Technique.

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2.3. Practical_English_Language_Teaching.pdf.pdf
Task 1: Explain the principles of teaching L/S/R/W. Give two examples of
each principle.
1. Explain the principles of teaching Listening.
Principle 1: Expose students to different ways of processing
information: Bottom-up vs. top-down
- Bottom-up processing: This is a way of understanding language by
starting with the smallest units of sound and building up to larger units. This
can be done by focusing on vocabulary, grammar, and pronunciation.
- Top-down processing: This is a way of understanding language by starting
with the overall meaning of the message and then using that knowledge to
interpret the details. This can be done by activating background knowledge,
such as the topic of the conversation or the context in which it is taking place.
- Both are important for understanding language, and they often work
together in a complementary way. Bottom-up processing is important for
understanding the details and accuracy of the message, while Top-down
processing is important for understanding the main idea and purpose of
the message.
- To expose students to different ways of processing information, teachers
can design listening activities that focus on either bottom-up or top-down
skills, or a combination of both.
Example 1: Before listening to a news article on a specific topic, T requires
the students to brainstorm vocabulary related to the topic and discuss their
previous knowledge and experiences related to it. This approach helps
activate their top-down processing and provides a context for interpretation.
Example 2: After listening to an audio clip, T provide the students with a
worksheet that outlines the main points and Asks them to identify the key
vocabulary and grammatical structures used in the clip. This approach helps
to develop their bottom-up processing as they focus on the individual
components of the language they heard.

Principle 2: Expose students to different types of listening

To ensure better understanding and comprehension, it's important to vary the
types of listening tasks and texts provided for instruction. The common types
of listening tasks include:
Listening for specific information: focus on specific details and language
structures, and requires them to have a good understanding of the language
at the word and sentence level.
For the listening for inference exercise, the teacher could give the students
an audio clip of a radio interview or a short story -> infer the speaker's
attitude or guess what might happen next in a storyline.
For the listening for gist exercise: focus on the most critical information and
understand the context of the conversation or story -> develop their
summarizing skills.
By exposing students to different types of listening tasks, they can develop
the ability to listen for specific information, grasp the context of a
conversation, and infer meaning from the language. These skills are crucial
for language learners, as they help them become more effective in
communication and comprehension.
Example 1: Gap-fill exercises: Listening for specific information. students
listen to a recording and fill in the missing information (such as names, dates,
or numbers) in words or phrases in a written text. These exercises are
designed for different proficiency levels, from beginner to advanced, and can
be used at different stages of language learning, such as pre-listening, while-
listening, or post-listening.
Example 2: Matching a title to a listening text is an effective way to improve
listening for gist skills, as it requires learners to listen attentively and identify
the main idea or theme of the text. In this activity, students are given a list of
titles and asked to match each title to a specific listening text. This helps
learners to understand the overall message of the text and identify key
information. Matching activities can be used with a variety of text types such
as news reports, dialogues, interviews, and instructional materials, and can
be adapted for different proficiency levels.

2. Explain the principles of teaching speaking.

Principle 2: Give Ss practice with both fluency and accuracy
- Accuracy: students’ speech matches what people actually say when they
use the target language.
- Fluency: speakers use the language quickly and confidently, with few
hesitations or unnatural pauses, false starts, word searches, etc.
- Teachers must provide students with fluency-building practice and realize
that making mistakes is a natural part of learning a new language.
Example 1: Role-Play: Students can be given a scenario or role to play and
practice conversing with others. The teacher can provide a set of vocabulary
or phrases to be used in the conversation to practice Ss accuracy. Students
have to think and respond quickly in the conversation, which will improve their
fluency
Example 2: Storytelling: In this activity, the teacher can provide a picture or
a series of pictures and ask the students to create a story that connects them.
Students need to speak accurately to tell a complete story with a logical
sequence of events. They have to think and use their imagination to create a
flowing narrative, which will help them improve their fluency.
Principle 3: Provide opportunities for Ss to talk by using group work or
pair work, limiting teacher talk
- Teachers need to be aware of how much they are talking in class so they
don’t take up all the time the students could be talking.
- Pair work and group work activities can be used to increase the amount of
time that learners get to speak in the target language during lessons.
- When the teacher is removed from the conversation, the learners take on
diverse speaking roles that are normally filled by the teacher (such as posing
questions or offering clarification).
Example 1: Jigsaw: In this activity, the teacher divides the class into groups
and assigns each group a different part of the lesson material. Students in
each group then discuss their part of the material with each other, then move
to new groups to share their knowledge. This technique provides students
with opportunities to speak with different classmates and discuss different
aspects of the lesson material
Example 2: Information gap: Students are divided into pairs or groups, and
each student has different information that the other person/group needs to
complete a task. Students have to communicate with each other to exchange
the missing information and complete the task. This technique provides
students with opportunities to talk to each other to share and gather
information while limiting teacher talk.
3. Explain the principles of teaching reading
Principle 1: Exploit the reader’s background knowledge
- The principle of exploiting the reader's background knowledge in teaching
reading is based on the idea that readers bring their own experiences and
knowledge to the text, and this knowledge can help them to understand the
text.
- One way is to pre-teach concepts or vocabulary that may be unfamiliar to
the students. This can be done by providing students with background
information about the topic of the text, or by providing them with a glossary of
terms.
-Another way to exploit the reader's background knowledge is to ask
questions that require students to use their own knowledge to answer. These
questions could be literal questions about the text, or they could be inferential
questions that require students to think about the text more deeply.
- There are many cases that Ss have wrong background knowledge, T need
to elicitate and provide correct background knowledge for Ss to make sure
that they understand passages correctly.
Eg 1: Some Ss may have misconceptions about how AIDS is contracted.
Some may believe that you can get AIDS by kissing or swimming in a pool.
These misconceptions may interfere with a reading passage on AIDS, and
the teacher may have to correct the background knowledge through a
prereading activity before reading comprehension can be achieved.
Eg 2: When a teacher teaches a passage related to dinosaurs, but Ss don’t
have background knowledge about dinosaurs, T needs to provide basic
knowledge about dinosaurs for Ss in different ways to help Ss do passages
effectively.

Principle 2: Build a strong vocabulary base

- Vocabulary is a vital factor in reading so building a strong vocabulary is
necessary. Teachers need to build vocabulary for Ss based on the specific
context during passages. When students are able to understand the
meaning of the words they are reading, they are better able to understand
the overall message of the text.
- There are a number of ways to build a strong vocabulary base in teaching
reading. + Provide students with explicit instruction in vocabulary words.
This can be done by teaching students the definitions of new words,
as well as how to use them in context.
+ Expose students to a wide variety of reading materials. This
exposes students to new words and helps them to learn the meanings of
these words through context.
Eg 1: Before Ss practice reading passages, T needs to provide new words
based on the specific context during passages. For example, if reading
passages have a topic about the benefit of dividing household chores, the
teacher needs to explore and provide new words related to the topic for Ss
Eg 2: Encourage word games and puzzles: Word games and puzzles such
as crossword puzzles or word searches can be fun and engaging ways to
help students remember new vocabulary words
4. Explain the principles of teaching writing
Principle 3: Make feedback, helpful and meaningful.
- The teacher needs to make sure that Ss can understand the feedback that
the teacher gives to them.
- Teacher should choose a location to write feedback that is suitable. It
helps Ss see feedback clearly.
- When the feedback that the teacher gives will be more effective and
meaningful, so It helps Ss improve their writing.
Example 1: Offer suggestions, not corrections: Instead of correcting every
mistake, provide suggestions for improvement
Example 2: Encourage self-reflection: Ask students to reflect on their
writing and provide feedback to themselves. This can help them develop self-
awareness and improve their writing skills. For example, "What do you think
was your strongest sentence in this paragraph and why?"
Principle 4: Clarify for yourself, and for your students, how their writing
will be evaluated
- The teacher needs to point out the criterion to mark for Ss clearly
before Ss practice writing. It helps Ss have a good orientation for their writing.
About the scorer, they also have an orientation to score avoiding the case of
being mistaken, wrong, or broken when they give a score. Not only does the
teacher need to point out the criterion mark, but the teacher also points out
Ss and what they will achieve when they practice writing.
Example 1: Set clear criteria: Let your students know what you will be
looking for when you evaluate their writing. This might include things like
grammar, organization, and clarity of ideas.
Example 2: Provide constructive feedback: When evaluating your
students' writing, provide feedback that is constructive and specific. This will
help them improve their writing skills.
Example 3: Provide constructive feedback: When evaluating your
students' writing, provide feedback that is constructive and specific. This will
help them improve their writing skills.