Basic English Skills Portfolio

Universidad de San Carlos de Guatemala Facultad de Humanidades Sección de Idiomas Licenciatura en lingüística del idioma inglés Vacation course, december 2020 Idi 256 Habilidades básicas del idioma inglés Lic. Ana María Estacuy

Portfolio Verónica Hernández - 9118583 Lourdes Elizabeth Cifuentes Ovando - 200817345 Kérlyn Darleny Díaz López - 201219348 Carla Mota - 201501057 Lidia Stephanie Ménedez Perales - 201607111 Aura Marroquín - 201607491

Guatemala, December, 2020

index Introduction General information Listening Speaking Reading Writing Micro-skills Conclusions References

p. 3 p. 4 p. 8 p. 21 p. 34 p. 47 p. 60 p. 65 p. 66

introduction The learning process is very important for everyone who wants to learn a language. For teachers, it is extremely important to understand the four basic skills, and strategies to apply to the classroom in order to allow students to understand and acquire the language in the proper way.

general information teaching order

4

common european framework

5

four skills’ rubric

6

learning strategies chart

7

listening

8

Listening is a receptive skill that allows people to understand and analyze information that is communicated by others. According to Nadig (2010), speaking is only half of the communication process needed for interpersonal effectiveness. The other half is listening and understanding what others communicate to us. Overcoming the barriers to listening is essential in facilitating highly effective communication skills.

Listening properly leads a person to communicate effectively with others in everyday life. Many times we are not able to communicate properly because we do not understand the message that is being transmitted to us. For this reason, it is necessary to pay attention to the speaker in order to receive and interpret the message in our mind, for them to give a correct response.

The sender initiates communication by preparing a message and sending it orally to the receiver. However, for the sender to successfully transmit the message, the receiver must be listening. Sometimes the receiver may have heard the message but did not necessarily listen to it. Hearing is just the aural reception of the words and sounds that another person produced. On the other hand, listening requires concentration so the receiver can process and give meaning to what has been heard. Listening allows the receiver to understand and interpret the message that has been received.

There are three basic modes of listening. The first one is competitive listening. This one is developed when we pretend to listen to someone else’s point of view but believe that ours is better. We listen hoping to find areas to attack and looking for opportunities to present our arguments to the speaker. Some examples of this are the debates commonly developed at schools, political campaigns, workplaces, etc. when candidates only pretend to listen to their opponents while planning a better argument.

The second mode of listening is called attentive listening. This is when we concentrate on what the speaker is saying and show genuine interest in the topic. We assume that we have understood the message and we are able to interact with the speaker by giving our opinion but we do not verify the information we are given.

9

The third mode of listening used is known as active or reflective listening. Active listening has some characteristics that make it different from other modes of listening such as the feedback process that is involved. Active listening is practiced when the audience is able to genuinely grasp what the speaker is saying and checks their interpretation and understanding via the process of feedback. The audience does not merely listen but also verifies what they have understood by paraphrasing the information, mirroring what the speaker has said, or asking for clarification on the subject.

Everybody can become a good listener if we are committed to start looking for the appropriate strategies to achieve it. The most common mistake that people tend to make when listening is to not make any type of comments or give their opinion while listening. People only keep the information but they are not able to produce anything with that information received. Most people tend to just stand there and listen while the speaker talks and talks.

Listening without producing can become very frustrating for the speaker and the listener because a speaker hopes for interaction from the audience. If this does not occur, he/she may feel like he's being ignored.

On the other hand, having interaction with the speaker while listening will be much better for listeners since they will be able to communicate their ideas or points of view immediately. By following these strategies, ESL students will become better listeners and they will be able to communicate with others concerning different subjects.

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listening learning strategies Listening Learning Strategy #1 Bottom-up processing Educational Learning theory Method

Theoretical description

Connectivism

Approach

Personalized learning

Techniques

Practical Specifications

Size of the class Learning styles

Individual work

Skills

Communication Problem solving C1

CEF level

Competence Task description

Visual/Auditor

Learner age Multiple Intelligences Resources Source

Practical description

Communicative approach Memorization Comprehension questions

Teenagers

Linguistic Interpersonal Audios, internet, worksheets Top down and bottom up https://explorable. com/top-down-vsbottom-up-processing

Identifies the general meaning and context of the listening.

Students will listen to an audio where they can identify the main topic.

Time

10 minutes

Roles

Student pays attention to the audio and teacher monitors

Observation

11

Listening Learning Strategy #2 HEAR strategy Educational Learning theory Method

Theoretical description

Behaviorism

Approach

Expeditionary learning

Techniques

Size of the class Learning styles

Individual work

Skills

Communication Problem solving C1

Learner age Multiple Intelligences Resources

CEF level

Competence Task description

Observation

Practical Specifications

Visual/Kinesthetic

Source

Practical description

Affective approach Antonyms/synonyms

Teenagers

Linguistic Interpersonal Speaker sheet, internet, board HEAR strategy http://donnawilsonphd.blogspot. com/2014/08/ listen-up-with-hear-strategy_25. html

Formulates a written list of the new words they listen in the conversation (birthday parties) Students will listen to Time Roles the speaker (the teaStudents focus on cher) and will try to the speaker and the make a list of some message. new words. After that, they will find anton15 minutes Teacher reads out yms and synonyms of loud the passage. those words. Then, a copy of the passage will be given and they will read it as well.

12

Listening Learning Strategy #3 Predicting content Educational Learning theory Method

Theoretical description

Constructivism

Approach

Community language learning

Techniques

Practical Specifications

Task-based approach Predicting Critical thinking

Size of the class

Individual work

Learner age

Adults

Learning styles

Auditory

Multiple Intelligences

Skills CEF level

Listening

Resources Source

Linguistic Logical Interpersonal Speakers

Competence Task description

Observation

C1

Practical description

Interpret information based on received data.

Teacher shares the section of an audio with the students.

After listening to the audio each student predicts a statement that can follow the same audio information. The teacher asks some students to share their predictions.

Time

10 minutes

Ahmed, R. (2015). Five essential listening skills for English learners. British council. https://www.britishcouncil.org/ voices-magazine/ five-essential-listening-skills-english-learners

Roles

Student: Participant Teacher: Organizer

For this activity it can be used a weather forecast audio, a news report, an exchange in a supermarket, etc. The audio should be related with the daily life of the students.

13

Listening Learning Strategy #4 Listening with a purpose Educational Learning theory Method

Theoretical description

Constructivism

Approach

Community language learning

Techniques

Size of the class Learning styles

Pair work Auditory

Learner age Multiple Intelligences

Skills

Listening

Resources

CEF level

C1

Source

Practical Specifications

Task-based approach Cooperative learning Critical thinking Adults

Linguistic Logical Interpersonal Internet, computer/ cell phone and headphones.

Busyteacher. (n.d). https://m.busyteacher.org/14777-7listening-ideas-thatreally-work.html

Competence Task description

Observation

Practical description

Identifies the purpose of a speech.

Teacher shares a different podcast link to each pair. After listening to the podcast each pair of students discuss what is the purpose of the speaker. The teacher asks some students to share their conclusion as a pair.

Time

Roles

Student: Participant Teacher: Organizer

10 minutes

The teacher should use different types of podcasts, with different purposes. Remember that a speech can be: informative, persuasive or to promote social cohesion.

14

Listening Learning Strategy #5 Inferring meaning Educational Learning theory Method

Theoretical description

Cognitivism

Approach

Community language learning

Techniques

Practical Specifications

Task-based approach Inquiry-based instruction Critical thinking

Size of the class

Individual work

Learner age

Adults

Learning styles

Auditory

Multiple Intelligences

Skills

Listening

Resources

CEF level

C1

Source

Linguistic Logical Interpersonal Internet, projector, speakers.

Competence Task description

Observation

Ahmed, R. (2015). Five essential listening skills for English learners. British council.

Practical description

Associates the dialogue with the context.

Teacher shares a clip from a popular TV show, students rather than watch it have to listen to the dialogue. After watching and listening to the clip, the teacher asks some students questions about it, for example speakers relationship, feelings, topic, etc.

Time

10 minutes

https://www.britishcouncil.org/ voices-magazine/ five-essential-listening-skills-english-learners

Roles

Student: Participant Teacher: Organizer

The teacher can prompt students by giving them clues about the situation, letting them observe and analyze the context.

15

Listening Learning Strategy #6 Taking Notes Educational Learning theory Method

Theoretical description

Constructivism

Approach

Community language learning

Techniques

Practical Specifications

Size of the class Learning styles

Indiviual work Visual

Learner age Multiple Intelligences

Skills

Listening

Resources

CEF level

C1

Source

Competence Task description

Observation

Practical description

Task-based approach Comprehension Word related Drawing related Adults

Visual Logical Interpersonal Internet, projector, speakers. Notebook Rebecca Palmer (Learning strategies that develop active listeners). http://newsmanager.commpartners. com/tesolc/issues/2014-06-01/3. html

Reports what happens in the conversation by taking notes of the most important events or making drawings related.

Teacher plays a conTime Roles versation between Student: Participant a teacher and her friend. Ss listen to Teacher: Organizer it and take notes or make drawings about 15 minutes it. At the end, Ss share their notes by giving their opinions.

Teacher will check if Ss notes are really related to the content and in this way she will evaluate Ss comprehension.

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Listening Learning Strategy #7 Inferring meaning Educational Learning theory Method

Theoretical description

Constructivism

Approach

Task in the listening

Lecture

Techniques

Words to complete the blanks

Practical Specifications

Size of the class

Individual work

Learner age

Teenagers

Learning styles

Reading, listening shadow

Word smart

Listening

Multiple Intelligences Resources

CEF level

C1

Source

Competence Task description

Understands and explains with different words the listening.

Skills

Observation

Audios, internet, worksheets

Practical description

Students will listen to an audio they are going to shadow and then they can complete the missing words.

Time

10 minutes

Roles

Student pays attention to the audio and teacher monitors

17

Listening Learning Strategy #8 Predicting events Educational Learning theory Method

Theoretical description

Connectivism

Approach

Practice by doing

Techniques

Practical Specifications

Task to understand orden

Size of the class Learning styles

Indiviual work

Skills CEF level

Listening

Competence Task description

Understands the sequence of the acts of the listening.

Reading, listening

C1

Learner age Multiple Intelligences Resources Source

Task to identify the sequence

Teenagers

Word smart, linguistic Teacher

Practical description

Students will listen to an audio many times in order to understand the sequence of the acts

Time

10 minutes

Roles

Student pays attention to the audio and teacher monitors

Observation

18

Listening Learning Strategy #9 Understand the message Educational Learning theory Method

Theoretical description

Cognitivism

Approach

Student-Centered Techniques Approach to Learning Personalized learning

Practical Specifications

Communicative approach Comprehension

Size of the class

Individual work

Learner age

Teenagers, Adults

Learning styles

Auditory

Linguistic

Skills

Listening Communication C1

Multiple Intelligences Resources Source

Elllo audio lessons

CEF level

Audios, internet

https://www.elllo.org/ archive/index.html

Competence Task description

Observation

Practical description

Understands and explains with different words the listening.

The teacher explains that it is going to play the audio and the student must pay close attention to identify the central theme. At the end of the audio, the student must relate what he heard in his own words without missing the main idea of the message.

Time

10 minutes

Roles

Student: pays attention to the audio and finally explains the message.

Teacher: gives instructions and monitors.

19

Listening Learning Strategy #10 Dramatize a short story Theoretical description

Educational Learning theory

Behaviorism Constructivism

Approach

Method

Community language learning

Techniques

Size of the class

Individual and group work

Learner age

Teenagers

Learning styles

Auditory/Kinesthetic

Multiple Intelligences

Skills

Listening Communication C1

Resources

Linguistic Interpersonal Kinesthetic Audios, internet, teacher, students. https://agendaweb. org/listening/intermediate-advanced-3. html

CEF level

Competence Task description

Observation

Practical Specifications

Source

Communicative approach Task based learning Cooperative learning Comprehension

Practical description

Understands and dramatizes the story he/she heard.

Students will listen to a short story.

Then they will meet in teams of 5 members.

They will agree on how they are going to dramatize the story they heard according to what each one understood.

Time

20 minutes

Roles

Student pays attention to the audio and teacher monitors

20

speaking

21

Speaking is a Productive Oral Skill, but why is this skill so important?

What is this skill for? What activities can be done to develop this skill?

This is one of the 4 most important skills in English and is known as a productive oral skill because by speaking someone can demonstrate what he/she has learned.

However, this is a skill that can be obtained just by practice and it can be improved by reading. This skill is so important because it is the way through which the acquired knowledge can be shared and also because it is the way that people can communicate orally.

Speaking is a process and to be able to develop this skill it is necessary to make many different activities. It has been proved that it is more difficult for people who does not live in a country where the native language is spoken to speak because they do not have who to talk with and that is why it is necessary to make specific activities that can help the students to speak more naturally and some of them are:

• Role plays: Those can be useful to create an environment where the students can speak in the classroom and a story can be planned and created ahead of time and each person has an important role in the conversation.

• Simulation: The students can practice to think in English like if something is happening at that moment or that they simulate that something happens and in this way they learn to get the words at the moment that they need.

• Story telling: The students can create a story where someone starts with a phrase and then the teacher says when to stop and someone else must continue with the story.

• Information gap: They may have a question and they have to complete the missing information by talking about what they would do.

And there are many others that can be useful as short conversations.

It is necessary to do them because teachers should encourage their students to talk and they must be sure that they have a safe environment to have confidence while they practice until they get used to apply what

22

they have learned during the process.

The speaking skill is necessary in each aspect and it is necessary that the students not only read, not only listen, not only write, but that they can express what they feel and that they can be able to answer any question that they are being asked. Speaking will be useful for them to study, to work and can be used for different purposes too as social purposes or traveling purposes.

It can be said that speaking is important, when someone talks, he/ she expects that the other person answers properly, to do so, teachers have to know what is the best way that the students can develop that skill, grammar is essential, reading too. basically if they do not speak they do not produce and if they do not produce it is necessary to change the way that this skill is being taught.

23

Speaking Learning Strategy #1 Native language Strategy Educational Learning theory Method

Theoretical description

Cognitive theory

Approach

Cognitive approach

Inquiry-based learning

Techniques

Conversation practice

Size of the class Learning styles

Pair work

Learner age Multiple Intelligences

Adolescents, adults

Skills

Listening Speaking C1

Resources

instructions paper timetracker https://www. thoughtco.com/ speaking-strategies-for-english-learners-1212088

CEF level

Competence Task description

Observation

Practical Specifications

Auditory Visual

Source

Practical description

Visual Linguistic

Reports a short topic with a classmate and tries to translate it to English to their partner.

The student will think Time Roles about what he/she Student A: speaker likes to discuss in the native language. They will find a friend who Student B: listener speaks the language, 15 minutes have a conversation.

Next, they will try to reproduce the conversation in English.

24

Speaking Learning Strategy #2 Talk back to the TV Educational Learning theory Method Size of the class Learning styles Skills CEF level

Competence Task description

Observation

Theoretical description

Connectivism theory

Approach

Cognitive approach

Audiolingual method

Techniques

Dialogue

Practical Specifications

Individual work (at home) Auditory Visual

Learner age

Adolescents, adults

Multiple Intelligences

Visual Linguistic

Speaking Listening C1

Resources

TV, program or movie

Source

https://www.fluentu. com/blog/english/ simple-english-conversation-practice-online/

Practical description

Repeats the conversation that he/she listens to on the TV. The student will watch a movie or short episode without subtitles, and will repeat what people say will help them to sound more natural.

Time

25-30 minutes

Roles

Students will listen to a program and then repeat what they heard.

25

Speaking Learning Strategy #3 Show and tell Theoretical description

Educational Learning theory Method

Behaviorism theory

Approach

Practice by doing

Techniques

Size of the class Learning styles

Individual work

Skills CEF level

Speaking

Learner age Multiple Intelligences Resources Source

Competence Task description

Practical Specifications

Presentation

C1

Practical description

Presents a free topic in front the class The student will present a show and tell with a free topic.

Time

Behaviorism approach Information gap Adolescents Word smart Visual aids https://www.edutopia.org/article/ making-most-visualaids

Roles

After watching the aids, will be ready to role-play.

5-10 minutes

Observation

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Speaking Learning Strategy #4 Shadowing Theoretical description

Educational Learning theory

Remember Approach Recall facts and basic concepts

Method

Verbal

Techniques

Practical Specifications

Cognitive approach

Dialogue

Size of the class Learning styles

Individual work

Learner age Multiple Intelligences

Adolescents, adults

Skills

Speaking Listening C1

Resources

Ipod, or tv to watch the movie. https://www.freeed. com/articles/803/ step-by-step-guide-to-the-shadowing-technique#:~:text=What%20 is%20'shadowing'%3F,they%20 say%20in%20real%20 time.

CEF level

Competence Task description

Observation

Verbal

Source

Practical description

Listens and repeats the correct pronunciation.

Student repeats, word for word, sound for sound, what is hearing, with as little delay as possible.

Time

25-30 minutes

Linguistic Verbal

Roles

Takes roll after watching a movie part.

27

Speaking Learning Strategy #5 Debate: Youtube Vs Netflix Educational Learning theory Method

Theoretical description

Constructivism

Approach

Communicative

Communicative Language Teaching.

Techniques

Advantages and disadvantages.

Size of the class Learning styles

Group work

Skills

Listening/Speaking

Learner age Multiple Intelligences Resources

CEF level

C1

Source

Competence

Analyzes the advantages and disadvantages of Youtube and Netflix to participate in a class debate.

Students are given Time Roles a topic they have to Ss defend their topic. discuss. Each one of them has to present Teacher listens to different arguments 25-30 minutes each participant. to defend the topic given. Two students Two Ss participate as are chosen as judges. judges.

Task description

Observation

Practical Specifications

Verbal

Adolescents, adults Linguistic / Interpersonal

Students, teachers and judges.

Practical description

28

Speaking Learning Strategy #6 Role-play about TV Shows Educational Learning theory Method

Theoretical description

Cognitive

Approach

Communicative

Communicative Language Teaching.

Techniques

Interview

Size of the class Learning styles

Pair work

Skills

Speaking Listening

Learner age Multiple Intelligences Resources

CEF level

C1

Competence

Creates an interview for another partner by simulating he/she is the interviewer and the partner is a famous artist.

Students choose a Time Roles partner to role-play a conversation where Student 1: interviewer one is an interviewer and the other one is 10 minutes Student 2: Famous a famous artist. Ss artist. have to get dressed according to the situation and setting.

Task description

Observation

Practical Specifications

Verbal

Source

Adolescents, adults Linguistic / Interpersonal Students Dress code Teachers

Practical description

29

Speaking Learning Strategy #7 Modern theater scripts Educational Learning theory Method

Theoretical description

Constructivism

Approach

Communicative Language Teaching.

Techniques

Size of the class Learning styles

Group work

Learner age Multiple Intelligences

Skills

Speaking, writing and reading C1

Resources

CEF level

Competence Task description

Observation

Practical Specifications

Auditory, visual and kinesthetic

Source

Practical description

Task-based approach Cooperative learning

Adolescents, adults Linguistic Kinesthetic Interpersonal Notebook, pencil, white board. https://www. scholastic.com/ teachers/articles/ teaching-content/ teaching-ell-speaking-strategies/

Performs a classical theater script using modern language.

Teacher asks students to create groups from 3 to 4 members. Each group chooses a classical theater script as Romeo and Juliet then, students read and modify it to a modern version. Finally, each group performs its play in front of the class.

Time

45 minutes

Roles

Student: Participant Teacher: Organizer

The teacher can give each group a funny context to be applied in the performance, in order to work even more students’ creativity.

30

Speaking Learning Strategy #8 Question Hierarchy Educational Learning theory Method

Theoretical description

Constructivism

Approach

Communicative Language Teaching.

Techniques

Practical Specifications

Size of the class Learning styles

Pair work

Learner age Multiple Intelligences

Skills

Speaking, writing and reading C1

Resources

CEF level

Competence Task description

Observation

Auditory

Source

Practical description

Task-based approach Inquiry-based instruction Critical thinking Adolescents, adults Linguistic Logical Interpersonal Notebook, pencil, white board. https://sites. google.com/site/ literacyonline/teaching-materials/ speaking-listening/ teaching-strategies-for-listening-speaking

Develops and interprets questions in a challenging conversation.

Teacher asks students to write 5 questions, with a hierarchical order.

From easy to harder questions: 1. Yes/No answer question 2. Either/Or question 3. WH question 4. Personal question 5. Open-ended question Then the teacher asks Ss to join in pairs and develop a conversation with their partner, based on those questions.

Questions should be asked in the same order from the easy to the hardest one.

Time

Roles

Student 1: interviewer Student 2: Famous artist.

25 minutes

31

The teacher can apply in this activity a context related to a topic, in order to practice a certain topic or vocabulary.

Speaking Learning Strategy #9 Sell objects to the teacher Educational Learning theory Method

Theoretical description

Behaviorism theory

Approach

Practice by doing

Techniques

Practical Specifications

Size of the class Learning styles

Individual work

Skills

Speaking,

Learner age Multiple Intelligences Resources

C1

Source

CEF level

Competence Task description

Observation

Auditory and kinesthetic

Practical description

Behaviorism approach Conversation practice Adolescents, adults Linguistic

Roulette, computer https://wheeldecide. com/index.php?c1=car&c2=moto&c3=eraser&t=Selling+objects&time=5

Produces an orderly and clear conversation about the selected topic.

The teacher explains that the wheel is going to spin and the student must create a dialogue to try to sell the teacher the object indicated by the wheel.

Time

5-10 minutes

Roles

Student: Participant Teacher: Organizer

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Speaking Learning Strategy #10 Karaoke Educational Learning theory Method

Theoretical description

Constructivism

Approach

Verbal

Techniques

Practical Specifications

Size of the class Learning styles

Individual work

Skills

Listening/Speaking

Learner age Multiple Intelligences Resources

CEF level

C1

Source

Competence Task description

Observation

Auditory

Practical description

Reproduces orally the song presented to him.

The teacher will present a song on the screen and the student must reproduce it orally, guided by the lyrics of the song that will appear on the screen.

Time

Constructivism approach Flipped classroom

Adolescents, adults Musical, verbal

tv, computer, speaker, https://www.youtube.com/watch?v=285yrUTULcs

Roles Student: Participant

15-20 minutes

Teacher: Organizer

33

reading

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Reading opens new worlds

“There is more treasure in books than in all the pirates loot on treasure island� -Walt Disney

Reading, according to the Cambridge dictionary, is defined as the skill or activity of getting information from books. As easy as it seems, in education, depending on the previous experiences the student has faced, in the native language or on the level the student is, in the case of an EFL student, this activity can get hard, tough or even annoying for them. As teachers, it is important to understand more about reading, and discover reading techniques in order to teach reading, and to value the pleasure of reading and its benefits, to transmit it to the class.

When it comes to reading techniques, there can be found some that allow the reader to understand more the passages. For academic purposes, some of these techniques can be applied. For example, skimming, which is a technique that provides the general idea of the texts. The headings are a good hint for this technique. Scanning is also a technique that, as its name says, allows to locate detailed information.

There are more techniques that can be mentioned, such as detailed reading and revision reading. These techniques can be used separately, depending on the case that is being studied and also on the purpose of the lecture.

For a teacher, teaching to an EFL class, it is very important to make a nice teaching job and to develop or try to develop the four basic skills.

Reading is not the exception, and according to some English researchers, it is if not the one, one of the most difficult skills to accomplish or develop.

The teacher is the one who has to make sure to know the basic reading techniques in order to teach them in the correct way. It is also a role of the teacher to motivate the student into reading. First, to encourage them to read in their native language, so that they can develop the skill and have a background; and after that aspect is being motivated, to also start giving tasks, little by little to increase their interest in reading.

35

A lot of people around the world, and specifically famous ones, have quotes related with reading and books. Some of the most relevant people that can be mentioned are Walt Disney, Mark Twain, Walt Whitman, among others. Reading is linked to the other skills: listening, speaking and writing.

The fact of reading will allow a student to improve their vocabulary, and for instance their writing. It will make them not only increase their written vocabulary but also the spoken one. It is also known that reading promotes good mental health and that it also reduces stress. It is important for the teacher to discover by himself the type of literature their students like, to investigate it and try to be as empathic as possible to reach their students.

Reading is something good for everyone. And it is the person’s decision to take the advantage and benefits it gives. Teachers can make a huge difference into providing or giving resources for the students to enjoy more or start enjoying what reading can bring to their lives. And not only into their academic field, but in other aspects they can get advantages in. After reading, no one is ever the same.

36

Reading Learning Strategy #1 The KWL Chart Theoretical description

Educational Learning theory Method

Constructivism Learning theory The Silent Way

Techniques

Size of the class Learning styles

20 students

Skills

Reading Writing B1

Learner age Multiple Intelligences Resources

CEF level

Competence Task description

Observation

Approach

Practical Specifications

Visual Verbal

Source

Practical description

Communicative Learning Teaching Questioning 12-15 years old.

Visual Spatial Naturalistic

Notebook, pencil and colored pens. https://www.facinghistory.org/ resource-library/teaching-strategies/kw-l-charts

Completes a KWL chart by writing the missing information after reading a text.

T asks Ss to read the Time Roles text given on page 24.

Teacher - moderator Before going to the Student - writer page, Ss complete the first column of the 20 minutes chart. After finishing the reading, they complete the missing parts.

37

Reading Learning Strategy #2 Creating Vocabulary Theoretical description

Educational Learning theory Method

Connectivism Learning theory The Silent Way

Techniques

Size of the class Learning styles

20 students

Skills

Reading Writing

Learner age Multiple Intelligences Resources

CEF level

Competence Task description

Observation

Approach

Practical Specifications

Visual Verbal

B1

Source

Practical description

Communicative Learning Teaching Vocabulary Builder 12-15 years old.

Visual Spatial Interpersonal

Book and notebook, pencil, colored pens, internet. https://www.jocrf. org/resources/effectiveways-build-your-vocabulary#

Researches the meaning of unknown words in order to comprehend the given text.

In pairs, Ss read the Time Roles text given on page Teacher - moderator 28 by highlighting the Student - writer unknown words. After that, they research 20 minutes online the meaning of these words and create a vocabulary builder on their notebooks. Ss do this, in order to comprehend the text.

38

Reading Learning Strategy #3 Story map Educational Learning theory Method

Theoretical description

Cognitivism

Approach

Community language learning

Techniques

Size of the class Learning styles

Individual work

Skills

Reading Writing C1

Learner age Multiple Intelligences Resources

CEF level

Competence Task description

Practical Specifications

Visual

Source

Practical description

Identifies the elements of a short story.

Teacher delivers to the students a story to read, then Ss have to fulfill the story map with the story elements: • • • • •

Time

Task-based approach Inquiry-based instruction Adolescents, adults Linguistic, intrapersonal

Worksheet, pencil, white board Read Naturally. (n.d). https://www.readnaturally.com/research/5-components-of-reading/ comprehension

Roles

Student: Participant Teacher: Organizer

25-30 minutes

Setting Characters Plot Important events Theme

Observation

39

Reading Learning Strategy #4 Retelling Educational Learning theory Method

Theoretical description

Constructivism

Approach

Community language learning

Techniques

Size of the class Learning styles

Individual work

Skills

Reading, speaking and listening C1

Learner age Multiple Intelligences Resources

CEF level

Competence Task description

Observation

Practical Specifications

Visual Auditory

Source

Practical description

Interprets the text in their own words.

Teacher delivers to the students a story to read, then the teacher asks them to retell the story in their own words. Finally, Ss have to draw their own conclusion about the story.

Time

Task-based approach Inquiry-based instruction Adolescents, adults Linguistic, interpersonal

Worksheet, white board Read Naturally. (n.d). https://www.readnaturally.com/research/5-components-of-reading/ comprehension

Roles

Student: Participant Teacher: Organizer

25-30 minutes

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Reading Learning Strategy #5 Dramatic reading scene from a story Theoretical description

Educational Learning theory Method

Constructivism

Approach

Reflective reading

Techniques

Size of the class Learning styles

15 students

14-17 years old

Skills

Reading

Learner age Multiple Intelligences Resources

CEF level

B1

Source

https://www.cambridgeenglish.org/ learning-english/activities-for-learners/ b2g093-speaking-tothe-world

Competence Task description

Observation

Practical Specifications

Linguistic

Practical description

Literature-Based Reading activities.

Detailed reading

Kinesthetic

Flashcard with a text.

Performs a dramatic reading from a story scene.

The teacher provides a flashcard with a short story on it, which must be used to represent a story scene.

Time

15 minutes

Roles

Student: 1 student reads the story a loud and the rest of the story performs the dramatic scene.

Teacher: Observes how well they perform and understand the story.

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Reading Learning Strategy #6 Coral Reading Theoretical description

Educational Learning theory Method

Constructivism

Approach

Reflective reading

Techniques

Size of the class Learning styles

15-40 students

Skills

Reading

Learner age Multiple Intelligences Resources

CEF level

C1

Source

Competence Task description

Observation

Practical Specifications

Auditory

Literature-Based Reading activities.

Detailed reading 12-18 years old Musical

Computer audio https://teacherthrive. com/reading-activities-gardners-multiple-intelligences/

Practical description

Collaborates in a choral reading with classmates.

The teacher chooses a song for her or his students to read a loud before singing it.

Time

15 minutes

Roles

Student: reads a song in choir.

Teacher: Leads the students on how fast or how slow to read the song before singing it.

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Reading Learning Strategy #7 Bottom-up Educational Learning theory Method

Theoretical description

Cognitivism theory

Approach

Interactive model

Increase reading rate

Techniques

Read and get new vocabulary words.

Practical Specifications

Size of the class Learning styles

Individual work

Skills

Words webs

Learner age Multiple Intelligences Resources

CEF level

B1

Source

Competence Task description

Observation

Cultivate vocabulary

Practical description

Comprehends and learns the new vocabulary.

Students read and circle new words that become new vocabulary learned, reread and get comprehension.

Time

8-10 years old Word smart Linguistic

A book, notebook and pencil. https://www.readingrockets.org/teaching/reading-basics/vocabulary

Roles

Student vs teacher

15 minutes

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Reading Learning Strategy #8 Coral Reading Educational Learning theory Method

Theoretical description

Constructivism

Approach

Short reading passa- Techniques ge followed by textbook activities.

Practical Specifications

Size of the class Learning styles

Individual work

Skills

Reading

Learner age Multiple Intelligences Resources

CEF level

C1

Source

Competence Task description

Observation

Auditory

Practical description

Produces interferences with the short reading.

After reading a short passage students are going to develop comprehension interferences.

Time

10 minutes

Teach for comprehension Making inferences

8-10 years old Visual Picture smart

A good passage to read with visual aids. https://www.csuohio. edu/writing-center/reading-sources-for-your-research-paper#:~:text=VARIETY%20 OF%20SOURCES&text=books%2C%20 chapters%20in%20 books%20(books,newspaper%20articles

Roles

Teacher vs. student

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Reading Learning Strategy #9 Predicting Theoretical description

Educational Learning theory Method

Cognitivism theory

Approach

Silent way

Techniques

Size of the class Learning styles

Individual work

Skills

Reading Speaking C1

CEF level

Competence Task description

Observation

Practical Specifications

Visual

Learner age Multiple Intelligences Resources Source

Practical description

Predicts events that will occur in reading.

The teacher explains to the students that he will read them a story. He can keep asking questions that students must answer according to their own ideas and imagination. Some questions he should ask are: Before you read: what will the book be about? Who will be the main characters? What great events will happen in history? Where will the events take place?

During the reading: How will a character respond to the problem? Who could help the character solve the problem?

After reading- What predictions were correct? What predictions were wrong? Why were the predictions wrong?

Time

20 minutes

Situational Approach Visualization 10-15 years old Intrapersonal Linguistic

Books, readings, student, teacher. https://bookpagez.com/blog/ your-reading-comprehension-toolkit-making-predictions/

Roles

Teacher: Leads the questions.

Student: Make predictions according to what the teacher indicates.

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Reading Learning Strategy #10 Metacognition Educational Learning theory Method

Theoretical description

Behaviourism Cognitivism

Reflective reading

Individual work

Skills

Reading, listening, writing C1

Competence Task description

Observation

Techniques

Practical Specifications

Size of the class Learning styles

CEF level

Approach

Visual, auditory

Task-based approach Inquiry-based instruction

Learner age Multiple Intelligences Resources

10-20 years old

Source

https://inclusiveschools.org/metacognitive-strategies/

Practical description

Linguistic Intrapersonal

Books, paper, pens.

Acknowledge their difficulties in reading the story.

The student will read the story once and choose the phrase that was most difficult for him to understand and write it.

Then they will re-read the text and try on their own to solve the part that is still not very clear, writing the entire analysis of what they understood from the text. It may be necessary for the student to read the story a third time.

Time

20 minutes

Roles

Teacher: Leads the process.

Student: Follows instructions

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writing

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Writing is a key skill that includes physical and mental factors. It could be said that it is the art of putting on paper the ideas and thoughts that you have in your mind. Knowing the importance of developing writing skills, many teachers in the classroom ask ourselves: 1. How can students learn to write? 2. How to prevent students from being afraid of making mistakes when writing? 3. What principles should I consider when planning a writing course? 4. What techniques and tasks can I use in class?

1. Teaching writing to students, in the right way, years ago was to teach essay writing by following grammar rules correctly and following a pre-established order. At the same time writing was to copy someone else's model with someone else's ideas and not your own ideas. Years later, a more progressive movement managed to include the process of writing (invention, drafting, feedback, and revisiĂłn) and not only the final product. Then comes the expressivism in which the student is given the freedom to write freely without pigeonholeing him between the grammatical rules. Then attention was paid to the thought processes of the students. In cognitivism, critical thinking and problem solving are very important. In writing class, students can define problems, investigate them thoroughly, and then, after presenting their arguments, come to logical and reasonable conclusions. Through brainstorming, writing and conferences between students and with the instructor, in order to solve the content of the writing. Editing and revision are considered a final stage, and less important, in the elaboration of the written text. “More recently, Larsen-Freeman (2000) encourages teachers to adopt some form of principled eclecticism. Principle eclecticism encourages instructors to carefully consider the different trends and ideas they have historically, and to choose those that best suit the needs of a particular classroom or individual student. In fact, in the writing curriculum, many instructors have done it for many years.â€? (Teaching, 2003)

2. To prevent the fear of the students when writing it is important to make them feel safe convinced that making mistakes is part of the learning process and that it is okay. Students should acknowledge their fears and tell them that we understand them. Doing activities starting with easy levels and then gradually building up a level is a good way for them to practice writing. It is also important to involve them in the process

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in a fun and creative way. Proposing interesting activities that challenge them to write and that allow them to feel happy doing them.

3. The following principles are helpful when planning a course: - Understand your students' reasons for writing: Students, teachers and school must be on the same page. Students should be explained the objectives of learning writing and encouraged to apply the learning in other courses so that they make more sense to it.

- Provide plenty of opportunities for students to write: writing almost always improves with practice. Place varied activities with different types of writing.

- Make the feedback useful and meaningful. Take time to correct the works and also vary the way of doing it as it is not mandatory to review all the students' work.

- Clarify for you and your students how writing will be evaluated: Because it is better for students to be clear about what is expected of their performance when writing than to be uncertain about what they should really do.

4. There are a wide variety of techniques and tasks to use in class.

Some of them include: - Invention techniques: brainstorming, word maps, speed writing - Writing: writing, feedback and revision.

- Correction and editing - Textbooks regularly include varied exercises for the student to practice writing.

Although it is true that there are countless ways to practice writing in class, each teacher must know their group of students: their interests, ways of learning, motivations, environment, likes and dislikes etc. to be able to plan activities that are really meaningful and not just to make them feel frustrated.

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Writing Learning Strategy #1 Quick Write Theoretical description

Educational Learning theory Method

Humanism theory

Approach

Direct instruction

Techniques

Size of the class Learning styles

15-20 students

Learner age Multiple Intelligences

Skills

Writing Critical thinking B2

Resources

CEF level

Competence Task description

Observation

Practical Specifications

Kinesthetic Visual

Source

Practical description

Thinking-based learning Limited time 14-17 years old

Visual Linguistic Kinesthetic paper, pencil or pen list with topics https://www.colorincolorado.org/article/ improving-writingskills-ells-and-joywriting

Formulates a paragraph, applying the acquired knowledge related with the given topic.

The student receives Time Roles a topic to write about.

Teacher: moderator He or she writes a 5 minutes paragraph trying to explain the topic as Student: writer much as possible, in five minutes.

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Writing Learning Strategy #2 Cinquain poems Theoretical description

Educational Learning theory Method

Connectivism theory

Approach

Individual project

Techniques

Size of the class Learning styles

10-15 students

13-18 years old

Skills

Imagination and critical thinking Writing B1

Learner age Multiple Intelligences Resources Source

https://www.colorincolorado.org/article/ improving-writingskills-ells-and-joywriting

CEF level

Competence Task description

Practical Specifications

Auditory Visual

Practical description

Project-based learning Creative thinking

Visual Linguistic

Sheet of paper, pen or pencil

Creates a poem, following the basic structure given by the teacher.

The student receives the structure in which he or she can develop their imagination and create a poem of their own.

Time

15 minutes

Roles

Student: writes the poem Teacher: provides the structure and basic ideas of how to do it

Observation

51

Writing Learning Strategy #3 Story chains Theoretical description

Educational Learning theory Method

Constructivism Theory

Size of the class Learning styles

4-25 students

Skills CEF level

The Refinery Method

Approach

Expressive approach

Techniques

Foreshadowing

Practical Specifications

Learner age Kinesthetic and visual Multiple Intelligences Writing Resources Critical-thinking B1

Source

Practical description

12-14 years old

Verbal- Linguistic Notebook, pen or pencil https://www.literacyideas. com/7-fun-writing-activities-for-students

Competence

Writes a short story based on what the teacher writed.

Task description

The teacher has a sheet of paper where she or he already has a sentence that gives the opportunity to start with a short story. Based on what is written on the paper the student writes 1 to 2 sentences more and then gives the paper to another student to continue writing and they continue doing it until the last student writes.

Observation

Time 15 minutes

Roles

Student: writes a short story by joining what is written which what he or she writes.

Teacher: Writes a sentence to start a short story.

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Writing Learning Strategy #4 Acrostic Associations Theoretical description

Educational Learning theory Method

Constructivism Theory

Size of the class Learning styles

10-15 students

Skills CEF level

Competence Task description

First Steps Method.

Approach

Techniques

Practical Specifications

Learner age Kinesthetic and visual Multiple Intelligences Writing Resources Critical-thinking B1

Source

Practical description

Student-Centered Approach to learning.

Memory Technique 13-18 years old Visual Linguistic

Pen, paper sheets https://www.literacyideas. com/7-fun-writing-activities-for-students

Creates an acrostic based on the teacher’s instructions.

The teacher has new words for the students and asks them to make acrostics with the word that they receive to get used to how to write down words correctly.

Time

15 minutes

Roles

Student: writes down words from the word that receives.

Teacher: Gives new words to the students to write from 1 word acrostics.

Observation

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Writing Learning Strategy #5 Graphic Organizers Educational Learning theory Method

Theoretical description

Connective learning theory

Task Based learning

20 students

Skills

Writing Speaking

CEF level

B2

Task description

Observation

Techniques

Practical Specifications

Size of the class Learning styles

Competence

Approach

Visual

Learner age Multiple Intelligences Resources Source

Practical description

Thinking-based learning Graphic Organizers to represent the main ideas of a topic.

12-15 years old Visual Interpersonal

Paper, colored markers, scissors, glue, images. https://www.edutopia.org/article/ increasing-value-graphic-organizers#:~:text=Graphic%20 organizers%20are%20 a%20helpful,scaffold%20to%20support%20student%20 learning.

Creates a graphic organizer to present the main ideas of the given topic.

Teacher gives each Time Roles group a topic to write Teacher: moderator about. Ss read the 20 minutes topic and then, they create a graphic Student: writer organizer to write and explain the main ideas of the topic.

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Writing Learning Strategy #6 Acrostic Associations Educational Learning theory Method

Theoretical description

Connective learning theory Silent Way

Approach

Techniques

Practical Specifications

Size of the class Learning styles

20 students

Skills

Writing Critical thinking

Resources

CEF level

B2

Source

Competence Task description

Observation

Learner age Kinesthetic and visual Multiple Intelligences

Practical description

Functional-Notional Approach Technology to involve Ss in the writing learning process.

14-17 years old

Visual Linguistic Interpersonal Paper, pencil or pen, computer and internet. https://www. classcraft.com/ blog/features/ how-has-technology-improved-education/#:~:text=Technology%20allows%20 students%20to%20 help,a%20topic%20 and%20solving%20 problems.

Researches about the environmental pollution and completes the chart given by the teacher.

Teacher gives a Ss Time Roles a chart with some Teacher: moderator information about 15 minutes the environmental pollution. Ss have to Student: writer complete it by looking for the information on the internet.

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Writing Learning Strategy #7 Graphic Organizers Educational Learning theory Method

Theoretical description

Cognitivism

Approach

Community language learning

Techniques

Size of the class Learning styles

Individual work

Skills

Writing Reading B2

Learner age Multiple Intelligences Resources

CEF level

Practical Specifications

Visual

Source

Task-based approach Inquiry-based instruction Adults

Linguistic Intrapersonal Worksheet, pencil, white board VIP kid. (2018). https://blog.vipkid. com/10-creative-esl-writing-activities/

Competence Task description

Practical description

Writes a formal work email.

Teacher asks students to write a formal email following the correct outline, based on a specified topic

Time 25-30 minutes

Roles

Student: Participant Teacher: Organizer

Observation

56

Writing Learning Strategy #8 Error correction Educational Learning theory Method

Theoretical description

Constructivism

Approach

Community language learning

Techniques

Size of the class Learning styles

Individual work

Skills

Reading and writing

Learner age Multiple Intelligences Resources

CEF level

C1

Source

Practical Specifications

Visual

Task-based approach Inquiry-based instruction Adolescents, adults Linguistic, intrapersonal

Worksheet, pencil, white board VIP kid. (2018). https://blog.vipkid. com/10-creative-esl-writing-activities/

Competence Task description

Observation

Practical description

Identifies and corrects the mistakes.

The teacher gives the students a letter from an “imaginary friend� who does not speak English very well and has asked to correct his or her letter. Each line of the letter should contain at least one mistake, which the students should identify and correct.

Time

25-30 minutes

Roles

Student: Participant

Teacher: Organizer

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Writing Learning Strategy #9 Free writing Theoretical description

Educational Learning theory Method

Humanism

Approach

Visual learning

Audiovision

Techniques

Brainstorming

Size of the class

Small group of students Visual

Learner age

12-14 years old

Learning styles Skills

CEF level

Competence Task description

Observation

Practical Specifications

Multiple Intelligences Free writing about the Resources topic after watch and listening to a short video.

C1 Source

Visual Picture smart Tv, notebook, pencil

https://www.google. com/url?sa=i&url=https%3A%2F%2Fwww.wikihow. com2FWrite-a-Documetary&psig=AOvVaw0l8fp0UYP7d3_ W90MRm97e&ust= 1609213530930000& source=images&d=vfe&ved=2ahUKEwjyvKbY4e_tAhUCkFkKHTFvD0UQr4kDegUIARCoAQ

Practical description

Writes in a period of time after watching a documentary.

After watching a short documentary, students are free to write about what they understand.

Time

15 minutes

Roles

Group of students

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Writing Learning Strategy #10 Composing Theoretical description

Educational Learning theory Method

Constructivism

Approach

Hands on

Practice by doing

Techniques

Brainstorming

Size of the class

Small group of students Logical Critical thinking

Learner age

12-14 years old Logic smart

Reading and writing

Multiple Intelligences Resources

C1

Source

Learning styles Skills CEF level

Competence Task description

Practical Specifications

Practical description

Describes two pictures in a written way.

Students will work with two pictures, will write a list of description details of each, then will choose one and write a full description but no comparison.

Time

15 minutes

Worksheet, pencil, notebook https://multimedia-english.com/ blog/8-steps-towrite-a-good-composition-part-1-1

Roles

Student: Participant

Teacher: Organizer

Observation

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micro-skills

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listening micro-skills Micro-Skill

1. To detect the attitude of speaker toward subject matter.

Description

Teacher plays an audio which is about an interview with a soccer player. The students listen to the interview and then describe the soccer player`s attitude (emotions, facial gestures, etc) to the questions asked.

2.To identify purpose and scope of lectu- Students are asked to pay attention to re. an audio about a lecture. At the end, each student tells the teacher the purpose and scope of lecture.

3.To recognize grammatical word classes Students listen to a conversation be(parts of speech). tween two classmates. Then, in their notebooks they write the parts of speech they are able to identify in the conversation. (as many as they can).

4.To recognize reduced forms of words.

T plays a song and Ss sing it with their partners. Then, T plays the song again and asks Ss to write down all the reduced forms of words they are able to identify in the lyrics.

5.To guess the meanings of words from T plays a conversation between three the contexts in which they occur. friends who are in the movie theater. T asks students to write in their notebooks the idioms they listen to by trying to guess the meaning. Ss share their results at the end of the conversation.

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speaking micro-skills Micro-Skill

1.Accurracy with words and pronunciation

2.Short Presentations

3.Providing Structures for a Role Play 4.Appropriacy

5.Appropriacy

Description

Semi-Planned conversation: The students think about accuracy before they speak. They must have a general topic beforehand. They should be in pairs and discuss vocabulary, grammar and expressions. For example they can talk about their weekend or other topic for them to use the past tense.

This will help them also about accuracy and give the chance to the teacher to review and discuss afterwards.

They need to receive a topic from the teacher. The teacher gives them a time limit to discuss about the topic and show the teacher their brief notes with keywords and they must discuss the expressions or grammatical structures. The teacher identifies the errors with the target language.

The students think about a particular situation. Can be a role play about someone going to a city, asking for directions or other given topic where they can explain. They can write down their own structures on the board.

Changing roles: The students practice to use the language in different situations. The teacher chooses a general task or function, that can be used in different situations with different people. They can have a conversation about their weekend or a conversation between a boss and an employee and then change the roles.

At the Party: The students choose what they want to talk about being always about the appropriate language.

Could be a topic about a wedding reception, a party or a social gathering and the teacher asks the students to provide feedback and say what are them.

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writing micro-skills Micro-Skill

1. Use frames and structures.

2. Draw on images

3.Incorporate creativity and critical thinking.

4.Encourage self explanation

5. Reflect on and transfer knowledge

Description

This can be an effective tool. These can take the form of sentences, fill in the blanks or use formulas like use the abc format and respond to questions.

It also can be a good resource when the flashcards are used to show it to the students then have them write about it example: by watching a picture about a firetruck, students can describe it.

The traditional reading strategies are ideal to use in micro writing summarizing is also fine to student practice after reading or watching a video.Students can get creative to write after reading and are motivated to write and share their response while building thinking skills.

These thinking skills are: Plot twist: using a part of a book you have read and explain how you can change it.

Dear Diary; using a character from a book story and write about him or her.

Rename it: can use another name of a book and explain why you change it.

What if: is about making questions about the book at the beggins and writing the answers to your questions.

Good skill can be to promote understanding of key concepts. This is to have students write and explain in their own words to others or to themselves (called self.explanation) they are explaining what they are learning. This substantial research helps students identify their incorrect and generalized concepts for future applications When students reflect after a lesson is very important to activate students’ background knowledge before and also helps students apply what they have learned in school. Analogies and allegories can enhance this learning transfer.

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reading micro-skills Micro-Skill

Description

1. Retain chunks of lanThe Teacher chooses a book to be read during the biguage of different lengths mester by the students. At the end of the unit the teain short-term memory. cher will pass an evaluation to verify their reading comprehension.

2. Recognize a core of The teacher writes a sentence in disorder so the stuwords, and interpret word dents could find the secret message by reordering it. order patterns and their With this activity the teacher will evaluate the ability of significance. the students to interpret and follow words patterns.

3.Recognize grammatiThe teacher asks the students to write a short story, cal word classes (nouns, about any topic. With this task the teacher will be able verbs, etc.), systems to evaluate the grammar skills of the students, and can (e.g., tense, agreement, identify which rules should be reinforced. pluralization) patterns, rules, and elliptical forms.

4.Recognize that a parThe teacher delivers to the students a story to read, then ticular meaning may be the teacher asks which are the meanings of some of the expressed in different words of the story, the synonyms and antonyms that grammatical forms. they have. This activity allows the teacher to identify the level of vocabulary that students have.

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conclusions • The four skills provide the students a wider perspective of the language, and it allows them to learn in a proper way.

• The four skills should be implemented in this correct order for the person to be able to fully acquire the target language.

• Teachers have to make sure they are involved in the learning process as well, and to empathize with the students.

• Teachers have to reallt get to know their students, in order to present tasks and activities that will be creative and appealing to the students, also according to the different learning styles they can have.

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references READING | significado, definiciรณn en el Cambridge English Dictionary. (2020). Retrieved 18 December 2020, from https://dictionary.cambridge.org/es-LA/dictionary/english/reading Reading techniques. (2020). Retrieved 18 December 2020, from https://www.monash.edu/rlo/ quick-study-guides/efficient-reading-strategies 15 incredible benefits from reading every day. (2020). Retrieved 18 December 2020, from https://ideapod.com/15-incredible-benefits-reading-read-every-day/ https://www.wgu.edu/blog/five-educational-learning-theories2005.html https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/ http://103.5.132.213:8080/jspui/bitstream/123456789/1060/1/techniques-in-language-teaching. pdf https://d1wqtxts1xzle7.cloudfront.net/55521619/Language_Teaching_Approaches_Celce-Murcia1991.pdf?1515780272=&response-content-disposition=inline%3B+filename%3DLanguage_ Teaching_Approaches_An_Overview.pdf&Expires=1607636007&Signature=WSjdKoefhqtKbOclPdQAD~bNR~s3sNonyE~8sXpBDN~-878I~snXkS465q8s5XKDutt3pv0cnxuLts7PRt61YEBTjiXq5qZ7Mm5s~wmjHQ2ICBHd4edmQWVZkCcT9RV0NpK8Q-Zl5luxmSL9SeYSBWJcO9m8~HVPHrFWqhBoEM2WnirJw7ywGWoynlr3WSY2ghgu3FT3woI9myuJ3fhYxQWlRyeyrKmhL6p67qcCdledVXSljzUOS4O-UvWyqwnX5wNSECP0myWmqG87gyoos5yJ-tSPPSmHFrPDkz4EiIt~yiDJKQjlaxB8--ltrbYnYqFPx-ead0cOn-nW7XCsfA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA http://etec.ctlt.ubc.ca/510wiki/Multiple_Intelligences http://newsmanager.commpartners.com/tesolc/issues/2014-06-01/3.html

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