Lesson14 min to readSign in to readen
The four language skills and the place of grammar
Listening, speaking, reading and writing — what each actually involves, the reading and listening sub-skills the paper names, and the critical position on grammar that decides most of the questions in this area.
Sign in to read this lesson
Every study-material lesson on this site is free to read — an account is what unlocks them, not a payment. Signing in also saves where you stopped reading and lets you practise the questions on this heading.
Also on this subtopic
Other material filed under Basis of language teaching skills.
- ভাষা শিক্ষণবিদ্যা — অর্জন ও শিখন, চারটি দক্ষতা, বহুভাষিক শ্রেণি ও মূল্যায়নটেট-এর প্রথম ভাষা অংশের বাকি ১৫টি প্রশ্ন আসে ভাষা শিক্ষণবিদ্যা থেকে — ক্রাশেনের পাঁচটি প্রকল্প, ভাষা অর্জনের চারটি তত্ত্ব, বিকাশের স্তর, চারটি দক্ষতা ও উপদক্ষতা, শিক্ষণের পাঁচটি পদ্ধতি, ব্যাকরণের স্থান, বহুভাষিক শ্রেণিকক্ষ, ভুল ও প্রতিবন্ধকতার পার্থক্য, মূল্যায়ন এবং নিরাময়মূলক শিক্ষণ।Read this →
- Language acquisition, learning and the principles of language teachingThe distinction between acquiring a language and learning one, the terms the paper assumes you know — phoneme, morpheme, interlanguage, fossilisation — and why a learner's error is read as evidence of a system rather than as a failure.Read this →
- The multilingual classroom — diversity, errors, difficulties and disordersWhy the syllabus treats many languages in one room as a resource rather than a problem, how a child moves from the home language to the school's, the difference between an error, a difficulty and a disorder — and what a class teacher may and may not do about each.Read this →
- Evaluating language proficiency, and remedial teachingHow to assess a skill rather than a memory — the kinds of language test the paper names, why speaking and listening are the skills schools forget to assess, and what remedial teaching means when it is done properly.Read this →
- Teaching-learning materials, ICT, lesson planning and microteachingHow to choose and improvise teaching aids, what ICT can and cannot do, the structure of a lesson plan with objectives that can actually be observed, and how microteaching works — including the retention figures attached to Dale's cone that were never his.Read this →