: lead-in, task,

monitoring and, feedback and follow up.

-A typical procedure for getting students to read (receptive skills) a

written text or listen to a recording involves type 1 (read or listen

for general understanding) and type 2 tasks (look for specific details
and analyze language), and lead-in (engage students),

comprehension/respond task, (for general understanding)

reading/listening and text related tasks( follow up activities, detailed

responses).

-Extensive reading/listening is based on reading for pleasure in a

leisure way. Extensive reading suggests reading at length, often for

pleasure.

-At lower levels where students are preoccupied with bottom up

processing, we need to concentrate on: word and sound recognition

and connections between sounds and spelling.

-An effective learning sequence offers skills integration and language

study.

-Top down and bottom up processing interact providing a good

understanding of details and a general picture of the text.

-To achieve success in productive tasks the language students have

met for the first time is not available for instant use. Production

activities should be planned in advance to generate student’s output.

-When dealing with difficult vocabulary in a text, the way to turn

student’s need of understanding every single word into an engaging

cooperative learning task is to get students reach a meaning

consensus in groups.

-When students do not enjoy reading for pleasure or do not have a

reading habit, the option of teachers to encourage extensive

reading are to create a sense of competition keeping a record, and

discuss the books they read using words and expressions from

the text.
-Predicting the topic of a listening activity is a top-down processing
strategy. Puts students at ease and in the mood for the task and

engages their previous linguistic knowledge.

-Before watching a film in class, teachers need to plan listening

comprehension tasks to keep students engaged and focused on the

language. Watching films provides paralinguistic information, cultural

features and unspoken rules of behaviour.

-Focusing on the process of writing is at times not appropriate in

English lessons.

-To explain the process of writing and encourage students to plan,

draft, read back and redraft quickly can be useful for writing

exams.

-Writing for writing tasks value students ability to write.

-When students are engaged in a speaking task the teacher role could
be to encourage students and feed in words and phrases they

might need. To become participant in conversations ourselves.

-Repetition in language learning gives students opportunities to try

language out, refine what they say and feel confident.