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 Session 3 Week 4
 Listening        
This session examines the nature of top-down listening processes and the activation of content schemata, formal schemata, and contextual knowledge. It also pays attention to the role of the language system (i.e., phonology, grammar, vocabulary) in bottom up processes in listening comprehension.  The session has a workshop built in to review current materials (both paper based and multi media) designed to teach L2 listening.
Pre-reading Questions
1. To what extent do you think listening can be taught?
2. Suggest listening activities that you consider to be effective in enhancing students’ listening skills?
Session-pre-reading 
Buck, G (2001) Assessing Listening, Cambridge University Press Ch 1-2,pp1-60
Celce-Murcia, M. & Olshtain, E (2004) pp 102-117
Harmer, 1998, Chapter 10 pp97-110
Richards, and Renandya (2002) chapters 21-23 pp235-252
Further Reading
Ellis, R (2003) Task-based Language Learning and Teaching. Oxford University Press. (Chapter 2)
Nunan, D. (2000) Language Teaching Methodology, Malaysia, Longman (chapter 2)
Flowerdew, J.eds (1994) Academic Listening: Research perspectives, Cambridge University Press
 
Session 4 Week 5
 Reading          
Written texts open up a world of literature and culture for the language learner. This session picks up top-down and bottom-up processes examined in the previous session, assessing their importance to successful reading. It reviews the current state of research relating to ‘effective reading’ and it explores some key concepts underpinning classroom procedures and materials design. The session includes a workshop on evaluating instructional materials.
Pre-reading Questions
1. What roles does reading play in first and second language development?
2. What are some of the key factors that affect fluent reading? Why are they important?
3. What are the issues surrounding the use of simplified readers in an ESOL context?

Session pre-reading
Celce-Murcia, M. & Olshtain, E (2004) Chapter 7 pp118-140
Harmer, J, (1998) Chapter 7 pp 68-78
Richards, and Renandya (2002) pp273-202

Key Concepts
Metacognitive awareness strategy training  extensive reading 
schema theory  prior knowledge reader bound /text bound approaches 
coherence /cohesion  
Further Reading
Nunan, D. (2000) Language Teaching Methodology, Malaysia, Longman (chapter 4)

Session 5  Week 6

Speaking         
This session focuses on interactional competence, both its nature and how L2 learners develop it. Interactional competence explains the socio-cultural characteristics of discursive practices and the interactional processes by which discursive practices are co-constructed by participants. The session will include a short workshop to analyse samples of conversations and input/interaction in language classrooms.
Pre-reading Questions
1. What are the different aspects of speaking that require teaching -e.g. pronunciation?
2. Besides grammar https://www.51lunwen.org/englishpaper.htmlrules, what other rules d本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。