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Toteachornottoteachgrammer1.age2.proficiencylevel3.educationalbackground4.languageskills5.style(register)6.NeedsandgoalsGrammertechniques:1.charts2.Objects3.mapsanddrawings4.dialogues5.otherwrittentextsprinciplesforteachingvocabulary1.allocatespecificclasstimetovocabularylearning2.helpstudentstolearnvocabularyincontext3.playdowntheroleofbilingualdictonaries4.encouragestudentstodevelopstrategiesfordeterminingthemeaningofwords5.engagein”unplanned”vocabularyteachingprinciplesforteachingwritingskills:1.incorporatepracticesof“good”writers2.balanceprocessandproduct3.accountforcultural/literarybackground4.connectreadingandwriting5.provideasmuchauthenticwritingpossible6.frameyourtechniquesintermsofprewriting,drafting,andrevisingstages7.strivetooffertechniquesthatareasinteractiveaspossible8.sensitivelyapplymethiodsofrespondingtoandcorrectingyourstudents’writing9.clearlyinstructstudentsontherhetorical,formalconversationsofwritingprinciplesfordesigninginteractivereading1.inanintergratedcourse,don’toverlookaspecificfocusonreadingskills2.usetechniquesthatareintrinsicallymotivatinglanguageexperienceapproach3.balanceauthenticityandreadabilityinchoosingtexts4.encouragethedevelopmentofreadingstrtegies5.includebothbottom-upandtop-downtechniques6.followtheSQ3Rsequence7.planonprereading,during-reading,andafter-readingphases.8.BuildanassessmentaspectintoyourtechiquesTeachingpronounciation1.nativelanguage2.age3.exposure4.innatephoneticability5.identityandlanguageege6.motivationandconcernforgoodpronunciationprinciplesforteachingspeakingskills1.focusonbothfluencyandaccuracy,dependingonyourobjective.2.Provideintrinsicallymotivatingtechniques3.Encouragetheuseofauthenticlanguageinmeaningfulcontexts4.Provideappropriatefeedbackandcorrection5.Capitalizeonthenaturallinkbetweenspeakingandlistening6.Givestudentsopprtunitiestoinitiateoralcommunication7.EncouragethedevelopmentofspeakingstrategiesBottom-upandtop-downprocessingBottom-upprocessingproceedsfromsoundstowordstogrammaticalrelationshipstolexicalmeanings,etc.,toafinal“message”Top-downprocessingisevokedform”abankofpriorknowledgeandglobalexpectations”andotherbackgroundinformation[schemata]thatthelistenerbringstothetext.Inbottom-upprocessing,readersmustfirstrecognizeamultiplicityoflinguisticsignals(letters,morphemes,syllables,words,phrases,grammaticalcues,discoursemarkers)andusetheirlinguisticdata-processingmechanismstoimposesomesortoforderonthesesignals.Thesedata-drivenoperationsobviouslyrequireasophisticatedknowledgeofthelanguageitself.acomplementarymethodofprocessingwrittentextisimperative.Top-downorconceptuallydrivenprocessinginwhichwedrawonyourownintelligenceandexperiencetounderstandatext.schematheory:thehallmarkofwhichisthatatextdoesnotbyitselfcarrymeaning.Thereaderbringsinformation,knowledge,emotion,experience,andculture-thatisschemata(plural)-totheprintedword.contentschemata:includewhatweknowaboutpeople,theworld,culture,andtheuniverseformalschemata:consistofourGlobalerrors:thatimpedemeaningmustofcoursebeattendedtoearlierintheprocess.Globalerrors:needtobetreatedinsomewaysincethemessagemayotherwiseremaingarbled.localerrors:usuallyneednotbecorrectedsincethemessageisclearandcorrectionmightinterruptalearnerintheflowofproductivecommunication.washback:alsoincludestheeffectsofanassessmentonteachingandlearningpriortotheassessmentitself,thatis,onpreparationfortheassessment.Input:stressedthesignificanceofcomprehensibleinput,ortheauralreceptionoflanguagethatisjustalittlebeyondthelearner’spresentability.intake:thatwhichisactuallystoredinalearner’scompetence.Howshallweprioritizethetwoclearlyimportantspeakergoalsofaccurate(clear,articulate,grammaticallyandphonologicallycorrect)languageandfluent:flowing,naturallanguagemessageoriented(or,assomecallit,teachinglanguageuse)languageoriented(alsoknownasteachinglanguageusage)informalassessmentincidental,unplannedcommentsandresponseslike”Nicejob!”Didyousaycanorcan’t?”oramarginalcommentonapaper.formalassessmentincludesexercisesorproceduresspecificallydesignedtotapintoastorehouseofskillsandknowledge.Theyaresystematic.plannedsamplingtechniquesconstructedtogiveteacherandstudentanappraisalofstudentachievement.Interlocutoreffect:thedifficultyofaspeakingtaskasgaugedbytheskillsofone’sinterlocutor.principlesforteachinglisteningskills1.includeafocusonlisteninginanintegrated-skillscourse.2.usetechniquesthatareintrinsicallymotivating3.utilizeauthenticlanguageandcontexts4.carefullyconsidertheformoflistener’sresponses.5.encouragethedevelopmentoflisteningstrategies6.includebothbottom-upandtop-downlisteningtechniques.SQ3R:survey;question;read;recite;reviewSkimming:consistsofquicklyrunningone’seyesacrossawholetext(suchasanessay,article,orchapter)foritsgist.Skimminggivesreaderstheadvantageofbeingabletopredictthepurposeofthepassage,themaintopic,ormessage,andpossiblysomeofthedevelopingorsupportingideas.scanning:orquicklysearchingforsomeparticularpiecesofinformationinatext.Scanningexercisesmayaskstudentstolookfornamesordates,tofindadefinitionofakeyconceptortolistacertainnum