Compendios Completos Methodology

LISTENING
Methodology for teaching English to children
Unit 3: Receptive skills
Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.
Se lo utilizará únicamente con fines educativos.
FORMATO CONTROLADO: FR0044/ v1.1 / 11-05-2020

Tabla de contenido
Listening - Introduction ....................................................................................................................4
How to teach listening ......................................................................................................................... 5
Listening and the classroom and the subskills ..................................................................................... 6
Tips for teaching ESL Listening ........................................................................................................... 11

DESARROLLO DEL CONTENIDO DEL TEMA 1
TEMA 1
Listening
Listening in the
How to teach Tips for teaching
classroom and
Listening ESL Listening
the subskills
Objetivo
To identify how to teach listening and develop receptive skills in young learners.
Introducción
The reason for the importance of Listening is that when we are babies and children, we only identify
the phonemes of our own language and we do not take into account the others, because it does not
resemble what we have become used to since we were born. When we grow up, not being constantly
identifying sounds, it is difficult for us to understand other languages. Our brain does not register these
strange sounds as words, which produces a blockage before that new language. Mostly, when we start
to learn English, we have a higher level of understanding with written English (vocabulary and
grammar) than with spoken English. This should not be the case since the learning must contemplate
all areas and facilitate us to progress together.
Studies confirm that people who focus on Listening can learn the rest of the skills (Writing, Reading
and Speaking) much faster, that is, the best way to improve the other basic aspects of the language
is to focus first on Listening. On the other hand, another study from the Journal of Memory and
Language showed that it is much more effective to listen to the sounds of the new language that you
want to learn in silence rather than to pronounce them so that our perception is not distracted from
the exact phoneme and sound that the word produces, and, instead of memorizing it, being able to
assimilate it.

DESARROLLO DE LOS SUBTEMAS DEL TEMA 1
Subtopic 1: How to teach Listening
What teachers know about listening? This question rings in our head, and it is that listening “refers to
concepts such as interpretation, meaning or understanding, listening is an active skill”, however, the
reality is that students need to work hard to improve it (Nemtchinova, 2020).
Developing a student's listening comprehension is the most difficult task for a teacher, for the simple fact
that for a student to speak the language, they must first hear it and know how to pronounce it. In general,
the skills of writing, reading, and speaking in another language develop as the language is learned, but
the ability to listen is essential to develop it from the beginning.
According to Scott and Ytreberg (1990) "when children learn a foreign language, they do so by listening
and what they hear is the way they produce language". That is why, as teachers, students must be
provided with the necessary material so that they can develop the ability to listen, all kinds of material
are valid as long as it works to expand the learning of what you want to teach or develop.
When a child learns a second language, in this case English, it is very easy to develop their listening
comprehension through songs, games, rhymes, or with any material, activity, or exercise that the student
is motivated to participate in. Teachers must take into account the tastes of our students, know what
they like to do the most in the classroom and what activities they prefer to do.
If you search in books or on the Internet, you can find a wide variety of activities and exercises to
develop students' listening comprehension, it is just a matter of experimenting with different types of
activities and seeing which ones work best with children. Likewise, the teacher can create and design the
activities according to the different perceptions of students and the topics that have been seen in class.
All children think in a very different way, not all have the same reaction or learning process, and it is
clear that they all find a different way to do things.
As teacher we can understand that students have different learning styles and we need to be prepared
what to bring into the classroom. Tom Garside (2020) mentioned three important considerations in the
teaching Listening process: Preparation, Pre-teaching, Task design.
David Riddell (2003) in his book mentioned that is necessary consider integrate the four skills in a lesson
plan, for that reason he proposes a possible lesson frame could be:
1. Check essential vocabulary.
2. Establish interest in the topic.

3. Reading about the topic
4. Listening a dialogue or conversation
5. Create a writing task
6. Create a speaking activity
Also, Riddell mentioned that each stage needs more details, and the most important part “is not treat
each skill in isolation” (Riddell, 2003).
Now, we can talk about the diagnostic approach, this approach enables teachers and students to address
hearing difficulties and practice strategies to reduce them (Field, 2008, as cited in Nemtchinova, 2020).
The characteristics of this approach are:
- Using incorrect answers to detect weaknesses and design activities to help them.
- No memorizing activities
- Develop some characteristics in learners using learning strategies
Listening in the classroom and the subskills

Subtopic 2:
“Listening is vital in the language classroom because it provides input for the learner”
(Rost, 1994, as cited in Nunan, 2001).
According to Richards (2008), there are two different perspectives when we consider to teach Listening:
✓ Listening as comprehension
✓ Listening as acquisition
Listening as comprehension
Listening and listening comprehension are synonymous of listening as comprehension, it refers to multiple
processes of thinking about the nature of listening. Richards (2008) mentions that “this perspective is
based on the assumption that the main function of listening is to facilitate understanding of spoken
discourse” (p.3).
If we talk about listening as comprehension in the classroom, it is important to talk about the two views
of listening:
- Bottom-up processing
- Top-down processing

Bottom-up processing
Bottom-up processing help students distinguish lexical and pronunciation features to understand the text
(Nemtchinova, 2020). Due the direct focus on language forms, this process is beneficial for lower-levels
learners. There is a list of process to develop bottom-up processing.
- Differentiate between individual sounds, words, and accents.
- Identify thought groups.
- Listen to the intonation patterns in expressions
- Identify grammatical forms and functions
- Recognize contractions and connected speech
- Recognize linking words
(Nemtchinova, 2020)
Top-down processing
Top-down processing is based on the background or prior knowledge (large vocabulary) and experience
to constructure the meaning of a message. Richards (2008) mentions some kinds of types that teachers
can apply in the classroom:
- Identify the referents of pronouns in an utterance.
- Recognise the time reference of an utterance
- Distinguish between positive and negative statements.
- Recognize the order in the sentence
- Identify sequence markers
- Identify key word that occurs in a spoken text.
- Identify the modal verbs in a spoken text.
(Richards, 2008)
Look at the following figures, you will see some examples from Richards that mentions in his book.
Figure 1 – Bottom-up processing example
Source: Teaching Listening and Speaking book by Professor Jack Richards (2008)

Figure 2 – Bottom-up processing example
Figure 3 – Top-down processing example
Top-down
processing goes
from
meaning to
language
Bottom-up
processing
goes from language
to meaning

In real-world listening activity both processing occurs together (Richards, 2008), for example when
teachers plan a typical ESL or EFL listening comprehension activity. Here we mention an example
remember to consider the sequence or stages that guide students towards the development of this skill.
These stages are:
- Pre-listening
- While- listening
- After listening.
-
During the pre-listening, or pre-listening stage, students are prepared to listen. They can listen to a short
introduction to the text, which could include hearing the title, the first sentence, or several phrases. The
students could then infer the content, vocabulary, structure, and organization of the text. In this way,
prior knowledge or schemata (schemata) would be activated. It is during this stage that students are
interested in and curious about what they are going to hear.
In the second stage, While-listening, students listen to the text to understand the message and determine
the main idea, without paying attention to all the details, as happens when listening to news, commercials
and interviews, among others. The students can also examine the information or details of specific parts
included in the text, such as listening to the weather report, following directions given on the radio, or
giving the names or number of victims of a car accident featured in the news. It is important to note that
for students to develop their listening comprehension they must listen to the listening segment, during
this second stage, several times. At the end of this stage, students receive feedback when the exercises
are reviewed.
Finally, in the third stage, after-listening, through oral and written production, students give their opinions
about the text they heard orally or in writing while expressing their feelings and attitudes when carrying
out activities such as scripts, interviews, character analysis, essays or discussions, among others.
These three stages are important in all listening activities and help students to assimilate information
progressively.
Figure 4: ESL listening lesson plan with activities focus on comprehension process.
Stages Description Activities
Pre-listening Top-down Activate prior knowledge
Bottom-up Making predictions
Key vocabulary
While-listening Focus on comprehension Selective listening
Gist listening
Sequencing
Post-listening Response to comprehension Give opinions about a topic
Sources: Teaching Listening and Speaking book by Professor Jack Richards (2008)

Also, Professor Jack Richards (2011) mentions:
The more we know about the topic the more background knowledge we are able to access, to
more top-down processing we are able to make use of. The less we know about a topic the more
language-based processing we will have to make use of.
On the other hand, Riddell (2003) mentions as teachers, we need to organize the activities, tasks or
exercise that we will implement or use in class, “we have to stage the lesson” (p. 109-110). The lesson
could follow these stages:
Stage 1: Pre-teach vocabulary
Stage 2: Establish interest in the topic.
Stage 3: Select a subskill to pre-listening activity (Listening for gist, listening for specific
information)
Stage 4: Select a subskill to listening activity (Listening for detail).
Stage 5: Design a follow-up activity based on the topic.
Remember as we mentioned before, teachers can integrate listening with other skills and language work.
Listening subskills (for ESL listening activities for kids). Teaching listening can be a challenge, for that
reason is necessary to divide this macro skill in specific subskills (Bolen, 2020), we make a list the most
common sub-skills:
- Prediction
- Listening for gist
- Listening for transition signals or discourse makers
- Listening for details or specific information
- Inferring meaning
- Note taking
- Listening for attitude.
Listening as acquisition
Listening as acquisition is based on the next assumptions (Richards, 2008):
• Listening is used to extract meaning from messages.
• Learners must be taught how to use both and top-down processes to understand the
messages.
• The language of expressions (utterance): precise words, syntax and expressions: used by
speakers are temporary carriers of meaning.
• Teaching listening comprehension strategies can help students be more effective listeners.
There are some tasks connected with this viewpoint.

- Sequencing

- True-false comprehension
- Picture identification
- Summarizing
- Dicto comp
Strategies appropriate for the listening as acquisition are two:
- Noticing activities: it involves listening tasks that served for comprehension activities (Richards,
2008).
- Restructuring activities: it refers to oral or written tasks that involve productive use of selected
items from the listening text (Richards, 2008)
According to Nunan (Nunan, Listening In Language Learning, 1997) “listening is thus fundamental to
speaking” for that reason here we will cite three important reason to emphasize listening to help the
development of spoken language proficiency (Nunan, New ways in Teaching Listening, 2001).
✓ Spoken language provides a means of interactions for the learner.
✓ Authentic spoken language presents a challenge for the learner to attempt to understand
language as native speakers actually use it.
✓ Listening exercises provide teachers with the means for drawing learners' attention to new
forms in the language.
(Nunan, 2001)
Subtopic 3: Tips for teaching ESL Listening
Before start planning the listening experiences for young learners, it is important to follow some principles
(Conca, 2017):
1. Motivating your students (using gamification, fun videos, etc.)
2. Engaging listening task (create real conditions in the classroom).
3. Developing appropriate activities (authentic materials)
In teaching listening, is important to mention there are four basic types of listening. These are:
Appreciative listening, it refers to the listening for pleasure and enjoyment; Emphatic listening, it refers
to the listening to provide emotional support for the speaker; Comprehensive /Active listening, it refers
to the listening to understand the message, for example when learners attend a classroom lecture or
listen to direction; Critical /Analytical listening, it refers to the action to evaluate a message for purposes
of accepting or rejecting it.

According to Nunan (2001), listening has six stage processes, they consist of:
▪ Hearing/Receiving: it is an intentional focus on the speaker’s message, it represents the main
tool in the listening process.
▪ Attending: it refers to a selection that our brain focuses on.
▪ Understanding: it refers to analyse the meaning of the message, and sometimes it is not easy.
▪ Remembering: it is an important listening process because receive and interpretative the
message and learners store the information in their brain. It is a selective process.
▪ Evaluating: it refers that listeners evaluate the message received. Active and effective listeners
are part of this process.
▪ Responding/feedback: it refers when the listener checks if the message has been received.
These stages occur in sequence and rapid succession.
Listening Strategies
Richards (2008) lists some activities seek to involve listeners actively in the process of listening. Buck,
(2001, as cited in Richards, 2008) identifies two kinds of listening strategies:
• Mental or cognitive strategies
o Comprehension processes
o Storing and memory processes
o Using and retrieval processes
• Metacognitive strategies
o Assessing the situation
o Monitoring
o Self-evaluating
o Self-testing
(Richards, 2008)
Activities for YLs.
Here we have different types of listening activities in real-life.
✓ Listening to announcements in train stations, airports, etc
✓ Listening to the radio
✓ face-to-face conversations
✓ Watch TV programmes
✓ Participating in a meeting, seminar or discussion,
✓ Taking part in a lesson,
✓ Participating in a telephone conversation, among others.

There are specific activities for YLs teachers. We start making a list.
▪ Listening to stories: children love stories, but also it is a good activity for adolescents and
teenagers.
▪ Describe and draw: It fixes with all ages.
▪ Dicto-gloss: It is a flexible activity that involves more skills (writing and speaking) (British Council,
2018).
▪ Listen and do activities: Instructions, moving about, put up your hands, mime stories, drawing
are some strategies using with this activity.
▪ Listening for information: Identifying exercises, listen for the mistake, putting things in order,
questionnaires, listen and colour, filling in missing information.
▪ Listening and repeat activities: rhymes, songs.
▪ Listening to stories: telling stories.
▪ Traditional fairy tales: creating stories, reading stories.
(Scott & Ytreberg, 1990)
Students roles: Nowadays the role of students has been changing. Years ago, listeners fulfilled the passive
role, now they have become the protagonists of the classroom. Students construct their own meaning by
top-down and bottom-up processing. They employ several strategies and skills in order to develop their
metacognition.
Teacher roles: The teacher takes charge of everything. He or she selects input, develop and design
activities, in the process-oriented classroom the teacher assumes a more supportive role, facilitating
control and testing listening. Also, they must be aware to give some feedback to their students.

PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD
What are the characteristics of diagnostic approach?

Using incorrect answers to detect weaknesses and design activities to help them.
No memorizing activities
Develop some characteristics in learners using learning strategies
What are the two perspectives of listening approach?

Listening as comprehension
Listening as acquisition
What is listening as comprehension?

It is the traditional way of thinking about the nature of listening.
What is listening as acquisition?

It is the development of a new skill, practice, or way of doing things.
What listening style does refer to the listening to enjoy?

Appreciative listening.

MATERIAL COMPLEMENTARIO
Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo:
Videos de apoyo:
Teaching Listening: Gist & Detail: https://youtu.be/Ks0oxK0-BsU
Listening comprehension by Professor Jack Richards: https://youtu.be/K21mag4VnDI
Teaching listening actively: https://youtu.be/e16mymdji68
Bibliografía de apoyo:
Links de apoyo:
How to Teach Listening. https://files.eric.ed.gov/fulltext/ED475743.pdf
How can teachers teach listening? https://www.tesol.org/docs/books/bk_ELTD_Listening_004
Listening in language learning – the nature of listening:
http://soda.ustadistancia.edu.co/enlinea/SandraMilenaRodriguez_Listening/the_nature_of_liste
ning_nunan_2001.html
Teaching Listening: https://www.teachingenglish.org.uk/article/teaching-listening
Teaching listening - Listening as acquisition:

https://www.cambridge.org/elt/blog/2016/01/19/teaching-listening-6-listening-
acquisition/#dictocomp
Teaching listening - Strategies: https://www.cambridge.org/elt/blog/2016/01/15/teaching-
listening-5-listening-strategies/

REFERENCIAS
Bolen, J. (2020). 49 ESL Listening Activities for Kids (6-13): Practical Ideas for English Teachers Who
Want to Help Students Improve their Listening Skills.
British Council. (2018). Teaching Listening. Obtenido de Teaching English:

https://www.teachingenglish.org.uk/article/teaching-listening
Conca, M. (15 de 06 de 2017). Five (fun) ways to teach listening to YLs (effectively). IH Journal_42 v2
14. Obtenido de http://ihjournal.com/wp-content/uploads/2017/06/20170615-IH-Journal_42-
v2-14.jpg
Garside, T. (2020). Tips for teaching listening – How to teach your students to listen with purpose.
Obtenido de Trinity CertTESOL: https://www.teflhongkong.com/blog/teaching-listening-with-
purpose/
Heredia, M. A. (2018). Improving Listening Comprehension by Using Practical Techniques in the Third
and Fourth English Levels. Kronos journal.
Nemtchinova, E. (2020). Teaching Listening, Revised (English Language Teacher Development). TESOL
Press.
Nunan, D. (1997). Listening In Language Learning. En D. Nunan, The Language Teacher (págs. 238-241).
The English Centre, University of Hong Kong.
Nunan, D. (2001). New ways in Teaching Listening. The journal of TESOL France, 51-65.
Richards, J. (2008). Teaching Listening and Speaking. Cambridge: Cambridge University Press.
Riddell, D. (2003). Teaching English as a foreign/second language. Teach yourself.
Scott, W., & Ytreberg, L. (1990). Teaching English to children. London: Longman.

READING
Methodology for teaching English to Children
Unit 3: Receptive skills


Tabla de contenido
Reading - Introduction ............................................................................................... 4
Introduction of reading in a second language ................................................................ 4
Reading and its subskills ............................................................................................. 6
Reading strategies and material for young learners ......................................................... 8

TEMA 2
Reading
Reading
Introduction of
Reading and its strategies and
reading in a
subskills materials for
second language
young learners
Objetivo
To learn how to teach reading and develop receptive skills in young learners.
Introducción
By acquiring a second language, the reading process receives a special focus. It is also said
that they must have knowledge of vocabulary and grammar before a second language learner
can read. According to specialists, one of the best ways to acquire vocabulary and grammar
is through reading.
Subtopic 1: Introduction of Reading in a second language
The importance of the role of reading in the second language (L2) classroom is undoubtedly
prevalent in the teaching and learning process. For example, not only reading is a way of
acquiring vocabulary and grammar but it is also a good instrument to present the culture of the
target language (Rodrigo, 1997 & Omaggio, 2001, as cited in Vernon, 2013). Problems arise,
however, when the reading task becomes challenging due to lack of linguistic competence or
prior knowledge — this occurs in both the first and second languages. Also, because of the
variation in each student's reading skills, no two are the same. Individual differences in each

student's learning style play an important role in reading comprehension as well as language
proficiency. Of course, there are students who do not like to read in general, but when an L2
student is faced with reading homework often becomes difficult work. Therefore, and due to all
the above-mentioned challenges, reading must be taught carefully because it is a fundamental
instrument in the L2 classroom to acquire knowledge of vocabulary, grammar, culture and
pragmatics.
Some experts consider that the reading patterns in a first language differ from those of the
second (Eskey, 1988 as cited in Aguero, 2005). Aguero (2005) mentions “in a study with
Chinese, Spanish and English speakers, Block (1986) demonstrated that the strategies used by
non-native English speakers when reading a text do not differ from those of native speakers”.
The results suggest that the non-native reader applies his/her knowledge of the reading process
in his/her own language to the text and thus, there is a proportional relationship between the
effective use of strategies and the ability to learn. However, it is important to understand that
“many students from five to ten years old are in the process of learning to read” (Scott &
Ytreberg, 1990), and teachers need to understand that a child whose language is not written in
the Roman alphabet needs more stages to learn to read.
In the review of the literature on the reading process in L1 and in L2 in the last two decades,
there is an increase in studies dedicated to understanding fluency, understood as automaticity
and the efficiency with which all operations are carried out in coordinated skills that integrate
and compose the reading competence (Foncubierta & Fonseca, 2018). The report commissioned
by the National Reading Panel (NICHD - National Institute of Child Health and Human
Development, 2000) consisting of a meta-analysis of the most relevant research on the reading
process in L1 from 1966 to the date of its publication, concluded with the identification of five
key components for teaching reading:
 phonemic awareness
 the alphabetic principle and phonics
 vocabulary
 fluency
 comprehension.
The study highlights the multidimensional nature of reading fluency as a key component and as
an educational objective priority. In this document, the fluent reader is defined as one who “can

read a text with adequate speed, correction and expressiveness” (NICHD, 2000). Despite being
a work dedicated to the study of reading competence in English as a mother tongue, the depth
of its study has generated the conceptualization of a framework for the understanding of the
components that make up reading. The international influence on the study of the mechanisms
that support the reading process in L1 and L2 is remarkable (Foncubierta & Foncesa, 2018).
Nowadays, there is a broad consensus on the need for an integrative vision of reading skills.
The acquisition of the Reading is considered a product of the interaction of reading skills text-
based (bottom-up) processing with the skills of reader-based processing (top to bottom)
(Foncubierta & Fonseca, 2018), and schema theory or background knowledge, states that all
knowledge is organized into units and theses units of knowledge or schemata, is stored
information, in order words is a description of how learners use prior knowledge to comprehend
and learn from text.
According to Grabe (2008), the subject of reading is a cumulative pillar of understanding that
begins with low-level processes and moves towards high-level processes. Fundamental low-level
processes include letter and word recognition, and knowledge of sentence structure or syntax.
There is no debate on the importance of the role of vocabulary in the ability to understand the
reading. It is just as convenient for children to learn to read as it is for L2 students. The
recognition of the word is the most elementary skill of the processes of low level (“lower-level
processes”) of reading and is defined as the knowledge of the connection between the meaning
and the form (“form-meaning connection”) of words.
Furthermore, for children who are learning to read, word recognition and reading
comprehension are analogous because they have not yet developed sufficient cognition to reach
high-level processes (Grabe, 2008). Similarly, for L2 beginners who have sufficiently developed
the cognition phase, most of the cognitive effort is devoted to word recognition (Vernon, 2013).

Subtopic 2: Reading and its sub-skills
In the previous subtopic, we learned about the importance of reading in the second language
and also mentioned the five major components of reading in children, now in this subtopic, we
will have a look about the reading skills and sub-skills. Starting at this point, the reading sub-
skills are:
Scanning: It is a reading technique which is done by looking at the most important details of a
text in a quick manner. It allows learners to locate specific information, like names, dates, facts,
places or statistics, also can skip a large section or part of a text (Spratt, Pulverness, & Williams,
2011).
Skimming or reading for gist: It is called the speed type of reading; it helps learners to get a
general idea of what it is about and do not give much attention to small details present in a
text.
Reading for detail: to get the meaning out of every word (Spratt, Pulverness, & Williams, 2011).
Extensive reading: reading long pieces of text. It can be done for fun and helps to develop
general reading skills.
Intensive reading: Using text to examine language. Learners require to read and familiarize
even with the smallest details of a text. It is applied when there is a specific task given and an
output is expected from the learners.
Table 1: Reading skills

Sub-skill Descriptions Example
Scanning Reading for specific information Looking for a number in the telephone
directory.
Graphic organizer.
Searching a word in the dictionary.

Skimming or reading Reading quickly through a text to Looking for a book in a bookstore.
for gist get the general idea of what it is Reading headlines of a newspaper.
about.
Reading for details To get the meaning out of every Reading emails, messages from
word. someone important.
Extensive reading Reading long pieces of text, in Story books or an article.

many cases without requiring a Comics.
task.
Intensive reading Analysing the language in a text. Reading blogs or news.

Reading for deeper meaning.
Inferring Figure out something about the Getting meaning from a text.
text that the author did not tell
you.
Deducing meaning Guessing the meaning of an I drove my van to the downtown and
from context unknown word by using the parked it in the central park. Van must
information in a situation around be some kind of vehicle.
the word to help.
Predicting Using clues before reading, to Looking at some pictures or photos in

guess what a text may be about the newspaper cover trying to guess
what is the title or news.
Understanding text Involves understanding how In a problem-solution essay, the

structure certain types of text generally structure must be: discuss the
develop. problem, suggest a solution, and the
conclusion.
Source: TKT course, modules 1,2 & 3 (Spratt, Pulverness, & Williams, 2011). Retrieved from: https://www.cambridgeenglish.org/
Fecteau (1999) highlights the need to take into account the learner's reading skills in their own
mother tongue when analysing the reading of literature in a second language.
Also, some scholars mention the importance of the reading process and the interactions with
effective strategies, this result show at least two direct implications in the class of English as a
second language:

1. Learners will be more or less effective and efficient in reading English texts to the
extent that it is in the reading of texts in their mother tongue.
2. Learners can reach a satisfactory understanding of a text in English even with a low
level of language proficiency.
Subtopic 3: Reading strategies and materials for young learners
First, it is necessary to mention an example of a Reading lesson plan, it applies to all learners:
Pre-reading or introductory activities:
- Introduction to the topic
- Activities focusing on the language of the text.
While-reading or main activities:
- Activities to develop different reading subskills
Post-reading:
- To relate the text to students’ lives using the language in the text
There are some strategies that fit into more than one macro skills, they are:
• Deducing meaning
• Guess the headline
• Understanding grammatical information
• Text organisation
• Identify the purpose of a sentence
• Summarising or extracting the main ideas and supporting information
• Skimming
• Recognition vocabulary
• Drawing inferences
• Following the structure of a passage
• Scanning lo locate specifically required information
(Spratt, Pulverness, & Williams, 2011)
In the following graphic, there is a proposal example of an EFL Reading lesson plan for young
learners.

Before or Pre-reading: While-reading Post-reading
- Activate prior - Visualize - Paraphrase important

knowledge - Summarize information
- Examine text - Confirm / Reject - Identify main idea and
structure predictions details
- Set a purpose for - Identify / clarify key - Make connections
reading ideas - Make inferences
- Predict text content - Self-monitor - Draw conclusions
- Review and clarify - Adjust reading speed. - Analyse using
vocabulary - Notice figures, images information from the
and chart. text.
- Generate questions - Make a graphic
- Take notes organizer to
summarize key
- Analize vocabulary
information.
Riddell (2003), in his book Teaching English as second or foreign language, mentions a different
approach to a Reading lesson plan, he calls it a standard approach and also states that this
approach is using by many teachers. From a point of view, both are the same, just change the
structure.
Here, we will list the five stages mention by David Riddell and their aims.
Stage 1: Introducing new “essential” vocabulary and check its understanding.
Aim: To understand the meaning of essential words in order to complete set tasks.
Stage 2: Create interest in the topic. Teachers can start with question and answers i.e. Do you
like fruit? SS. Yes or No… Or using predictions or contextualization. The main idea is that these
two first stage prepare the students for the Reading task.
Aim: To generate students’ interest in the topic.

Stage 3: In this stage, teachers start building confidence in the students. They can apply the
designed tasks, starting with the easiest and then continue with the most complex task using
skimming or scanning. A task focuses on the gist is connected with skim. A task to encourage
scan reading requires students to find specific information or understanding in detail.
Aim: To have practice in scan reading skills
Stage 4: In this stage, teachers can provide a task that requires more detailed reading.
Aim: to have practice in intensive reading.
Stage 5: Sometimes teachers take this stage as optional, however, if teachers apply this stage,
the task must focus on communicative.
Aim: to have practice describing and discuss about topics from the text.
(Riddell, 2003)
When speaking of teaching young learners, Scott and Ytreberg (1990) divide the activities per
range of ages.
Activities for children from five- to seven-year-olds
• Picture books (with or without text)
• Decoding reading (visual clue)
• Use songs and nursery rhymes to build phonemic awareness
• Word fun
• Reread
• Take turns
Activities for children from eight- to ten-year-olds.

• Reading a story from a book
• Reading a class story
• Reading texts based on the child’s language
• Reading familiar nursery rhymes or songs
• Reading aloud
• Silent reading

The process of learning a second language or a foreign language can be difficult for children,
teachers should create meaningful activities and tasks that help them to encourage them to
learn the language, clarify any doubts or clarify any difficulties. With children (young readers),
teachers can use the students' native language to get students to talk about the story or use
to discuss the topic or what happens next in the story. For children ages eight to ten, teachers
can use silent reading as a starting point and continue with any activity such as role play (Scott
& Ytreberg, 1990).
Material for teaching reading

• Reading cards/Flashcards with labels / posters
• Book reviews
• Introducing new books
• Newspapers
• Songs / Lyrics /Nursery rhymes
• Alphabet and phonics

What are the key components for Teaching Reading?

They are five: phonemic awareness, the alphabetic principle and phonics, vocabulary, fluency
and comprehension.
What is skimming?
It helps learners to get a general idea of what it is about and do not give much attention to
small details present in a text.
Which example belongs to Reading for details?

For example: Reading messages from someone important.
A common EFL Reading lesson plan starts with:

Pre-reading activities
“Generate questions” is an example of?

While-reading activities

Videos de apoyo:
Reading Comprehension Strategies : How to Teach Reading Sub-Skills:
https://youtu.be/it5RwtE7Ozg
Teaching Reading in an ESL classroom: https://youtu.be/8wfH99DeKfY
How to teach a reading skills lesson. This video help you understand how a teacher manages
a Reading class. https://youtu.be/iu-yLD8qQM0
Strategies for teaching reading1: https://youtu.be/_MS-5k-yj2w
Guided Reading with ESL Elementary Students: https://youtu.be/7_jXuw_Knc0
Powerful Method for Teaching Reading to Classroom of Students : https://youtu.be/fPsAuf1ihMk
Bottom-up vs Top-down Model: The Perception of Reading Strategies among Thai University
Students: https://core.ac.uk/download/pdf/266996266.pdf
Links de apoyo:
https://www.teachingenglish.org.uk/article/top-down
https://www.teachingenglish.org.uk/article/bottom
https://www.nichd.nih.gov/health/topics/reading/conditioninfo/work
https://www.readbrightly.com/home-reading-activities-6-year-olds/

REFERENCIAS
Fecteau, M. L. (1999). First- and Second-Language Reading Comprehension of Literary Texts. The
Modern Language Journal Vol. 83, No. 4 .
Foncubierta, J. M., & Fonseca, M. C. (2018). Understanding the reading process in a second language:.
Tejuelo, 15.
Grabe, W. (2008). Reading in a Second Language: Moving from Theory to Practice. Cambridge
University Press. doi:https://doi.org/10.1017/CBO9781139150484
NICHD - National Institute of Child Health and Human Development. (2000). Teaching Children To
Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its
Implications for Reading Instruction. Bethesda, MD: National Reading Panel.
Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules (1,2,3) 2nd edition.
University of Cambridge.

WRITING
Unit 4: Productive skills


Tabla de contenido
Writing - Introduction................................................................................................. 4
How to teach writing ................................................................................................... 4
Differences between writing and speaking ..................................................................... 8
Writing activities for levels ......................................................................................... 10

TEMA 1
Writing
Differences Writing
How to teach
between writing activities for
writing
and speaking levels
Objective
To compare forms to teach writing and speaking to develop productive skills in young learners
and discover different useful activities for teaching EFL focused on developing writing skills.
Introducción
English is currently the universal language and therefore one of the fundamental supports in
communication in the globalized world. Those who wish to expand their business, work, study
or even social possibilities must without a doubt be willing to learn and master this language
to perfection. However, we know that this is not an easy task for everyone, as there are those
who have greater difficulty when learning a new language, as well as there are different areas
and it is not easy to master them all.
One of the things that represent the greatest difficulty for most people is learning to write
English correctly, structuring the sentences with perfect grammatical order and syntax, giving
a logical sense to the context of the sentences. There are many confusing terms for those
who are not proficient in English, which can be challenging for most students.

It should also be noted that there are many people who limit themselves to exclusively
mastering the spoken language, without worrying about improving their writing, however,
this is a considerable error that can restrict your future opportunities.
Subtopic 1: How to teach writing
The writing process is connected with our thoughts, this means, it is a consciously acquired skill.
Through language we interpret, represent, understand and we build our knowledge. Writing
means having the ability to communicate through a complex system and it serves as a tool to
organize and self-regulate thinking and order the world of ideas. Chapelton (2018) mentions it
is important that we value the different ways in which children perceive the world around them
and make it manifest. They may reflect what they think temporarily, for example through role-
play, dance, or music, or with something more permanent, such as paintings or drawings.
Writing requires taking abstract thinking even further. When children learn to write, they use
letters to represent the sounds they hear in a word. For that reason, for what they write in
English to make sense, they need to have a solid understanding of the spoken language, as
they must know what words sound like before putting them in writing (Chapelton, 2018). When
young children acquire their mother tongue, they need time first to assimilate it, especially if
they are also learning another language. Early learning to read and write is fostered by
immersing them in an environment full of rhymes, songs, and stories. Through constant contact
with the language, finally, and when given a good reason to communicate, they will begin to
use that new language in order to express themselves, first orally and then in writing.
It is important to consider that the main factor is to elicit students to participate in any activity
or task through motivation. Motivating young learners to write means that the teacher needs to
create activities and resources that exposed students’ interests. Piaget (1965) stated that
“children are active learners and thinkers” and Vygotsky also mentioned that learn through
social interaction and effectively through the scaffolding by adults or peers. It is important to
recognize that writing is an essential part of language development, it allows young learners to
practice new vocabulary and structures, develop creating thinking skills. Written exercise types

usually follow a set pattern of development to avoid this problem. Do not be tempted to rush
the children through this development at too early stages. Freewriting is developed very slowly.
Do not expect students to write freely about what they cannot say freely (House, 1997).
Although writing is in the last stage of the order of acquisition of a language, it is vital to ensure
its development from the school age, likewise, the same level of development of the skill must
be considered for both L1 and L2. Just as a child learns to speak fluently, they must also learn
to write fluently. Stone (1998) stated that the process of writing is learning how to write by
writing. The writing process has stages that ultimately lead to a product and teachers need to
balance the role of the process and the importance of the product.
In the writing process many authors agree that it should begin by thinking the topic or what the
writer is going to write, in order words choosing the topic and collecting the ideas (Stone, 1998).
Writing as process
It is necessary to consider the process approach while you are teaching writing. The initial focus
is on creating quality content and learning the genres of writing. When writing, students work
through the stages of the writing process. It involves brainstorming notes, ideas, words and
phrases about a topic, categorise and order ideas, draft, and implementing the improvements.
These stages are:
- Pre-writing
- Drafting
- Revising
- Editing
- Final draft or Publishing
Esta foto de Autor desconocido está bajo licencia CC BY
Prewriting – Data gathering. – writers plan what they are going to write. You need to choose a
topic, identify the audience and purpose. Writers usually brainstorm ideas and organise
information.
Drafting – Idea generation. – writers express their ideas in sentences and paragraph, suggest
structures or outlines. First draft, notes, research, Outlines, etc.

Revising – Connecting ideas. – writers have the opportunity to look back at their texts by adding
details, reorganizing thoughts, change or remove sentences and adapt their choice of words to
make sure the ideas are being conveyed clearly. It is recommended that writers have the
opportunity to revise their first draft and rewrite before moving to the next step.
Editing – Correcting writing. - In this stage writers can review and correct spelling, grammar,
capitalization and punctuation.
Publishing – Final draft. – the final draft is sharing with the audience.
Teachers using this approach provide students time to brainstorm ideas and give them feedback
on the content of what they write in their drafts.
Writing as a product
When we talk about product, it is focused on the student’s final draft. It is the result of all of
the previous steps (process writing). Accomplishment is measured by the accuracy of the
content and the accuracy of the text.
Focus on accuracy are grammar and vocabulary, spelling, punctuation, legibility and appropriate
genre conventions.
Focus on content are: assigning information successfully to the reader, order ideas logically,
using proper information.
The stages of a product writing lesson are:

- Familiarization: Reading the text model and analysing features of the genre (content,
text organization, lexis, grammar and vocabulary) i.e., If studying a story, the focus may
be on the technique used to make the story interesting.
- Controlled practice: Providing learners with practice of the key features require to write
the text genre. i.e., If students are studying a formal letter, they may be asked to
practice the language used.
- Guide writing: It is focused on the organization of the ideas. i.e., Students identify the
arrangement and organise the ideas.

- Free writing: It is the result of the writing process. i.e., Students do the writing task by
using the skills, structures and vocabulary they have practiced to produce the expected
written product.
In the following chart you can see some writing activities by stages.
Source: Learning to Learn Level 7 https://www.blendspace.com/lessons/naYQdt5D7jHLdg/guided-writing
There are some types of written text that children can produce, such as pen-pal (pen-friend
letter), which “helps or allows learners to develop writing skills within the context of an authentic
and purposeful writing activity” (Linsen, 2005), fill the gap, write small paragraphs (follow
common characteristics (features) such as the topic sentence, supporting sentences and
organising ideas) and others.
Subtopic 2: Differences between writing and speaking
Good writing is easy to read, is the perfect combination of sound and sense.
Are writing and speaking alike or different? Some writers mention there is a close relationship
between writing and speaking because both use expressions and others mention that the
emphasis of writing is accuracy and speaking is fluency (Kroll & Vann, 1981). Written task
requires accuracy and formal language, students feel under pressure when writing but they can

proof-read and self-correct. So, they can go more slowly and carefully than when they are
speaking (Riddell, 2003).
Ching (2019) mentions some students do not like to write because it is hard work and others
surprise their teachers with depth and clarity not evident in their speech. However, students
always appreciate the opportunity to write before expressing it.
Brown and Yule (1983, as cited in Dakowska, 2005) mentioned “the major differences between
speech and writing derive from the fact that one is essentially transitory and the other is
designed to be permanent”. Dakowska points out:
Writing allows the use of a greater number of embedding devices, in which more
information is packed into idea units than would be possible in real-time speech
production. They add that 'the overall effect is to produce speech which is less richly
organized than written language, containing less densely packed information, but
containing more interactive markers and planning fillers… As a result, it is often
recognized that the syntax of spoken language is less structured, i.e., it contains
incomplete sentences, sequences of phrases, simple rather than complex sentences,
pre-fabricated fillers, active forms, rarely the passive, or conditional or relative
sentences. Typically, the reference is located in the environment so pointing and other
gestures may be used. The density of the information in spoken language is, or rather
should be, appropriate for speakers to process comfortably within the limits of their
attention. The written language uses discourse markers to link clauses, which are more
tightly integrated than in speaking.
Teacher must help the student reach the levels of writing following the process stages
integrating that process (organize, revise and edit) in line with discourse coherence and
cohesion principles (Dakowska, 2005).
Also, Kroll and Vann (1981) stated the main differences between these two contexts is related
to the growth in cognitive capacity, it means the students’ progress from concrete to abstract
and generalize thinking. The cognitive development is reflected in the different writing styles
we will learn more in the next point.

Subtopic 3: Writing activities for levels
Writing is not just for formal or academic purposes, it is more about our daily life that we can
communicate and it involves several subskills, some of them are related to accuracy i.e., using
the correct forms of language (Spratt, Pulverness, & Williams, 2011). At primary level, teachers
will spend more time than with older students. The authors mention that teaching writing need
to focus on accuracy, on communicating the message and on the writing process.
Learning to write is seen as a developmental process that helps students to write as professional
authors do, choosing their own topics and genres as expository essays, narrative essays,
descriptive essays, argumentative / persuasive essays and academic writing.
Balanced activities train the language and help aid memory to consolidate learning in the other
skill areas. Controlled activities like other skill activities, go from begin tightly controlled to being
completely free (Scott & Ytreberg, 1990).
A sort list of some writing activities:

• Straight copying
• Matching
• Organising and copying
• Delayed coping
• Copying book
• Dictation
• Full-in exercise, letters card and invitation
• Word stars
• Vocabulary chart
• Dialogues
• Descriptions
• Stories
Writing activities for levels

As we know, when we teach children is important to take into account the level of the language
and the cognition of our students. Here we mention some activities for the elementary level.

- Journals for beginners
- Cards and letters
- Fill in the story
- Birthday messages
- Vocabulary challenge
- Comic script, and so on.
In the same way, there are activities for intermediate level students, here we mention few of
them.
- Complete dialogues
- Collage
- Picture descriptions
- Letters
- Stories
- Questions and activities
There is a good and interesting strategy to support teachers in the teaching writing process
(prewriting stage), it is the cubing strategy. It is an instructional strategy that asks students to
consider a concept from a variety of different perspectives. This strategy can be used for group
task as well as an individual task (read more about it on the platform).
At the end, teachers must create meaningful and friendly classrooms to motivate the students.
Melissa Landa (2005), in her book listening to young writers, points out the following data that
support teachers in creating a successful classroom:
- Allow questions that guide students to explore their thoughts, feelings and perceptions.
- Help children understand that the issues in their lives are reflected in books, and
therefore book are relevant to them.
- Support the development of other skills such as speaking and active-listening skills.
- Teach children how to think like writers
- Provide the opportunity that teachers learn from their students, topic related to culture,
students’ home life.

What are the stages in the writing process approach?

They are five: pre writing, first draft or writing, revising, editing and publishing.
What is the main factor to elicit student to write in English?

Motivation.
What does “familiarize” mean?

It is the action to read the text model and analyse features of the genre (content, text
organization, lexis, grammar and vocabulary)
What does “focus on accuracy” mean?

Focus on accuracy are grammar and vocabulary, spelling, punctuation, legibility and appropriate
genre conventions.
What does “focus on content” mean?

Focus on content are: assigning information successfully to the reader, order ideas logically,
using proper information.
What are the principles in the cubing strategy?

Describe, compare, associate, analyse, apply, argue for and against

Videos de apoyo:
Developing writing skills: https://youtu.be/97VjvpAbLOk
5 steps of the writing process: https://youtu.be/I9wygIVAxqg
What is the writing process? https://youtu.be/Y8-_Sj3C5dY
Writing a Personal Narrative: Brainstorming a Story for Kids: https://youtu.be/AxInWagSaA0
5 activities to get kids writing in every subject: https://www.edutopia.org/video/5-activities-

get-kids-writing-every-subject
How to teach writing to anyone: https://www.the-learning-agency-lab.com/the-learning-
curve/how-to-teach-writing
Approaches to the teaching writing skills:
https://www.researchgate.net/publication/260251618_Approaches_to_the_Teaching_of_Writi
ng_Skills
Cubing strategy: https://www.kent.edu/writingcommons/cubing
Links de apoyo:
https://www.teachingenglish.org.uk/article/product-process-writing-a-comparison
https://docs.wixstatic.com/ugd/4e617c_76f074a4f523417c9af529c74b5063cc.pdf
https://www.edutopia.org/blog/teach-and-model-effective-writing-david-cutler
https://www.edutopia.org/article/how-teachers-can-use-their-own-writing-model-texts
https://www.uww.edu/learn/restiptool/improve-student-writing

REFERENCIAS
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (2003). Teaching English as a
Foreign Language, 2nd edition. Routledge.
Brown, D. (2014). Principles of Language Learning and Teaching. Pearson Education ESL.
Chapelton, T. (2018, July 31). Cómo aprender a escribir en inglés para niños. British Council
Spain.
Ching, G. (2019). Teaching English: A Practical Guide for Language Teachers. Canadian
Scholars.
Dakowska, M. (2005). Teaching English as a foreign language: a guide for professionals.

Wydawnictwo Naukowe PWN SA .
House, S. (1997). An Introduction to Teaching English to Children. Richmond.
Kroll, B., & Vann, R. (1981). Exploring Speaking-Writing relationships: connections and
contrasts. National Council of Teachers of English.
Landa, M. (2005). Listening to Young Writers: Developing Writing Competency Through
Conversation, Engagement, and Assessment . Maupin House.
Linsen, C. T. (2005). Practical English Language Teaching: Young learners. McGraw-Hill.
Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules (1,2,3) 2nd edition.
University of Cambridge.
Stone, S. J. (1998). The Multi-Age Classroom: What Research Tells the Practitioner.
Curriculum handbook. Obtenido de
https://www.eastfordct.org/cms/lib/CT02204107/Centricity/Domain/1202/The%20Multi
age%20Classroom_What%20Research%20Tells%20the%20Practitioner.pdf

SPEAKING
Unit 4: Productive skills


Tabla de contenido
Writing - Introduction................................................................................................. 4
Fluency vs Accuracy .................................................................................................... 4
Speaking activities to young learners ............................................................................ 6

TEMA 2
Speaking
Speaking activities to
Fluency vs Accuracy
young learners
Objective
To compare the most important factors to consider in the development of communication:
Fluency and accuracy and to formulate different useful activities to teach speaking.
Introducción
As we have already mentioned before, English is currently the universal language and
therefore one of the fundamental supports in communication in the globalized world. Those
who wish to expand their business, work, study, or even social possibilities must without a
doubt be willing to learn and master this language to perfection. However, we know that this
is not an easy task for everyone, as some have greater difficulty when learning a new
language, as well as there are different areas and it is not easy to master them all.
One of the greatest difficulties for most people is learning how to write English correctly,
structuring the sentences with perfect grammatical order and syntax, giving a logical sense
to the context of the sentences. There are many confusing terms for those who are not
proficient in English, which can be challenging for most students.

It should also be noted that there are many people who limit themselves to exclusively
mastering the spoken language, without worrying about improving their writing. However,
this is a considerable error that can restrict your future opportunities.

Subtopic 1: Fluency vs accuracy
It is very important that children begin to become familiar with the English language from early
childhood. This will help them learn basic vocabulary and grammatical structures while becoming
familiar with different English sounds. As a result, to improve their ability to speak, children
must have the opportunity to be exposed to listening activities. Engaging children in an English-
speaking environment is one of the best techniques to expose them to new words. Therefore,
they will have permanent contact with the correct or phonetic pronunciation of the language
and will get used to its use and the expressiveness of the spoken language.
What is fluency?
It is the level to which speakers use the language quickly and confidently without or with free
hesitation or unnatural pauses (Bailey, 2011).
What is accuracy?
According to Bailey (2011), is the level to which a student's speech matches what people actually
say when they use the L2 (target language).
An applied linguistic model of speech must explain how and why speakers adapt linguistic
knowledge to the real language, evaluating whether it is appropriate at all levels, namely:
Discursive, lexical-grammatical, and articulatory. This study is recognized by the bilingual model
of oral production of Kormos (2006), which postulates three modules in the production of
speech: Conceptualizer, formulator, and articulator. Speech processing in a target language
begins with the conceptualization of the message and involves the activation of relevant
concepts that must be encoded and the choice of the language of the message in the target
language and mother tongue. Most of the oral emissions are combinations of phrases, clauses,
and memorized sentences, that is the formulaic language. Lexical coding takes care of matching
the conceptual specifications and input language with the appropriate lexical input. The next

phase is phonological coding, which involves the activation of the phonological form of the coded
word, and syllabification. The final process is monitoring, very similar in the target language and
mother tongue.
Written language and spoken language both differ in many significant ways (Van Dier, 1995, as
cited in Nunan, 2011). In spoken language the main use is auditory, the process is temporary
and the product is received immediately, it is prosodic, you can get direct feedback, it is
transmitted and planned through the same channel. Instead of that the written language is
visual and uses a lot of punctuation. There is no immediate feedback and the process is
permanent. To spell well and properly, speakers need to have sufficient knowledge of the
language. Goh and Burns point out there are four knowledge grammatical, phonological, lexical,
and discourse.
Graphic 1 Four knowledge for a language production
Grammatical Phonological Lexical Discourse
sintax system sound vocabulary fluency

morphology structure and word coherence
sequence formation cohesion
Recapitulating the process of acquiring a language, babies begin to recognize sounds from the
womb and the way it does so is by classifying sounds according to their properties to recognize
them later (Valian, 2009, as cited in Quispe, 2010). When the baby is able to recognize one or
more sounds, he or she will associate them with meaning. Therefore, the learning of oral
comprehension of the English language can begin if the people closest to your environment
speak to you in the English language. It will consist of frequent interaction due to the short
memory retention time of the development. This is why the mother’s introduction to the
language is vital for acquiring a new language.

The learning of oral production of English as a foreign language develops more easily up to the
age of six thanks to the plasticity of the brain in that period of time, which decreases in the
following years (Pinker, 1994). A critical point is that students cannot develop fluency if the
teacher interrupts them too many times. For that reason, it is necessary that teachers create a
meaningful environment in which children feel confident about their production and understand
that mistakes are part of the learning process.
Subtopic 2: Speaking activities to young learners
Many times we have mentioned the most important factor to learn a foreign language is
motivation. Children are motivated to learn when we use new technologies and find resources,
such as songs, stories, videos, games, and activities. While having fun, they will practice the
English language and are not pressured to learn grammar first.
Professor Richards (2008) mentions some important factors in the teaching speaking process,
he starts with conversational routines, styles of speaking, functions of speaking, talk as
interaction, transaction, and performance.
It is necessary to understand how native children get the essentials of the language to teach
EFL young learners in the same way. Below, the chart represents the stages of native children’s
phonic comprehension. See the graphic below.
Graphic 2 Ages when native speakers usually master English language sounds.
3 years p ,n, m, w, h, and all vowels
4 years d, t, b, g , k, f
5 years y, ing
6 years l, j, sh, ch, wh
7 years r, s, v
8 years v, th, blends

Source: Practical English language teaching (Linsen, 2005)

Classroom techniques and activities
There are few techniques that teachers can use in the classroom:
- Substitution drills (from ALM)
- Dialogues (tecahers can use puppets, fishbowl technique)
- Oral composition
- Games
- Talking and writing box
- Language patterns and pre-scripted conversations.
- Teaching pronunciation
- Error correction
The Use of ICT in speaking is a fundamental point these days since we live surrounded by
technology that allows us to create meaningful materials for students.
At initial stages, the learning process is controlled by the teacher, and the language is present
by orally (House, 1997). i.e.
- Through pupils – using phrases such as: listen to me please, John can run, Samy can swim…
all the sentences must be true and accompanied by the appropriate actions and sounds.
- Using a mascot – the most useful tool to present language to young learners is using
puppets or a class mascot.
- Drawings
- Silhouettes
- Mime/act situations
- Realia
Another point is controlled practice, it goes hand in hand with the presentation, here there is
very little chance that pupils can make a mistake (Scott & Ytreberg, 1990). There are two
examples: Telling the time and What’s he/she doing? These kinds of activities provide basic oral
work but do not produce real communication. Please see the images below.

Continuing with strategies applied in teaching speaking, we can mention Guided practice.
Teachers can use this strategy working in pairs or groups in situations like what’s the time?
Chain work. Free activity is another strategy used by the teacher in controlled and guided
practice, Scott and Ytreberg (1990) mention some characteristics:
- Focus attention on the messages or content, not just in the language.
- Genuine communication
- Show that pupils can or cannot use the language
- Concentrate on meaning more than on correctness, so fluency is more important than
accuracy in this case.
- Teacher control is minimal during this activity.
- Non-competitive and informal sessions
- Game elements can be added to the session

How to use the activities
The atmosphere within the class or group, the teachers’ roles, and ways of organizing
discussions (buzz groups, hearing, star, onion, and others) are the fundamental parts when
creating or designing a task.
Graphic 3 Ways of organizing discussions group
There are some activities like questions and answers, discussions & decisions, and stories &
scenes that teachers can use in different stages of a lesson.
Graphic 4 Questions and answers activities using in warm-up exercises.
Source: Keep talking (Klippel, 1985).

Graphic 5 Choosing pictures sample activity
After teachers plan a lesson, it is vital to evaluate speaking activities to determine the level of
performance on any speaking task. For example, teachers can observe the students during a
discussion activity and considered the total number of contributions made, responding
(supportively and aggressively), mention a relevant or new point, digressing from the topic.
“Different speaking activities such as conversations, group discussions, and speeches make
different types of demands on learners. They require different kinds and levels of preparation
and support, and different criteria must be used to assess how well students carry them out”
(Richards, 2008)
Lastly, Taylor (2012) lists some recommendations for teachers teaching speaking:
● Use PAUSE frequently to check for understanding, provide examples, make
comparisons, ask questions, and provide expanded descriptions.
● View dramatic programs so students can observe the way characters communicate
through spoken language, nonverbal gestures, and body language.
● Repeat the viewing of a program to discover additional environmental clues.
● Discuss how the content of a program reflects situations they've experienced.

● Use closed-captioned programs to enhance word recognition, pronunciation
and spelling skills, and repetition of key vocabulary.
● Record sts thoughts and opinions about a program in a variety of ways, such as creative
writing, original artwork, journals, autobiographies, and student-written skits.
● Show a program without sound, providing your own narration or giving students an
opportunity to ask questions based on the visuals.
● Use video to provide background images for student reading. For example, if students
are reading a historical piece from colonial America, it may help to first show them a
program presenting early pilgrims and their dress, homes, and towns.
● Select video programs that model language and provide settings and events familiar to
students' real-life experience.

What is the meaning of fluency?

It is the level to which speakers use the language quickly and confidentially without or with
hesitation or unnatural pauses
What is the meaning of accuracy?

Accuracy refers to how to correct learners' use of the language system is, including their use of
grammar, pronunciation, and vocabulary.
What are the modules in the production of speech?

Conceptualizer, formulator, and articulator.
What are the main characteristics of oral production?

It is auditory, the process is temporary and the product is received immediately, it is prosodic
and you can get direct feedback.
What are the characteristics of lexical knowledge?

Lexical knowledge is central to communicative competence and to the acquisition of a foreign
language.

Videos de apoyo:
https://www.youtube.com/watch?v=w40NHv9Srm0
https://www.youtube.com/watch?v=sby38BbLZuY
https://www.youtube.com/watch?v=BF83GlBo-d0
https://www.youtube.com/watch?v=QaI5HpCfcbw
Teacher’s Strategies in Teaching Speaking to Young Learners:
https://core.ac.uk/download/pdf/230810965.pdf
Kids and speaking: https://www.teachingenglish.org.uk/article/kids-speaking
You’ll find lots of ideas for more whole-class speaking activities in this article:
www.teachingenglish.org.uk/article/circle-games
Links de apoyo:
http://www.kqed.org/ednet/readytolearn/articlesinfo.html
http://pbskids.org/

REFERENCIAS
Bailey, K. (2011). Speaking. En D. Nunan, Teaching English to Young Learners. Anaheim

University Press.
Grugeon, E., Hubbard, L., Dawes, L., & Smith, C. A. (1998). Teaching Speaking and Listening
in the primary school. David Fulton Publishers.
House, S. (1997). An Introduction to Teaching English to Children. Richmond.
Klippel, F. (1985). Keep talking - Communicative fluency activities for language teaching.
Cambridge University Press.
Kroll, B., & Vann, R. (1981). Exploring Speaking-Writing relationships: connections and
contrasts. National Council of Teachers of English.
Linsen, C. T. (2005). Practical English Language Teaching: Young learners. McGraw-Hill.
Richards, J. (2008). Teaching Listening and Speaking. Cambridge: Cambridge University Press.
Taylor, R. W. (2012). Teaching English to Speakers of Other Languages. Smashwords Edition.

Compendios Completos Methodology

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Compendios Completos Methodology

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LISTENING

Methodology for teaching English to children

Unit 3: Receptive skills

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se lo utilizará únicamente con fines educativos.

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Subtopic 1: How to teach Listening

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Listening in the classroom and the subskills

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Figure 1 – Bottom-up processing example

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Figure 3 – Top-down processing example

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There are some tasks connected with this viewpoint.

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Subtopic 3: Tips for teaching ESL Listening

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What are the characteristics of diagnostic approach?

What are the two perspectives of listening approach?

What is listening as comprehension?

What is listening as acquisition?

What listening style does refer to the listening to enjoy?

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Teaching listening - Listening as acquisition:

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British Council. (2018). Teaching Listening. Obtenido de Teaching English:

Riddell, D. (2003). Teaching English as a foreign/second language. Teach yourself.

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Methodology for teaching English to Children

Unit 3: Receptive skills

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se lo utilizará únicamente con fines educativos.

FORMATO CONTROLADO: FR0044/ v1.1 / 11-05-2020

FORMATO CONTROLADO: FR0044/ v1.1 / 11-05-2020

DESARROLLO DE LOS SUBTEMAS DEL TEMA 1

Subtopic 1: Introduction of Reading in a second language

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Table 1: Reading skills

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Extensive reading Reading long pieces of text, in Story books or an article.

Intensive reading Analysing the language in a text. Reading blogs or news.

Predicting Using clues before reading, to Looking at some pictures or photos in

Understanding text Involves understanding how In a problem-solution essay, the

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Subtopic 3: Reading strategies and materials for young learners

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- Activate prior - Visualize - Paraphrase important

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Activities for children from eight- to ten-year-olds.

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Material for teaching reading

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What are the key components for Teaching Reading?

Which example belongs to Reading for details?

A common EFL Reading lesson plan starts with: