Information collection & exchange

 
 
 
 
lower stress
Provide meaningful "real life" messages:
build in response time
aker
allow for visibility of the spe
provide background clues
allow for redundancies 
Use the three resources for lis
the teacher
hension:
tapes 
Develop listening activities which:
provide interesting content
include listening preparation
offer visual support
communicate real m
require listener
 Suggestions for further reading 
Keep Talking 
Friederike Klippel 
This book presents many good ideas f
nicative fluency activities. 
J. Marvin Brown and Adrian S. Palm
Longman Inc., 1988 
This book is based on the theory of the N
or the creative, stress-f
ral Approach discuss
includes many ideas f
teaching of listening skills. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

---

 
 
 
ls of reading may be developed. 
The chapter ends with special notes on the teaching of vocabulary. 
 Ro
Yo
own previous language learning 
experiences. For example, if your teacher used the Grammar Translation Method, reading probably figured 
pro
line
. At home you would read laboriously 
through the text, conscientiously looking up all the words whose meanings you didn't know. In the next class 
me
original 
language and then to translate the passage into E
tra
l 
onstructions, new vocabulary, stylistic nuances, and the like. 
l 
ourses are usually confined to two main types. One type includes dialogues and other drills. Students are 
. Students who continued 
ey unconsciously use in 
eir first language are automatically transferred, but the use of others must be explicitly taught. 
lieve that the types of reading done in the language classroom should 
flect the many uses to which reading is put in real life. You use reading not only for study purposes but 
tages in the development of reading proficiency