curmat1 assignment 2nd

Speaking micro skills

1. Being able to use the language in real time (fluency).

2. Being able to pronounce the language sufficiently correctly to enable communication to take place.

3. Being able to use a range of vocabulary and grammatical structures (in the early stages, the range of grammatical structures students will use will be relatively small).

4. Talking about a range of common topics (eg family, school, hobbies, etc)

5. Expressing a wide range of functions.

6. Using different exponents to express the same function.

7. Selecting the appropriate exponent depending on the situation, their social status with regard to the person they are speaking to, the degree of formality/informality required, etc.

8. Knowing a range of basic scripts (how to start and finish a conversation, how to buy things in a shop or order in a restaurant, etc).

9. Being able to cope with insufficient language resources, by paraphrasing, simplifying, inventing a word, using the L1 as a resource, miming, using hesitation devices, etc.

10. Being able to cope with communication breakdowns, eg when they simply don't understand (by asking for repetitions, etc).

11. Using intonation to convey meaning.

12. Interpreting and using indirect speech acts (such as Are you going past the post box?, meaning Could you post this letter for me?).

13. Being able to take turns smoothly and appropriately.

Listening micro skills

• discriminate among the distinctive sounds in the new language

• recognize stress and rhythm patterns, tone patterns, intonational contours.

• recognize reduced forms of words

• distinguish word boundaries

• recognize typical word-order patterns

• recognize vocabulary

• detect key words, such as those identifying topics and ideas

• guess meaning from context

• recognize grammatical word classes

• recognize basic syntactic patterns

• recognize cohesive devices

• detect sentence constituents, such as subject, verb, object, prepositions, and the like

Reading micro skill

• decipher the script. In an alphabetic system or a syllabify, this means establishing a relationship between sounds and symbols. In a pictograph system, it means associating the meaning of the words with written symbols.

• recognize vocabulary.

• pick out key words, such as those identifying topics and main ideas.

• Figure out the meaning of the words, including unfamiliar vocabulary, from the (Written) context.

• recognize grammatical word classes: noun, adjective, etc.

• detect sentence constituents, such as subject, verb, object, prepositions, etc.

• recognize basic syntactic patterns.

• reconstruct and infer situations, goals and participants.

• use both knowledge of the world and lexical and grammatical cohesive devices to make the foregoing inferences, predict outcomes, and infer links and connections among the parts of the text.

• get the main point or the most important information.

• distinguish the main idea from supporting details.

• adjust reading strategies to different reading purposes, such as skimming for main ideas or studying in-depth.

Writing micro skills

• use the orthography correctly, including the script, and spelling and punctuation conventions.

• use the correct forms of words. This may mean using forms that express the right tense, or case or gender.

• put words together in correct word order.

• use vocabulary correctly.

• use the style appropriate to the genre and audience.

• make the main sentence constituents, such as subject, verb, and object, clear to the reader.

• make the main ideas distinct from supporting ideas or information.

• make the text coherent, so that other people can follow the development of the ideas.

• judge how much background knowledge the audience has on the subject and make clear what it is assumed they don't know