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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>
	<pubDate>Tue, 28 Oct 2008 12:49:40 +0000</pubDate>
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		<managingEditor>mabengoa@miguelbengoa.com ()</managingEditor>
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		<itunes:summary>a part of my english language teaching world...</itunes:summary>
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		<itunes:category text="Society &amp; Culture"/>
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			<itunes:email>mabengoa@miguelbengoa.com</itunes:email>
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			<title>miguel bengoa elt</title>
			<link>http://miguelbengoa.com/elt</link>
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		<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>
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		<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>
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		</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>
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		</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>
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		</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>
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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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		</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[speaking]]></category>

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

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