Teaching language skills

Froggy Jumps

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About this activity

This lesson revises fundamental concepts about language skills for teachers in training at the university level

Created by

Claudia Buenfil

Mexico

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1	Sammm April 21, 2025	% 100	02:08
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4	Eduardo April 21, 2025	% 70	02:16
5	Tlanezi April 21, 2025	% 70	02:21
6	Асель Дуйсенгалиева October 6, 2025	% 0	00:17

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Froggy Jumps Teaching language skillsOnline version This lesson revises fundamental concepts about language skills for teachers in training at the university level by Claudia Buenfil 1 This refers to the exposure learners have to authentic language in use. This can be from various sources, including the teacher, other learners, and the environment around the learners a Input b Output c Lead in 2 It is defined as the production of the target language to convey meaning, plays an essential but distinct role in language development a Output b Input c Warm up 3 This is defined as our pre-existing knowledge of the world a Schemata b Output c Elicitation 4 Teachers tend to talk about the way we use language in terms of these four skills a Reading, writing, speaking and listening b Eliciting, writing, producing and revising c Practicing, reading, proof-writing and repeating 5 This is a term used for reading and listening, skills where meaning is extracted from the discourse a Receptive skills b Productive skills c Reinforcing skills 6 This is the term for speaking and writing, skills where students actually have to produce language themselves a Productive skills b Receptive skills c Warming up skills 7 The use of more than one skill in a lesson. Skills are worked on as they occur naturally in real life. Different skills tasks are related and incorporated in a smooth way in the LP a Integrated skills b Receptive skills c Productive skills 8 In this mental process, students get a general view of a reading or listening source of input. This is greatly helped if their schemata allow them to have appropriate expectations of what they are going to come across a Top down process b Bottom up process c Editing process 9 In this processing, learners focus on such things as individual words, phrases or cohesive devices and achieves understanding by stringing these detailed elements together to build up a whole view. a Bottom up process b Lead in process c Top down process 10 It is language where no concessions are made to foreign speakers. It is normal, natural language used by native or competent speakers of a language a Authentic material b Inauthentic or non-authentic material c Raw material

Froggy Jumps

Teaching language skillsOnline version

This lesson revises fundamental concepts about language skills for teachers in training at the university level

by Claudia Buenfil

This refers to the exposure learners have to authentic language in use. This can be from various sources, including the teacher, other learners, and the environment around the learners

Input

Output

Lead in

It is defined as the production of the target language to convey meaning, plays an essential but distinct role in language development

Output

Input

Warm up

This is defined as our pre-existing knowledge of the world

Schemata

Output

Elicitation

Teachers tend to talk about the way we use language in terms of these four skills

Reading, writing, speaking and listening

Eliciting, writing, producing and revising

Practicing, reading, proof-writing and repeating

This is a term used for reading and listening, skills where meaning is extracted from the discourse

Receptive skills

Productive skills

Reinforcing skills

This is the term for speaking and writing, skills where students actually have to produce language themselves

Productive skills

Receptive skills

Warming up skills

The use of more than one skill in a lesson. Skills are worked on as they occur naturally in real life. Different skills tasks are related and incorporated in a smooth way in the LP

Integrated skills

Receptive skills

Productive skills

In this mental process, students get a general view of a reading or listening source of input. This is greatly helped if their schemata allow them to have appropriate expectations of what they are going to come across

Top down process

Bottom up process

Editing process

In this processing, learners focus on such things as individual words, phrases or cohesive devices and achieves understanding by stringing these detailed elements together to build up a whole view.

Bottom up process

Lead in process

Top down process

It is language where no concessions are made to foreign speakers. It is normal, natural language used by native or competent speakers of a language

Authentic material

Inauthentic or non-authentic material

Raw material

You can integrate the game into an LMS compatible with LTI 1.1 or LTI 1.3 such as Canvas, Moodle, or Blackboard. This way, the scores will be automatically saved into the platform’s gradebook.

Teaching language skills

Froggy Jumps

About this activity

Created by

Download the paper version to play

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Froggy Jumps

Teaching language skillsOnline version

by Claudia Buenfil

This refers to the exposure learners have to authentic language in use. This can be from various sources, including the teacher, other learners, and the environment around the learners

It is defined as the production of the target language to convey meaning, plays an essential but distinct role in language development

This is defined as our pre-existing knowledge of the world

Teachers tend to talk about the way we use language in terms of these four skills

This is a term used for reading and listening, skills where meaning is extracted from the discourse

This is the term for speaking and writing, skills where students actually have to produce language themselves

The use of more than one skill in a lesson. Skills are worked on as they occur naturally in real life. Different skills tasks are related and incorporated in a smooth way in the LP

In this mental process, students get a general view of a reading or listening source of input. This is greatly helped if their schemata allow them to have appropriate expectations of what they are going to come across

In this processing, learners focus on such things as individual words, phrases or cohesive devices and achieves understanding by stringing these detailed elements together to build up a whole view.

It is language where no concessions are made to foreign speakers. It is normal, natural language used by native or competent speakers of a language

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