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	<title>miguel bengoa elt &#187; Skills</title>
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	<link>http://miguelbengoa.com/elt</link>
	<description>Some half baked ideas and others, carbonized...</description>
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		<item>
		<title>Teaching Speaking Tactics</title>
		<link>http://miguelbengoa.com/elt/2009/02/18/teaching-speaking-tactics/</link>
		<comments>http://miguelbengoa.com/elt/2009/02/18/teaching-speaking-tactics/#comments</comments>
		<pubDate>Wed, 18 Feb 2009 10:17:19 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Skills]]></category>
		<category><![CDATA[children]]></category>
		<category><![CDATA[learner]]></category>
		<category><![CDATA[list]]></category>
		<category><![CDATA[speaking]]></category>
		<category><![CDATA[teacher]]></category>
		<category><![CDATA[Technologies]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=191</guid>
		<description><![CDATA[When learner&#8217;s can&#8217;t speak, what can they do? Avoidance is a common strategy. Learners either change the topic, or clam up completely. However, there are a number of other strategies that can help learners and, if used judiciously, are probably more benaeficial. 1. Use L1 based strategies: In closely related languages a literal translation might [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/02/18/teaching-speaking-tactics/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<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[Curriculum & testing]]></category>
		<category><![CDATA[EAP]]></category>
		<category><![CDATA[Methodology]]></category>
		<category><![CDATA[Skills]]></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 DoÄŸuelli 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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</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[activity]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[speaking]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</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[activity]]></category>
		<category><![CDATA[speaking]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>TBL &#8211; 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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</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[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 &#8211; limited to 1500 lexical items. on [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
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		<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 & testing]]></category>
		<category><![CDATA[Skills]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[reading]]></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 the [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</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 & testing]]></category>
		<category><![CDATA[Skills]]></category>
		<category><![CDATA[automatization]]></category>
		<category><![CDATA[performance]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[speaking]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</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[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[speaking]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</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 & testing]]></category>
		<category><![CDATA[Skills]]></category>
		<category><![CDATA[cohesive devices]]></category>
		<category><![CDATA[discourse]]></category>
		<category><![CDATA[sentence level]]></category>
		<category><![CDATA[syllabus]]></category>
		<category><![CDATA[writing]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</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[Curriculum & testing]]></category>
		<category><![CDATA[Skills]]></category>
		<category><![CDATA[cohesive devices]]></category>
		<category><![CDATA[discourse]]></category>
		<category><![CDATA[listening]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</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 & testing]]></category>
		<category><![CDATA[Skills]]></category>
		<category><![CDATA[Bibliography]]></category>
		<category><![CDATA[cohesive devices]]></category>
		<category><![CDATA[discourse]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[sentence level]]></category>
		<category><![CDATA[text]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Reading &#8211; 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[Skills]]></category>
		<category><![CDATA[direct]]></category>
		<category><![CDATA[list]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[text]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/reading-text-types/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Writing tasks &#8211; 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[Curriculum & testing]]></category>
		<category><![CDATA[discourse]]></category>
		<category><![CDATA[syllabus]]></category>
		<category><![CDATA[writing]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Writing activity outcomes &#8211; 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[Curriculum & testing]]></category>
		<category><![CDATA[syllabus]]></category>
		<category><![CDATA[writing]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Listening activity outcomes &#8211; 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[Skills]]></category>
		<category><![CDATA[Curriculum & testing]]></category>
		<category><![CDATA[listening]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/listening-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Speaking activity outcomes &#8211; 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 & testing]]></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 [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</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>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/21/automaticity-bibliography/</guid>
		<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 [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Speaking sub-skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/16/speaking-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/16/speaking-sub-skills/#comments</comments>
		<pubDate>Sat, 16 Feb 2008 13:31:15 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Skills]]></category>
		<category><![CDATA[speaking]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/16/speaking-sub-skills/</guid>
		<description><![CDATA[To complement the posts on speaking, especially regarding curriculum design, I have included a list of speaking sub-skills. 1. Producing segmental features of English at word level [especially vowel and consonant sounds, stressed and unstressed syllables] 2. Using suprasegmental features of English [especially intonation, stress in sentences, word-linking and weak forms] accurately in spoken utterances [...]]]></description>
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		<slash:comments>0</slash:comments>
		</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 & testing]]></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 Brumfitâ€¦ Just because we are talking about fluency, it [...]]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>The characteristics of spoken language</title>
		<link>http://miguelbengoa.com/elt/2008/02/16/the-characteristics-of-spoken-language/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/16/the-characteristics-of-spoken-language/#comments</comments>
		<pubDate>Sat, 16 Feb 2008 11:18:46 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Skills]]></category>
		<category><![CDATA[Curriculum & testing]]></category>
		<category><![CDATA[speaking]]></category>
		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/16/the-characteristics-of-spoken-language/</guid>
		<description><![CDATA[Some courses fail the learners in that they fail to distinguish between spoken and written language. The litmus test for this assertion is to ask whether the syllabus/curriculum treats spoken language as something distinct from written language with its own grammar, syntax and lexicon. If productive skills work is a vehicle for the teaching of [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The sequence game</title>
		<link>http://miguelbengoa.com/elt/2008/02/13/the-sequence-game/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/13/the-sequence-game/#comments</comments>
		<pubDate>Wed, 13 Feb 2008 11:12:08 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Activities]]></category>
		<category><![CDATA[Methodology]]></category>
		<category><![CDATA[Skills]]></category>
		<category><![CDATA[activity]]></category>
		<category><![CDATA[cooperative learning]]></category>
		<category><![CDATA[milling]]></category>
		<category><![CDATA[sequences]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/13/the-sequence-game/</guid>
		<description><![CDATA[This milling activity is very simple. Each student has a different sequential series written on a strip of paper. Their task is to find the participant wÄ±ith the exactly the same sequence as them self. For this to be a speaking and listening task, monitor the learners carefully to ensure they don&#8217;t show their sequences [...]]]></description>
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