1. PracticalTeaching for Four Skills
{on CLT-based}
Jakarta, June 30, 2013

2. Objectives
After training the participants are able to:
1. Recognice some existing stategies to teaching.
2. Implement some practical ways of teaching.
3. Find other strategies which support the
teaching practice.
4. Be creative in elaborating the materials to
easily teaching.
5. Fit the teaching strategies on the suitable
materials.

3. General Descriptions
 These teaching would be based on the
CLT.
 They comprise; Listening, Speaking,
Reading andWriting
 The four skills are integrated (not
separable) and could be done in one
meeting.
 Task-based

4. Some Ideas forTeaching Listening
 Dictoglos (preparation-
dictation-reconstruction-
analysis and correction)
 Some listening game:
- Simon says: students
should respond the
direction which uses
“Simon says....”
Objective: Check student
comprehension
- Telephone Number:
student write the phone
number which is read by
teacher
- Clock Face,Which picture,
True or False, Following
direction, which way?, gues
who, which weekend, name
and product (reading label),
- Spot the word, list the item,
jigsaw listening, cloze
listening, spot the
difference, dictation, word
focus dictation

5. Practical Activities ofTeaching Speaking
1. Debate and
discussion
- Arranging
discussion group
- Using the
discussion guide
- Project proposal
- Speech
2. Drama Activities
- Choosing the role
- Guided role play
- Free role play
- Free role play
from text
3. Gap Information
- Cartoon sequence
- Which face
- Who’s who
- Dscribe and draw
- lost of memory
- Jumbled pictures
- shared information

6. Some Idea for Teaching Reading
THE KEYS
 Choise: student will read the target language
text differently from the mother one
 Objective: Fit the text to the while reading or
follow-up
 Strategies: Scanning(enciclopedia, statistical
text) and Skimming (historical text, story,
report) Exstensive (Give student unproblematic
text)
 Number: Choose various otentic material.
 Silence: Make silent reading as a habit.
 Speech: Make student prior to the fast reading
 Context:Avoid the translative explanation on
reading.

7. The six skills of reading
 Predictive skill (lead in activities)
 Gaining Informations (scanning)
 Gaining general descriptions (Skimming, yes/
no question)
 Gaining detailed informations (scanning and
skimming,“wh question”)
 Recognizing function and pattern of text
(“for example” indicates some example,“in other
words” indicates some other concept stated in
other ways.
 Getting meanings (cloze procedure)

8. Practical Activities in Reading
 Scanning
- find new words for old
- locate grammar feature
- find a specified advertisement
- compare details
- check dates
- shopping list
- newspaper headlines
 Skimming
- find and compare events
- select a title
- create a title
 Intensive
- match noun and verb
- split sentences
- make summaries
- fill the gaps
- take sides
- select summary
- compare versions
- identify facts
- mathing
 Extensive
- keep records
- wall charts
- make summaries
- indicate the difficullty

9. Some Ideas forTeaching Writing
 The function of writing: action,
information, fun
 Three main activities in writing:
controled-writing, guided writing, and free
writing

10. Practical Activities in Writing
 Controled-Writing
- jigsaw sentences
- gapped passage
- pure cloze passages
- multiple choise cloze
passages
- fine and copy
- dictation
-sentece combining
- reducing
- sending SMS
 Guided Writing
- picture description
- picture sequence essay
- formal practice
- making summary
- making connections
- note writing
- replying letter
- replying to advertisement
- half dialog
 Free Writing

11. Teaching practice for NC’s bookN
O
Sub-
lesson
Skill
Target
Teaching Procedure Activities
1 Vocabulary
Building
Listening
Speaking
1. Introduction to the theme
2. Asking to the student the general correlation
to the students idea, habit
3. Teachers ask student about the picture (who,
what, why, how)
4. Student can identify the target words/
expression and jot down.
5. Student can paraphrase the speech which
uttered by the speaker.
1. Teachers ask student about the pictures
2. Students listen to the tape.
3. Students write the words/ expressions
4. Students drill the target words
2 Substitution
Drill
Speaking 1. Teacher read the words/ expressions in
comprehensible pronunciation
2. Students listen to.
3. Students drills the expression one by one or
in vice versa
4. Teachers give feedback on the way of reading.
5. Students are given the task to memorizing the
expression.
1. Teachers read the words/ expression
2. Students repeat after the teacher chorally.
3. Students read one by one
4. Students memorize
5. Student guess the students question with
closed book
3 Dialog
Model
Speaking 1. Teachers address students attention to the
relate topic.
2. Teachers play the cassette or CD, students
listen to.
3. Students take apart in a guided role play.
1. Students reread the dialog
2. Teacher divide the class into some group
3. Students take apart in role play (individually or
chorely)
4. Teachers can ask students about the dialog
(what, why, how, when, where, etc)
4 Dialog
Practice
Speaking
Writing
1. Give student time to do the blank space on it.
2. Simply make a role play on each dialog
practice.
1. Students fill the blank
2. Students take apart in role-play
3. Teachers check students work

12. NO Sub-lesson Skill Target Teaching Procedure Activities
5 Language
Focus
Grammar 1. Make some implementable
examples of the language focus.
2. Try to describe the rule/pattern in
the communicative approach
1. Teachers explain inductively or deductively the
subject
2. Encourage students to see the pattern
3. Give students good rules
4. Teachers give a model usage in a real
communication
5. Understanding involves example, explanation,
practice
6. Teacher can construct games related to the
grammar.
6 Exercise Writing 1. Elaborate the exercise with
communicative
2. Give feedback to each exercise
3. Make sure that the students have
tried to practice
1. Students can do the exercise as homework
2. Teacher should give feedback
7 Reading Reading 1. Discus the theme of the reading.
2. Make general questions based on
the theme.
3. Explore the students’ idea on the
theme.
1. Teachers ask some question in general related
to the title of reading
2. Students identify the difficult word/ main idea
3. Students answer the question firmly
8 On Your Own Writing
Speaking
1. The teacher can comprehensively
elaborate student’s habit, activity,
idea related to the directions.
1. Students do the direction as practical as
possible.
2. Students practice what they have written
9 Listening
Comprehensio
n
Listening 1. Do listening at the end of the
lesson.
2. Try to make them as homework in
order to be usual to listening.
1. It must be better as home work
2. Teacher give feedback and score

13. Describing picture, telling story, writing

15. How was your holiday?

17. Find the story

19. The Magic Dress

20. Intensive Reading Matching and Jumbled Text

22. I visited a village Reading,Writing

24. Ideas for Writing

25. Picture for Composition

27. Refferences
 New Communicating Concept in English
Book, KIC, Jakarta, -
 Brown,Teaching by Principles,
 Azies F and AC.Alwasilah, Pengajaran
Bahasa Komunikatif-Teori dan Praktek, PT.
Rosdakarya bandung, 1996
 Thomas, S. Picture Promt Adjective. Delta
Publishing, 1997