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	<title>miguel bengoa elt &#187; skills</title>
	<atom:link href="http://miguelbengoa.com/elt/category/skills/feed/" rel="self" type="application/rss+xml" />
	<link>http://miguelbengoa.com/elt</link>
	<description>Some half baked ideas and others, carbonized...</description>
	<pubDate>Tue, 28 Oct 2008 12:49:40 +0000</pubDate>
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	<language>en</language>
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		<copyright>&#xA9; </copyright>
		<managingEditor>mabengoa@miguelbengoa.com ()</managingEditor>
		<webMaster>mabengoa@miguelbengoa.com()</webMaster>
		<category></category>
		<itunes:keywords></itunes:keywords>
		<itunes:subtitle></itunes:subtitle>
		<itunes:summary>a part of my english language teaching world...</itunes:summary>
		<itunes:author></itunes:author>
		<itunes:category text="Society &amp; Culture"/>
		<itunes:owner>
			<itunes:name></itunes:name>
			<itunes:email>mabengoa@miguelbengoa.com</itunes:email>
		</itunes:owner>
		<itunes:block>No</itunes:block>
		<itunes:explicit>no</itunes:explicit>
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			<url>http://miguelbengoa.com/wp-test/wp-content/plugins/podpress/images/powered_by_podpress.jpg</url>
			<title>miguel bengoa elt</title>
			<link>http://miguelbengoa.com/elt</link>
			<width>144</width>
			<height>144</height>
		</image>
		<item>
		<title>Strategies for listening, note taking and discussion</title>
		<link>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/#comments</comments>
		<pubDate>Mon, 15 Sep 2008 07:41:12 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[EAP]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[methodology]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[word lists]]></category>

		<category><![CDATA[listening]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=103</guid>
		<description><![CDATA[These notes are based on a presentation given by Theresa Doğuelli University. The presentation was after sales service from Oxford University Press on the Lecture Ready series of academic English text books.
The aim of the book is strategy training and this was where Teresa began her presentation. The differences between a strategy, skill, plan and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Some more speaking activities</title>
		<link>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/#comments</comments>
		<pubDate>Mon, 31 Mar 2008 07:53:24 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[practice]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/31/12-lower-level-speaking-ideas-still-being-edited/</guid>
		<description><![CDATA[Do you teach speaking with few or no materials? Here are some speaking activities that you can try with your classes. 
Picture Dictation
materials: Ls notebooks or scrap paper and pictures to be dictated.
Aims: fluency, prepositions of place, vocabulary, process language.
Level: Pre-int upwards
Procedure: Ls draw 2 square boxes, you tell them to draw a ‘photo&#8217; of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Some speaking activities</title>
		<link>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/#comments</comments>
		<pubDate>Mon, 31 Mar 2008 07:52:42 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[technique]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/31/speaking-activities-still-being-edited/</guid>
		<description><![CDATA[Here are some more activities, some of which you can use with little or no prepararion. These are activities that I have found by dredging my computer directories. I there fore do not know the sources fo these activities. I would be happy to give any credit where it is due.
Lying: an icebreaker
air off students. [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/feed/</wfw:commentRss>
		</item>
		<item>
		<title>TBL - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/#comments</comments>
		<pubDate>Fri, 14 Mar 2008 14:15:43 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[methodology]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[J. Willis]]></category>

		<category><![CDATA[Krashen]]></category>

		<category><![CDATA[Michael 	Long]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[tbl]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/</guid>
		<description><![CDATA[This post is intended to give the most cursory idea about what exactly task based learning is.
A sample TBL lesson
Aim: learners will communicate a short personal anecdote (speaking)
Anticipated language: tense and aspect distinctions will probably need to be made (past simple and continuous). There will be some narrative type vocabulary especially related to order of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Fifty Links for learners</title>
		<link>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/#comments</comments>
		<pubDate>Wed, 12 Mar 2008 10:54:35 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[internet]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[texts]]></category>

		<category><![CDATA[vocabulary]]></category>

		<category><![CDATA[learner]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/12/links-for-learners/</guid>
		<description><![CDATA[Here is a selection of links for learners to use for their own language learning purposes. There are links to resources under the following categories:




language links
 topics: Texts to read and listen to, pronunciation practice, spelling practice, &#8230;
 listening: over 400 activities.
 native speaker: VOA Special English - limited to 1500 lexical items.
 on line [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/feed/</wfw:commentRss>
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		</item>
		<item>
		<title>Automaticity in reading</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 11:19:56 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[bibliography]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[practice]]></category>

		<category><![CDATA[technique]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/</guid>
		<description><![CDATA[ Following are a number of statements extracted from What Research Has To Say About Reading Instruction [International Reading Association] and particularly from the chapter entitled Reading Fluency: Techniques for Making Decoding Automatic by Samuels S J [University of Minnesota] and Farstrup A E [International Reading Association]. The excerpts are selected to raise awareness of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/feed/</wfw:commentRss>
		</item>
		<item>
		<title>What is meant by automaticity and automatization?</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 11:14:49 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[bibliography]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[testing]]></category>

		<category><![CDATA[automatization]]></category>

		<category><![CDATA[performance]]></category>

		<category><![CDATA[practice]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/</guid>
		<description><![CDATA[automatic

largely or wholly involuntary, 				especially as with a reflex
acting or done spontaneously or 				unconsciously

automatize

to make automatic [noun 				derivations: automatization the process of making 				automatic; automaticity the state or condition of being 				automatic]

In some literature, the word automization is used rather 			than automatization.
For our purposes as teachers, automatization is the process of making language processing and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Activity: vocabulary tennis</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 09:52:58 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[word lists]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[game]]></category>

		<category><![CDATA[group]]></category>

		<category><![CDATA[group cohesion]]></category>

		<category><![CDATA[lexis]]></category>

		<category><![CDATA[list]]></category>

		<category><![CDATA[picture]]></category>

		<category><![CDATA[vocabulary]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/</guid>
		<description><![CDATA[This is an activity that requires no setting up and can be done at the drop of a hat just the kind of activity that I love to have in my toolbox! Essentially, the idea is to promote automatization through quick responses, under moderately stressful conditions.
Aim: learners will recycle vocabulary and/or create short sentences under [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Writing sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:27:51 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[sentence level]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</guid>
		<description><![CDATA[1. Manipulating the script of the language: handwriting, spelling and punctuation.
2.	Expressing grammatical [syntactic and morphological] relationships at the sentence level.
3.	Expressing relationships between parts of a written text through cohesive devices [especially through grammatical devices such as noun-pronoun reference].
4.	Using markers in written discourse, in particular:

introducing an idea
developing an idea
transition to another idea
concluding an idea
emphasising a point [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Listening sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:26:17 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/</guid>
		<description><![CDATA[
 	 	
1.	Deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues in utterances and spoken text
2. Recognising and understanding phonological features of speech [especially those forms associated with supra-segmental features]
3.	Understanding relationships within the sentence: the syntactic and morphological forms characteristic of spoken language
4.	Understanding relationships between parts of text and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Reading sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:23:41 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/</guid>
		<description><![CDATA[
 	 	
1. Basic reference and information-finding skills [e.g. title, using contents page, index. footnotes, bibliography, chapter headings and sub-headings, chapter summaries]
2.	Deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues
3.	Understanding grammatical [syntactic and morphological] relationships at the sentence level
4.	Understanding relationships between parts of text through cohesive devices [especially grammatical [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Reading - a list of text types</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/reading-text-types/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/reading-text-types/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:20:48 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[reading]]></category>

		<category><![CDATA[skills]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/reading-text-types/</guid>
		<description><![CDATA[
Reading 	narrative texts
Reading 	factual texts 	[such as descriptions, announcements, memoranda, advertisements, 	notices, reports, menus, and agendas]
Reading 	procedural texts 	[sets of instructions for operating machinery or equipment, safety 	procedures, and emergency procedures]
Reading 	diagrammatic texts 	[signs, photographs, simple maps, floor plans, timetables, street 	directories, flowcharts, time lines, charts and tables]
Reading 	formatted texts
Reading 	transactional texts 	[memoranda, forms, and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/reading-text-types/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Writing tasks - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:18:44 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[skills]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/</guid>
		<description><![CDATA[
Approaching 	writing as a process accomplished in stages
Scrutinizing 	work more critically
Revising 	work to make it intelligible by adding, removing, substituting, 	and/or recombining material
Keeping 	a portfolio of work to chart progress
Raising 	awareness of different types of written texts with different 	purposes


Using 	writing skills to accomplish designated work related tasks
Writing 	texts of varying lengths up to two [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Writing activity outcomes - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-activity-outcomes-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-activity-outcomes-a-rough-guide/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:16:52 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[skills]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/writing-activity-outcomes-a-rough-guide/</guid>
		<description><![CDATA[
Filling 	out typical forms
Writing 	short factual texts explaining reasons for an action and [or] making 	simple recommendations
Writing 	statements using principles of coordination and subordination
Connect 	two or three sentences to write clear notes from a written text
Writing 	telegraphic, abbreviated sentences to make and take notes
Using 	a short report using appropriate cohesive devices
Answering 	questions in writing
Making 	an [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Listening activity outcomes - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/listening-activity-outcomes-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/listening-activity-outcomes-a-rough-guide/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:15:25 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/listening-activity-outcomes-a-rough-guide/</guid>
		<description><![CDATA[
Listening 	to types of speech in different authentic contexts
Listening 	to everyday speech and interactions
Listening 	to and identifying single or multiple speakers
Listening 	to both planned and unplanned speech
Listening 	to monologue and dialogue in context
Using 	aids to listening such as pictures or diagrams.
Listening 	to and understanding questions
Listening 	for main idea and separating it from less significant or [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/listening-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Speaking activity outcomes - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:14:17 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/</guid>
		<description><![CDATA[
Developing 	ability to describe objects and processes
Responding 	to various forms of questions and sustained questioning in 	appropriate contexts
Interacting 	in real world speaking activities
Performing 	one way and two-way information tasks
Raising 	awareness of conversational structure [opening, turn-taking, 	sustaining a turn, negotiating meaning, nominating a topic, 	repairing a mistake, linking ideas, adjusting the message by 	rephrasing, or using [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Bibliography: automaticity</title>
		<link>http://miguelbengoa.com/elt/2008/02/21/automaticity-bibliography/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/21/automaticity-bibliography/#comments</comments>
		<pubDate>Thu, 21 Feb 2008 07:03:08 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[bibliography]]></category>

		<category><![CDATA[skills]]></category>

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		<description><![CDATA[Anderson J R [1982] Acquisition of Cognitive Skill [Psychological Review 89.4]
Anderson J R [1983] The Architecture of Cognition [Harvard University Press]
Beck I [1981] Reading Problems and Instructional Practices [In Mackinnon G E &#38; Waller T G [Eds] Reading Research: Advances in Theory and Practice Academic Press]
Bensoussan M and Laufer B [1984] Lexical Guessing in Context [...]]]></description>
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		</item>
		<item>
		<title>Teaching speaking: fluency or accuracy?</title>
		<link>http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/#comments</comments>
		<pubDate>Sat, 16 Feb 2008 11:37:14 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/</guid>
		<description><![CDATA[In this post the classroom ideas are marked with a:
Whatever type of approach you intend to use for a particular activity in the classroom, making the differentiation between fluency and accuracy is a very important one.
However, here are some things to think about. From Brumfit…

Just because we are talking about 	fluency, it does not mean [...]]]></description>
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