Teaching Listening Teaching Listening Suggested Activities Suggested Activities Activities Activities  Give as much exposure as you can Give as much exposure as you can  Do your classroom management in English Do your classroom management in English  Use Audio and video recording Use Audio and video recording  Provide a context for any recording you use Provide a context for any recording you use  Give learners a reason for listening Give learners a reason for listening  Use listening for pleasure too Use listening for pleasure too  Show learners they don’t have to understand every word Show learners they don’t have to understand every word  Let learners experience a variety of accents and dialects Let learners experience a variety of accents and dialects  Find out what your learners need to listen too Find out what your learners need to listen too  Teach learners the strategies needed to control they input they get Teach learners the strategies needed to control they input they get  Consider setting listening tasks for homework Consider setting listening tasks for homework Teaching Reading Teaching Reading  Supplement the readings in your textbook Supplement the readings in your textbook  Use a good proportion of ‘authentic’ texts Use a good proportion of ‘authentic’ texts  Build up a context Build up a context  Give a learners a reason for reading Give a learners a reason for reading  Use questions carefully Use questions carefully  Use reading as an input to other tasks Use reading as an input to other tasks  Talk about good reading habits Talk about good reading habits  Talk about text structures Talk about text structures  Teach dictionary skills Teach dictionary skills  Encourage reading for pleasure Encourage reading for pleasure Teaching Speaking Teaching Speaking  Run the class in English Run the class in English  Use plenty of group in pair work Use plenty of group in pair work  Make activities as spontaneous as possible Make activities as spontaneous as possible  Use guided activities where necessary Use guided activities where necessary  Consider role plays Consider role plays  Use task-based activities Use task-based activities  Try out new tasks with friends and colleagues Try out new tasks with friends and colleagues  Make learners aware of varied speaking needs Make learners aware of varied speaking needs  Give some practice at long turns Give some practice at long turns  Link speaking to other tasks Link speaking to other tasks  Correct spoken language selectively Correct spoken language selectively  Create an atmosphere of acceptance Create an atmosphere of acceptance Teaching Writing Teaching Writing  Ask learners to produce a variety of text types Ask learners to produce a variety of text types  Analyze particularly important text types yourself Analyze particularly important text types yourself  Combine writing with other tasks Combine writing with other tasks  Don’t always leave writing for homework Don’t always leave writing for homework  Encourage multiple drafts and revisions Encourage multiple drafts and revisions  Give examples of multiple drafts Give examples of multiple drafts  Accept that there will be many mistakes in early drafts Accept that there will be many mistakes in early drafts  Emphasize quality in the final product Emphasize quality in the final product  Give feedback on content as well as on form Give feedback on content as well as on form  Be selective when correcting mistakes Be selective when correcting mistakes  Agree a key for correction Agree a key for correction  Look back during the course Look back during the course Teaching Vocabulary Teaching Vocabulary  Distinguish receptive and productive vocabulary needs Distinguish receptive and productive vocabulary needs  Consider teaching new vocabulary in related sets Consider teaching new vocabulary in related sets  Vary your explanation techniques Vary your explanation techniques  Teach the grammar of vocabulary items Teach the grammar of vocabulary items  Encourage awareness of collocations Encourage awareness of collocations  Spend some time on connotative meaning Spend some time on connotative meaning  Help learners to be aware of register Help learners to be aware of register Look at word formation Look at word formation  Use direct translation carefully Use direct translation carefully  Teach conscious vocabulary learning strategies Teach conscious vocabulary learning strategies Teaching Pronunciation Teaching Pronunciation  Learn how to describe pronunciation Learn how to describe pronunciation  Record your learner’s speech Record your learner’s speech  Be aware of your pronunciation Be aware of your pronunciation  Teach pronunciation a little at a time Teach pronunciation a little at a time  Teach some phonemic symbols Teach some phonemic symbols  Work on learner’s perception of target sounds Work on learner’s perception of target sounds  Tell learners how target sounds are physically articulated Tell learners how target sounds are physically articulated  Work on learner’s perception of intonation Work on learner’s perception of intonation  Get learners to produce whole utterances, and combinations of Get learners to produce whole utterances, and combinations of utterances, during pronunciation practice utterances, during pronunciation practice  Let learners listen to recording of themselves Let learners listen to recording of themselves Teaching Grammar Teaching Grammar  Expect grammatical errors Expect grammatical errors  Provide learners with opportunities to use their full Provide learners with opportunities to use their full grammatical range grammatical range  Consider explicit practical activities Consider explicit practical activities  Correct errors carefully Correct errors carefully  Make grammar presentations meaningful Make grammar presentations meaningful  Use discovery techniques Use discovery techniques  Give clear and simple explanations Give clear and simple explanations  Capitalize on learner’s existing knowledge Capitalize on learner’s existing knowledge  Balance the conditions for grammar improvement Balance the conditions for grammar improvement  Keep on providing rich exposure Keep on providing rich exposure . speaking to other tasks Link speaking to other tasks  Correct spoken language selectively Correct spoken language selectively  Create an atmosphere of acceptance. atmosphere of acceptance Teaching Writing Teaching Writing  Ask learners to produce a variety of text types Ask learners to produce a variety of text types