Listening
Speaking
Reading
Writing
 Listening
implies the following processes:
 1. receiving sounds (hearing)
 2. Attending to sounds
 3. Assigning meaning to sounds
 4. Preparing a relevant response.
 In this respect, listening is different from
hearing
.‫ لقد أنلتك أذنا غير واعية …ورب مستمع والقلب في صمم‬
 SO,
do not confuse listening (which is an
intentional focused interactive process) with
hearing ( which is casual unintentional receiving
of sounds)
 In fact the listening we teach to our students is
:
“listening
comprehension”
 Sub
skills of
listening include:
 1.
Listening for main
ideas
 2. Listening for details
 3. listen & draw
 4. listen & color
 5. listen & do (act)
 6. listen & judge (correct)
 7.
listen & match
 8. listen & sequence
(rearrange)
 9. listen & respond
(true or false)
 10. listen and
summarize
 11. listen and analyze
 12. listen and criticize
What is listening?
Hearing
and
decoding comprehendible sounds
 Just
uttering words and sentences is not
speaking. Rather this may be repeating.
 True Speaking is to let Ss express their own
ideas, feelings, comments in their own words
with their own repertoire e of words and
structures.
 Don’t confuse speaking with repeating.
 Speaking
involves the following processes:
 1. having a topic or comment in mind
 2. selecting the relevant vocabulary
 3. selecting the relevant structures
 4. intertranslation of ideas from mother tongue to F L.
 5. pronouncing
 6. checking grammar and pronunciation as the stream
of sounds goes.
 So THE SPEAKING WE TEACH TO OUR SS should be
Speaking Expression

Speaking subskills
include:
 6.
pair talk with story
telling
pronouncing separate 7. summarizing a
topic.
words
 8. dialogues
 2. pronouncing
sentences
 9. interviews
 3. modifying sentences
 10. Role play
(changing tense,
 11. open discussion
agents…)
 12. debates
 4. pair talk in games
 5. group pronunciation
with songs
 1.
What is speaking?
Producing
comprehendible sounds
 Reading
is not just holding a paper and
pronouncing the symbols written on it.
 Reading involves the following processes:
 1. moving one’s eyes on the written material
in circles.
 2. decoding the symbols into meaningful
chucks of meaning
 3. responding to the martial.
 This can take place at varying speeds
depending on the reader.

 Ben
 ‫بن‬
 MUHAMMAD

‫محمد‬
 Reading
exists naturally in silent reading.
Loud reading is however used or purposes
other than reading itself.
 This means that reading is different from
uttering words from paper.
 Reading incorporates comprehension and
digestion of the written message.
 The reading we teach to our Ss is

Reading Comprehension








Subskills of reading
include:
1. recognizing letters and words
2. recognizing meaning
depending on structure
Recognizing meaning depending
on context.
Reading for the gist (main idea)
Reading for details
Reading for pleasure (extensive
reading, skimming)
Reading for specific data (
scanning)








Identifying keywords
Identifying the writer’s style
Identifying turning points in
the text
Identifying the cohesion
markers
Critical reading
interpretative reading
evaluative reading
Creative reading (the reader
suggests different ends to
stories)
What is reading?
Decoding
comprehendible SYMBOLS
 Writing
is NOT just holding a pen / pencil
and moving one’s hand on the paper.
 This can be copying.
 True writing incorporates the composition of
the S own ideas and comments in his own
words by depending on his knowledge of
vocabulary, grammar, & writing conventions.
 Writing involves the following processes:
 1. reading to gain info about a topic
(brainstorming)
 2. thinking of how the composition will look like
(semantic mapping)
 3. writing a first draft
 4.Proof reading, and editing
 5. Rewriting based on self, peer or teacher
correction
 6. Publishing what was written
 So the writing we teach to our Ss is
Writing Composition










Subskills of writing
include:
Writing shapes of letters
correctly
Writing words, & sentences
Dictation
Rearranging the events in a
story
Modifying sentences
Summarizing a text
Finishing sentences
finishing stories







Writing paragraphs based on
guiding word
writing paragraphs by answering
questions
Writing paragraphs by replying
to letters
Writing descriptive compositions
Writing narrative composition
writing expository compositions
Writing argumentative
compositions.
What is writing?
Encoding
comprehendible
sound symbols
Ability to distinguish between sounds
 Identify intonational devices
 Identify grammatical signals: plurals, possessives,
persons, past, comparatives…etc
 Understand meaning of lexical items
 Understand cultural aspects
 Differentiate between written and spoken language
 Suitability of the listening material
 Suitability of the acoustic environment
 Familiarity with reading/speaking habits.
 Awareness of the theme.

The student’s book
The students’ book
- listening for separate sounds
 Listening for stress and intonation
 Listening through games and competitions
 Listening for key words
 Listening and dictation
 Listening and drawing
 Listening to short interviews
 Listening to dialogues and phone calls.
 listening to video tapes and films.












The listening material should be within the capacity of the leaner
Giving a brief introduction: purpose of the activity, and nature of the
task.
Number of times of listening depending on Ss’ level and length and
difficulty of the passage.
Ss do the task as they listen
When listening ends, T checks answers
T tests Ss’ listening comprehension thro’:
- understanding individual words “true or false”
- recognizing sentences: by undertaking an action or providing
answers
- understanding structure signals: passive, contrast, addition,
clarification
- understanding short oral passages:
Understanding extending passages.: followed by role play , writing or
discussions
Name
Year of birth
Place of birth
Current job
hobbies
 Introduction
to the topic
 Presenting relevant vocabulary
 Developing expectations
 Building up predictions

bleebing is very good.
 The
children were bleebing happily on the
playground.
 Ss
listen to two types of listening:
 1- for main ideas and to check their
predictions (pausing the cassette for more
predictions)
 2- for details and to prepare for the
comprehension questions afterwards
 Comprehension
questions: to check
understanding and draw on the general
meaning of the passage
 discussion questions: to actively participate
in discussing the text and going beyond the
text.
Let’s watch Mr.
Magdy teaching
listening
 As you are watch
check the three
stages of teaching
listening

