Productive and Receptive Skills in the ESL Classroom - Productive Skills Overview
This presentation is going to cover the teaching of productive skills. To start with, if we think about the way in which you learnt your first language, most of us go through a particular process. Firstly, we listen to those around us, after that first silent period of listening to other people, then we start to make utterances. Having learned to speak to a certain extent at least, we then go on to learn how to read and to write and this process that we go through is actually covering the four skills that we're trying to teach our English students. So, we have listening, speaking, reading, and writing. If we group those skills into their different types, then the two skills of reading and listening are known as receptive skills, whereas the skills of speaking and writing are known as productive skills. In this session, we're going to focus on the production skills and have a look at how to create a lesson for that.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
One of the most important means to achieve this is the teache.
Some of the useful tools a teacher can use to help with the management of the classroom are his eyes, gestures and his voic.
Grouping of students must also be considere.
There are three types of grouping arrangements teachers can use; wholegroup, individuals and pairwork/groupwor.
Each group has its own advantages and disadvantage.
Grouping students is likely to depend on the class size and type of activity needed for the lesson and it is good to be flexible to create as much variety as possible to allow enough opportunity of students talk tim.
Throughout the use of any activity, teachers should take into consideration the use of student?s nam.
It can be used to get the attention of student, to acknowledge the student, and to indicate who should respon.
The name of the student should be put at the end of the question, to keep the whole class aler.
The way in which to organise the position of the students and the teacher is important in classroom managemen.
Arrangement of the classroom depends on the space available, age of the students, materials available, nationality, and student?s personalit.
To vary the seating arrangements, some issues should be considered; the teacher-student relationship, classroom atmosphere, classroom control, students talk time, size of the group, teacher?s role, and suitability of activit.
Different forms of seating can be arrange.
The traditional form is the orderly rows where the teacher has a clear view of all the student.
This is the best option for big classe.
Circles and horseshoes are often used in smaller classe.
Teacher appears less dominant in this arrangemen.
When students are seated in separate tables, it is easy for the teacher to give individual attentio.
There are still other classroom management issues to consider; writing on the board, giving individual attention, teachers and students talk time, giving instructions, establishing rapport, and maintaining disciplin.
Classroom management is an important process to create and maintain appropriate behaviour of student.
Effective classroom management establishes and sustains an orderly environment in the classroom and produces positive results for students, with their learning, as well as with their disciplin.
There is no perfect list of things needed to do in order not to have any discipline problem.
Most of the responses in dealing with these problems will be learnt in tim.
Strategies and techniques when applied would be of great help in finding out which are effective and which are not and these effective techniques would be very useful in maintaining classroom managemen.
