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written by Benny Lewis

Reading time: 11 minutes

Published: Oct 6, 2017

Updated: Oct 18, 2021

Reading, Writing, Speaking and Listening: The 4 Basic Language Skills, and How to Practise Them

Reading, writing, speaking and listening – the four foundational skills of language learning.

You can’t build a house without a strong foundation (well, that’s if you want the house to stay upright in all weather!). Similarly, you won’t become a well-rounded speaker of a language without building upon the four foundations of language learning.

It took me quite a while to realise this.

I studied languages for years at school – and even after school without much success. I even moved to Spain to learn Spanish. It was a lightning bolt moment that made me realise I could spend hours learning how to read or write Spanish, but I had to actually start speaking to achieve fluency.

As you continue language learning, you will probably discover that you’re stronger in some areas than others. Typically, people struggle most with listening and speaking.

How I Discovered My Achilles Heel: Listening Comprehension

Listening is the big one for me.

When I was learning German I set myself a goal of passing the advanced CEFRL exam . I passed four out of the five sections of the exam.

It was only my listening that wasn’t up to scratch.

I didn’t mind too much – I could hold confident conversations in German, after only 3 months of intensive study. That being my aim, I was happy with my result .

However, the experience helped me see that I need to focus more on listening when I’m learning a new language.

The key factor of the four basic language skills is that they complement each other . As a science nerd, I know that Newton’s third law states that every action has an equal and opposite reaction . So, if you want to be a well-rounded language learner, you need to ensure that you’re giving each skill the attention that it needs.

What are the Four Basic Languages Skills?

These are the cornerstones of learning a language.

The skills work in pairs. When you’re reading or listening, you’re consuming a language .

However, when you’re writing or speaking, you’re producing a language .

Once you’ve mastered these skills, you can safely say that you’re fluent in that language.

With that in mind, let’s take a look at how you can strengthen each individual skill, to ensure that you’re making the most out of your language practice.

How to Improve Your Reading Skills

There’s a very obvious place to start for those wishing to improve their reading skills: books!

Books not only help you learn a new language. They’re also a way to discover the culture behind the language.

Thanks to the Internet, paper books aren’t your only option for reading practice. Most languages have thousands of books available to download online – many of them free.

Here are just a few of my favourite reading resources, to get you started.

1. Picture or Comic Books

Picture books are an excellent resource for beginners. Chances are, you used picture books to help you learn to read in your native tongue. So it makes sense you’d start here with your target language too.

Once you’re beyond the absolute beginner stage, I recommend comic books. They’re fun to read, and the pictures help you follow the story even if you don’t know all the vocabulary.

2. A Good Dictionary and a Pocket Notebook

A dictionary is a language learner’s best friend. As you delve deeper into your target language, you’ll frequently come across new words. By having a dictionary on hand, you can find out what those words mean right away, and jot them down in your notebook.

I recommend investing in a pocket notebook. That way you can carry it around, add notes to it or review what you’ve already complied when you’re waiting in line or on public transport .

You can do the same thing digitally. Almost all languages these days have a dictionary available as in app form. And with a note-taking app like Evernote you can keep your notes organised into virtual notebooks – for example by topic.

3. Dual-Language Books

Reading one book in two languages concurrently is a great way to improve your language skills, and it can give you a big confidence boost as you realise how much of the language you already understand.

4. Newspapers or Online Journals

With newspapers you’ll not only improve your knowledge of a language, but you’ll also find out more about the politics, art and attitudes of the countries where the language is spoken.

Many newspapers are available to read online for free .

Whatever your interests – food, fashion, fitness, or just about anything – chances are there’s a blog about them in your target language.

I can guarantee there’ll be enough material online to last you a lifetime… and then some.

How to Improve Your Writing Skills

Perhaps all this reading will get your creative juices flowing , encouraging you to sit down and do a little bit of writing!

For many language learners, writing is the first time they actively try to produce language , rather than consume the language. And even though I advocate speaking from day one , I see writing as an important part of this process. I always recommend preparing a script before your first conversation.

Here are a few other ideas to get you started with writing.

1. Write a Letter to a Pen Pal

Did you ever take a language class at school where your teacher encouraged sending a letter to a pen pal in a far-off land? Well, they were certainly onto something there.

If you’re at a beginner’s level, you can keep it to a few lines on a postcard. If you’re more advanced, set yourself the task of penning (or typing, if your handwriting is difficult to read!) a page-long letter.

It doesn’t even have to be a letter that will ever see the light of day. Address it to your Mum, a friend, or even your dog. It doesn’t matter. As long as you’re writing, that’s the key factor here.

If you’re looking for a friendly person to write to, italki is a good place to start.

2. Set Yourself a Daily Goal on Duolingo

Duolingo offers plenty of writing exercises at all skill levels so you can practise writing your target language as much as you want.

3. Start a Blog in Your Target Language

I’m consistently amazed by how many opportunities have come my way from starting Fluent in 3 Months . I’d recommend anyone who’s learning a language to start a blog. And if you’re doing that, why not write some posts in your target language?

Even before I started this blog, I used to create videos in the languages I was learning.

Perhaps the most important lesson I’ve realised is that everyone has a story that others will be interested in hearing.

You’ll find that starting a blog will have a double effect. You’ll be getting consistent practice writing in your target language, for sure. However, you may also gain a community of readers to support you along the way.

How to Improve Your Speaking Skills

Speaking: the skill of doom! Most language learners find speaking their new language a daunting prospect. I know people who’ve been studying for years and still haven’t had a conversation in their target language.

I get it. Speaking a foreign language for the first time to a native speaker is a massive task. What if you get something wrong? Will people be offended that you’ve massacred their language? Will they think you’re stupid and laugh at you?

Personally, I think speaking is the most effective thing you can do to improve your language skills. Yes, it’s scary at first. But once you’ve chatted with a few native speakers you’ll quickly build your confidence.

And in my experience, I’ve never had anyone call me stupid or laugh at me for messing up my speech. In most cases, I’m the one left laughing at any mistakes I’ve made, and the other person is just thrilled to see that I’m trying.

This is why I’ve made it my mission to help people get over their fear and start speaking in their target language from the day they start learning .

To strengthen this skill, you will of course have to find someone to practise speaking with.

Here’s how to do just that.

1. Find a Language Teacher on italki

italki is hands down my favourite tool for language learning, as it’s a quick, easy and affordable way to find people to chat with in your target language.

There are plenty of language teachers at all kinds of levels available on italki. Don’t be afraid to try a few, until you find one that’s perfect for you.

2. Find a Conversation Partner Online

If you’re just looking for someone to have a conversation with, rather than paid lessons, then try looking for a language partner instead. Italki is brimming with language learners like you who are looking for conversation partners to chat with.

Your conversation partner could be a native speaker of your target language, an advanced learner, or even someone who is at the same level of learning as you.

3. Go to Meetups in Your Area

Most cities have a community of language learners – and chances are you can find one online.

I’ve used Meetup in the past to find and connect with likeminded language learners in my city. This is an excellent way to find a potential language partner, or just make some new friends!

How to Improve Your Listening Skills

To have a conversation with someone it’s useful if you can understand what they’re saying.

I think listening is the hardest skill for language learners. I’m not just speaking from my own experience here, but also from what other language learners have told me.

One of the reasons for this is that it’s easy to fall into the pattern of passive learning . People seem to think that you can just watch a foreign film, or listen to some music and you’ll instantly be on your way towards mastering that language. They then get frustrated when they find they’re actually making little to no progress.

This is because you can’t just let the words flow in and out of your ears – your brain is part of the process too. You need to study what you’re listening to.

There are endless listening resources available – audiobooks, music, movies and podcasts . What we’re going to examine is how best to make these work for you… without falling into the trap of passive listening.

1. Short Bursts Are Often More Effective

There’s no rule saying you have to spend an hour a day practising your listening comprehension skills. In fact, I’d advise against it!

It’s far more effective to give yourself short five or ten minute bursts of study. That way you’ll be more likely to actually get on and do something, rather than feeling overwhelmed at the prospect of an intense language session.

2. Give the Audio Your Full Attention

You can play foreign music in the background while you’re cooking dinner or cleaning the bathroom, but it’s unlikely to improve your listening skills.

It’s much better to sit down and give the audio your full attention. Treat it like a study session, and you’ll get much more out of it.

3. Write Down Words You Don’t Recognise

When I’m studying audio, I tend to write down words I don’t recognise. After I’m done listening, I can look these up in my dictionary and add them to my vocab list for further study.

4. Listen to the Same Audio Multiple Times

Don’t just listen to the same piece of audio once. Learn it inside out, until you can recite it back to front. Once you’re completely sure of what’s being said, you can move onto the next thing.

Don’t be afraid to mix it up either. Study every resource you can get your hands on. This way you’ll keep the experience both fresh and fun.

5. Follow an Audio Course

An audio-based language course is one of the best ways I’ve found to improve my listening skills. My favourite courses the podcasts by Innovative Language. You can read more of my thoughts about them here .

Benny Lewis

Founder, Fluent in 3 Months

Fun-loving Irish guy, full-time globe trotter and international bestselling author. Benny believes the best approach to language learning is to speak from day one .

Speaks: Spanish, French, German, Italian, Portuguese, Esperanto, Mandarin Chinese, American Sign Language, Dutch, Irish

Have a 15-minute conversation in your new language after 90 days

The 4 Language Skills

When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak , then to read , and finally to write . These are called the four "language skills":

• Skill #1: Listening
• Skill #2: Speaking
• Skill #3: Reading
• Skill #4: Writing

The four language skills are related to each other in two ways:

• the direction of communication (in or out)
• the method of communication (spoken or written)

Note that these four language skills are sometimes called the "macro-skills". This is in contrast to the "micro-skills", which are things like grammar, vocabulary and pronunciation.

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Benefits of testing the four skills (reading, listening, writing and speaking).

Evelina D. Galaczi, Head of Research Strategy, Research and Thought Leadership Group, Cambridge English

When we say that someone ’speaks‘ a language fluently, we usually mean that they have a high level in all four skills – listening, speaking, reading and writing. But, as any teacher knows, learners often have strengths or weaknesses in particular skills, and in some cases can achieve high levels in, for example, reading and writing, while not being able to speak or listen at a comparable level.

For some purposes – highly specialised jobs, for example – these uneven skills may not matter very much. However, English is such an important skill in the global world, and needed in so many different contexts, that someone without a good ability in all four skills will greatly reduce the opportunities open to them in education and professional life.

Ability to use English in a variety of contexts involves multiple language skills and therefore testing the four skills enhances the accuracy of a test

If we want to assess someone’s speaking ability, we must get them to speak. The same applies to all the other skills. We can’t infer ability in one skill (e.g. speaking) from performance in another (e.g. listening), or from using tests of language knowledge, e.g. grammar, vocabulary, as proxies for communicative language ability. Therefore if we want to accurately assess communicative language ability, we need to include tasks which elicit a wide range of skills related to communicative language.

The Common European Framework of Reference (2001) extends the definition of communicative language ability into five skills, and divides speaking into two skills: spoken production and spoken interaction. This is based on the evidence that these two skills are different, since one involves only monologue-type speech and the other involves being both a speaker and a listener at the same time. A test of communicative language, therefore, needs to include both spoken production and spoken interaction. 

Learners’ development in the four skills is often unbalanced and testing only some language skills may give an inaccurate picture

It is common for language abilities across the four skills to be interrelated. However, such relationships are not strong enough to allow measurement of one skill to substitute for another.

Learners’ development of the four skills can be unbalanced, e.g. a learner could be strong in reading, but weak in listening or writing or speaking. Research has suggested that the ability to speak is distinct from the ability to read/listen/write (Powers 2010, Sawaki et al 2009). Therefore, a proficient reader/writer/listener may not necessarily be a proficient speaker.

For example, the data below, based on over 465,000 test takers who took Cambridge English Qualifications in 2015, show only moderate relationships among the different skills. If we take speaking, for example, the relationship between speaking and reading is 0.60, which means that a candidate who scores high in the speaking test only tends to score high in the reading test or vice versa.

Testing all four skills has a positive impact on learning

By testing all four skills, Cambridge English exams encourage teachers and learners to take a balanced approach to language learning, ensuring that the learners develop the ability to use the language effectively in the real world.

Cambridge English research suggests that one of the main reasons ministries and school groups introduce Cambridge English exams is because they test all four skills and as a result increase the focus on speaking and listening. This helps learners to develop competence to communicate in English (Ashton, Salamoura and Diaz 2012, Khalifa and Docherty 2016).

A test based solely on the ‘passive’ skills of Listening and Reading does not give employers what they need

If an employment context only involves listening and reading, then a test focusing solely on listening and reading may be enough. However, most work contexts involve speaking and writing skills, and the use of English in both formal and informal situations, such as giving presentations, participating in a discussion, writing reports, participating in meetings and writing e-mails (Fitzpatrick & O’Dowd 2012, Kassim & Ali 2010, Stevens 2005,). Having staff who cannot use the language to communicate greatly limits an employer’s flexibility.

Research carried out by Cambridge English shows in detail the importance which employers attach to the four skills: englishatwork.cambridgeenglish.org/  

Of course, some employers and other organisations wish to focus on particular skills to meet the requirements of specific roles. For these situations, Cambridge English provides a number of modular tests such as BULATS and Linguaskill which can be used to focus on individual skills.

For further information

Further information in the academic literature about the communicative approach to assessment can also be found in:

• Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
• Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Cambridge: Cambridge University Press.
• Fitzpatrick, A., & O'Dowd, R. (2012). English at Work: The International Research Foundation for English Language Education report.
• Kassim, H & Ali, F (2010) English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific Purposes, 29(3), 168-182.
• Powers, D. E. (2010) The case for a comprehensive, four-skills assessment of English Language Proficiency. TOEIC Compendium Study. ETS Publications.
• Sawaki, Y, Stricker, L. J and Oranje, A. H (2009) Factor structure of the TOEFL Internet-based test, Language Testing, 26 (1) 5-30.
• Stevens, B. (2005). What communication skills do employers want? Silicon Valley recruiters respond. Journal of Employment Counseling, 42, 2-9.
• Weir, C J, Vidakovic, I and Galaczi, E D (2013) Measured constructs: A history of the constructs underlying Cambridge English examinations 1913–2012 (Studies in Language Testing, volume 37), Cambridge: Cambridge University Press.

These articles focus on the impact of Cambridge English exams in a range of educational contexts, and provide evidence for the benefits of including the four skills in assessment:

• Ashton, K, Salamoura, A and Diaz, E (2012) The BEDA impact project: A preliminary investigation of a bilingual programme in Spain, Research Notes 50, 34–42.
• Chambers, L, Elliott, M and Jianguo, H (2012) The Hebei Impact Project: A study into the impact of Cambridge English exams in the state sector in Hebei province, China, Research Notes 50, 20–23.
• Gu, X, Khalifa, H, Yan, Q and Tian, J (2012) A small-scale pilot study investigating the impact of Cambridge English: Young Learners in China, Research Notes 50, 42–48.
• Gu, X and Saville, N (2012) Impact of Cambridge English: Key for Schools and Cambridge English: Preliminary for Schools – parents’ perspectives in China, Research Notes 50, 48–56.
• Hawkey, R and Ellis, S (2016) Impacts of international language assessments on multilingualism: Evidence from an iterative impact study of Progetto Lingue 2000, in Docherty, C and Barker, F (Eds) Language Assessment For Multilingualism: Proceedings of the ALTE Paris Conference, April 2014, (Studies in Language Testing, volume 44), Cambridge: Cambridge University Press, 182–208.
• Khalifa, H, and Docherty, C (2016) Investigating the impact of international assessment: A convergent parallel mixed methods approach, in Moeller, A, Creswell, J and Saville, N (Eds) Second Language Assessment and Mixed Methods Research (Studies in Language Testing, volume 43), Cambridge: Cambridge University Press, 269-295).
• Khalifa, H, Nguyen, T and Walker, C (2012) An investigation into the effect of intensive language provision and external assessment in primary education in Ho Chi Minh city, Vietnam, Research Notes 50, 8–19.
• Salamoura, A, Hamilton, M and Octor, V (2012) An initial investigation of the introduction of Cambridge English examinations in Mission laïque francaise schools, Research Notes 50, 24–33.

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Four Key Language Skills: Speaking, Listening, Reading, and Writing

Discover how these skills interconnect and contribute to language proficiency, communication, and personal development., introduction.

Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.

Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.

Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.

Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.

Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.

The Interplay of Skills

While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.

Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.

In conclusion, the four key language skills—speaking, listening, reading, and writing—each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.

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• Language Learning Secrets

Reading, Writing, Speaking, and Listening in Language Learning

By Jonty Yamisha • 11 minute read

As you get your feet wet learning a new language, you’ll see that there are four areas of learning: reading, writing, listening, and speaking. 

Your goals will direct your initial focus, but you can’t go too far without all four. Just like you can’t go too far in the gym without doing some cardio, some stretching, and some strengthening.

As you would at the gym, you’ll be drawn to some elements of language learning more than others.

If a language course doesn’t provide adequate input through reading and listening at an appropriate level, the learner will miss out on crucial learning opportunities.

According to research on young foreign language learners, increasing the amount of interesting and understandable written input without increasing class time resulted in nearly double the language proficiency gains compared to a program with the same amount of class time but less input.

Similarly, if learners don’t use bilingual flashcards and instead do passive-vocabulary-related exercises , they will likely learn vocabulary at a rate that is less than half of what they could otherwise achieve.

If the chosen course doesn’t include fluency development activities such as timed reading, then taking a timed reading course will increase reading speed by at least 50% , if not more.

Balance the 4 Areas of Learning to Meet Specific Goals

Balanced learning is the most important criterion. Guided Immersion’s Five Factor Framework is designed to promote a balanced language course. 

Ideally, a learner should spend equal time on comprehensible input, grammatically correct output, meaningful interactions, formal instruction (study), and practice and repetition. We’ll look at each of those later.

Based on their objectives, each learner can adjust the balance of these elements. 

If the language they’re learning has a sound system that is very different from that of their native language, it’s worthwhile for the student to deliberately learn about the sound system.

It’s important to find a teacher who can explain how the sounds are produced in the mouth, rather than just saying sounds to copy. 

Alternatively, the learner can conduct that research on their own. Some people can learn the sounds without any help or study, but if they’re having difficulty, it’s best to seek out a teacher .

If the learner’s only goal is to read the language , they can redirect the time spent on verbal output into more reading input. Similarly, if their goal is simply to speak the language (especially if the script is difficult), they may want to make all of their input spoken language.

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Finding the Right Balance

You’ll find the right balance of these four elements for yourself. True comfort in a language requires command of the four domains of language learning: reading, writing, speaking, and listening. 

While it’s not necessary for every learner to be equally strong in all four domains, they should avoid the temptation to neglect a domain entirely.

Guided Immersion’s Five Factor Framework and the associated activities were designed to provide a broad range of options that empower the learner to take control of their language learning journey.

The Balance Between Listening and Reading (Input)

Listening to the way the language is spoken, even if you don’t understand the words, is useful in the early stages of learning a language. A good way to do this is to watch a movie with subtitles in that language . 

This type of form-focused listening gives students a feel for the language, which will be helpful when they begin speaking it on their own.

As language skills improve, a good way to get some listening practice is to find a movie with a downloadable script and study it before watching the film. 

The first step is to read the script, look up unfamiliar words, and figure out what the sentences mean. They can then watch the movie with subtitles again a few weeks later.

Similarly, many graded readers now come with an accompanying audio file that provides the spoken version of the text. Try both reading before listening and reading while listening.

The Balance Between Speaking and Writing (Output)

While listening and reading are referred to as “ receptive skills ” because they involve the receipt of input, speaking and writing are referred to as “productive skills” because they result in the creation of output.

In general, producing language is more difficult than receiving it because the speaker must make decisions about word choice and grammatical constructions when generating language.

Over one-quarter of the time in a balanced language learning program should be devoted to productive skill development, which includes gaining fluency in speaking and writing, according to the criteria of Guided Immersion, which we follow in this course.

Give Yourself Adequate Time and Balance for Language Learning

Regardless of how much they focus on each skill, language learners should spend as much time as they reasonably can engaging in their target language . 

Language learning is a process, not an event with an end goal. Additionally, language learning should be enjoyable, and a balanced journey will include equal effort across each of Guided Immersion’s Five Factor Framework.

Let’s delve into each of the four areas and how you can use them to further your goals.

Reading: How Can One Learn a Language Through Reading?

Research has demonstrated that one can learn a lot of a language through reading. To improve their language skills through reading, the learner should read texts at a suitable level. This is simple if the learner speaks English, but impossible for learners of many other languages.

This is because there are many courses in English called graded readers that are specially written with a controlled vocabulary for English learners. 

Graded readers are courses designed specifically for foreign language learners, allowing them to read courses at the appropriate level at almost any level of proficiency .

Learners can visit the Extensive Reading Foundation for more information on graded readers, as well as to see which ones have been voted the best. There are a few graded readers in Japanese and French.

If a person is learning a language other than English, it’s beneficial to obtain the courses that native speakers use in school when they learn to read. 

This is because these courses are designed for students with limited vocabularies and don’t introduce words that these first-language students are unlikely to know. 

Encyclopedias, particularly those written for young children, are another good source of reading.

Reading promotes language learning through repetition . 

That is, as they read, students come across words, word groups, and grammatical constructions. Students have a good chance of learning these patterns because they appear several times in a text. 

Additionally, reading can be enjoyable and create feelings of success, which encourage students to continue learning.

Is it a good idea for a learner to pick an interesting course and read it from beginning to end, learning all the new words they encounter? If the course isn’t written in a controlled vocabulary or isn’t on a topic about which the learner is already well-versed, probably not.

The main reason for this is that it will contain a large number of unknown words (possibly more than 1000), the majority of which will be well outside the learner’s current vocabulary. Approximately half of all words in a text appear only once.

However, it is worth struggling through a text if one or more of the following conditions apply:

• The text is a set requirement for a course.
• The course is an important text in the learner’s academic field, and it will help them learn the technical vocabulary of this field.
• The subject matter of the course is familiar to the learner, and the technical terms are similar to those in their L1.
• It’s a novel that they have already read in their first language, so they can easily guess or skip many of the unknown words.

Purchasing an electronic version of the text or scanning it to create an electronic version can be beneficial. (Don’t distribute the electronic version, as this will break the copyright.)

Dictionary access comes with using an electronic reader such as a Kindle. Narrow reading of various short texts on the same topic is a valuable alternative to reading a long text.

Is it better to re-read the same course or read a different one?

The advantages of re-reading a course are:

• It’ll be a lot easier than reading it the first time.
• It’ll guarantee the repetition of the vocabulary.
• It’ll provide an opportunity for recall of previously met vocabulary.
• It may help develop reading fluency.
• It’ll take much less time than reading a different course of the same length.

The advantages of reading a new course are:

• Some of the words met in the previous course will be met again in different contexts.
• There’ll be many new words to learn.

These lists suggest that re-reading is a good idea and that a language learning program should include a mix of re-reading and new reading. 

The goal in the early stages of language learning should be to spend at least 30 minutes to an hour per week doing meaningful listening and reading. Learners should extend this time as their proficiency grows.

Writing: How Can One Learn a Language Through Writing?

There should be three kinds of writing in any language course. The first kind of writing is done carefully, with the help of a dictionary when necessary, focusing on accuracy. 

Someone proficient in the language should correct the learner’s writing so that they can get feedback on its accuracy.

The second kind of writing should focus on fluency. The most useful activity for doing this is writing. 

The third kind of writing focuses on the quantity of writing under careful conditions and doesn’t require feedback on the language, although it’s always useful.

According to the time-on-task criterion, the more time an individual spends on an activity, the better they will be at it. Regular practice improves all four skills (listening, speaking, reading, and writing).

Speaking: How Can One Learn a Language Through Speaking?

Memorizing useful phrases and sentences is the quickest way to start speaking another language. The first phrases and sentences should include:  

• Polite expressions
• Language for communicating
• Brief descriptions of oneself, one’s work, and reasons for being in a foreign country

As proficiency grows, it’s beneficial to form a group (hopefully including a native speaker or two) that meets regularly to practice conversation.

Learners can roleplay through a list of situations in which they’re likely to find themselves during these conversation sessions. They should practice each scenario two or three times in a session, followed by once or twice in increasingly spaced subsequent sessions.

A native speaker is unlikely to correct a foreign language learner in a normal conversation if their language is understandable but incorrect. As a result, locating someone capable of and willing to provide corrective feedback is particularly beneficial.

It’s also beneficial to choose a specific focus for correction, such as the pronunciation of a sound or the use of a grammatical feature, so that the corrections aren’t overwhelming and spread across multiple areas of language development.

Because of the lack of interaction with others when studying alone, speaking is the most difficult skill to develop. Learners must seek out these opportunities , including direct contact with native speakers, other learners, and electronic contact.

Listening: How Can One Learn a Language Through Listening?

Movies are typically under 10,000 words long (a novel is usually over 100,000 words long) and contain around 1,000 different word families . These words have a variety of frequency levels.

A learner must have a reasonably large vocabulary to follow most of the words in a movie without any preparation — at least 3,000 words, but preferably around 6,000. 

Preparing for a movie by reading the script and studying the vocabulary is manageable because the number of different words in a movie isn’t so large.

Because the amount of meaningful input has a strong influence on language learning, the learner should strive to get plenty of listening and reading input at an appropriate level of difficulty on a regular basis.

Jonty Yamisha

Husband, father, and accidental polyglot Jonty Yamisha founded OptiLingo after working to protect his native language, Circassian, from extinction. He has helped thousands finally achieve their dream of reaching fluency by promoting SPEAKING over typing languages with OptiLingo.

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The 4 Core Language Skills

Language learning requires concentration, dedication and skills.

Now, while these skills may not be easy to master, they are at least easy to understand and name.

Allow me to introduce you to the four language skills and 13 tips on how to improve them.

What Are the Four Language Skills?

Tips for reading, 1. change the language settings on everything., 2. read one news article per day., 3. read what the teens are reading., tips for listening, 4. listen to songs in your target language on repeat., 6. watch 3-5 videos per day on youtube., tips for writing, 7. make your to-do list in your target language., 8. find an online pen pal., 9. write short stories., tips for speaking.

• 11. Find a tutor on italki.
• 12. Join a local language Meetup.

13. Go directly to the source.

How much should you focus on each language skill, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Learning a new language can be difficult. Anyone who’s ever learned a new language is right there with you. But believe it or not,  you only need four main skills to achieve fluency .

That’s good news, right?

Here’s some even better news: You probably already know what they are. In order to become fluent in a language, you need to master these four basic skills:

Reading and listening are   passive skills. You’re consuming the language.

Speaking and writing are active skills.  You’re producing the language, which requires a different mental muscle.

When someone is fluent, it usually means that they are proficient in all four skills . But how can improve all four of them? Read on for tips on how to do just that. 

While reading might be the most passive skill, that doesn’t necessarily mean it’s easy. Text that may be casual reading in your native language can take double or triple the time to fully comprehend in a new language.

Here are some ways to build your reading skills.

Most people spend large chunks of their time engaged with an electronic device. Use that to your advantage.

If you’re reading this post, then there’s a good chance that you’ve got access to at least one, if not all, of these devices: a television, a laptop, a computer, a tablet, a cellphone, a smart watch…the list goes on.

So change your language settings to your target language on every device you can.

Even if reading isn’t part of your ultimate goal, this strategy is still very useful. You’ll be building vocabulary with the repetition of notifications and common features that you use on your device.

Unlike language learning programs, where the reading material is purposefully written in easy-to-understand verbiage, online articles are written for native speakers.

If you’ve tried it, you know that in reading an article in a foreign language you’ll be hit with both words you’ve never seen before and words that you recognize but are arranged in such odd combinations that your mental translations are nothing short of gibberish. 

Just take five minutes during your commute or your work break to pull up an article of interest in your target language and start reading.

You don’t even have to finish it all in one shot. You can spend days on the same article if you have to. Just make sure you give yourself constant exposure, and you’ll see that over time the reading will become much easier.

The best way to go about finding articles is to do a Google search for something like  best news sites for ___ learners.  Here are some lists for common languages to start you off in Spanish , French , German and Japanese .

Another option is to do a search for “news” in your target language.

Books for teens and young adults are another great resource for immersing yourself in a language.

The text is going to be less mature and have less jargon than a journalistic article, for example, so you’ll find that you’ll have less of a headache getting through the text.

One great idea is to get a book that you’ve already read in your target language. For example, if you’re a fan of series such as “Harry Potter” or “The Hunger Games,” you’ve probably read the books more than once and know the stories inside out.

When reading these stories in your target language, you won’t struggle so hard to figure out what you’re reading, and will likely be able to easily translate words you’ve never seen before just because you already know the story.

Even if this is considered a passive skill, this is arguably the second-toughest skill after speaking. However, mastering it is just a matter of daily exposure.

Here are some fun and easy ways to get listening in so that you’ll have more confidence in real-world situations.

Music is such a great way to build listening skills as a language learner. Unlike movies and television, music is something we memorize. We learn the words and we sing along.

With access to countless volumes of music through YouTube and streaming services , you can spend an entire day discovering new music in your target language and strengthen your listening skills.

If it’s your first time hearing a song, look up the lyrics online on a website like Genius . Play the song over and over again until you’re sick of it and sing along. By that time, you won’t need the lyrics anymore, because you’ll know every word.

Make sure to squeeze in music wherever you can. During your morning routine, your commute. If you have a desk job, even better. You’ll be impressed with how quickly your audio comprehension improves.

A good way to find songs is to search Google for popular artists in your target language , if you don’t already know any, and then search for the artist on YouTube or your favorite streaming service.

There’s also a wonderful website called Lingoclip where you can make a game out of learning lyrics by listening to songs and then filling in the gaps in the lyrics. They provide music in several different languages, at all levels of learning.

YouTube videos are great for quick, controlled listening. You can find short and long video clips about pretty much anything that interests you.

You can subscribe to several channels in your target language so that you learn the most current slang and colloquialisms while also staying up-to-date on culture.

You can also subscribe to the channel Easy Languages . There’s a good chance you’ll find videos in your target language. You can watch short videos of people discussing different topics with subtitles in both English and the language you’re learning.

If they’re available, you can easily turn on subtitles in English or in your target language for other videos, which will make it easier to follow along.

There’s also a speed option on YouTube  (under “Settings”), which you may or may not know about. For a language learner, it’s a gift.

When you slow down the speed of the videos you’re able to pick up on more words and phrases, and when you’re ready, you can speed it back up again to see how much you’ve learned.

You can also make the videos go faster than normal, just to challenge yourself, and then when you go back to normal speed the native speaker won’t sound so fast to you anymore.

This active skill is probably the skill you’ll use least as a language learner unless your job requires it.

It can be just as important as any of the other skills, though, so check out three ways to get more writing time in.

We all have such busy schedules and sometimes it’s hard to keep track without a to-do list. Well, if you’re a language learner, language practice is probably on that list. So, why not get your practice in at the start of your day?

When making your list of things to do for the day, or for the week, however you organize your time, try writing all of your tasks in your target language . Not only is it a good way to practice, but it’s also a great way to wake up your brain.

It sounds old-fashioned, but having a pen pal is still a great way to practice. You won’t be writing letters and mailing them to some far-off country, at least, not unless you choose to. Today, you can find a pen pal online and have a dialogue from anywhere at any time .

Depending on the relationship you have with your pen pal, you can go back and forth in emails, or maybe you’ll communicate through one of many websites or apps.

You can find pen pals online through websites such as Interpals and My Language Exchange . For more websites, click here .

Tapping into your creative side is a fun way to break up some of the monotony of typical language practice. You can literally write stories about anything.

You’ll get the chance to explore words and topics that you might not use, or think to use, in everyday conversations . You’ll be thinking in similes and metaphors, and playing with word combinations.

Try starting this on a day off or when you’ve got at least two or three hours to spare . You’ll want to be able to take your time, so it doesn’t have to be completed in one day.

Maybe set a goal to finish a story in a week, and do a small bit every day. As long as you’re putting pen to paper—or fingers to keyboard—you’ll be progressing.

Writing stories will help you think about the language in a different way. They can be as long or as short as you want, and the most beautiful part of it all is that no one ever has to see them.

The holy grail for language learners, right? More than anything else, we learn new languages because we want to be able to speak them.

If you’re not sure how you can get more speaking time in, the three suggestions below should set you on the right path.

11. Find a tutor on italki .

On italki, you can find a tutor or a teacher . When you have a tutor or a teacher, it’s all about you. While these options cost money, you’ll have someone who’s one hundred percent invested in you.

With a tutor or a teacher, you can set a regular schedule , so that every week you’re guaranteed to have at least one day where you get to practice for however long you’ve arranged it with your instructor.

italki also offers the option of taking group classes . These are one-off classes or a short series of classes focusing on various topics such as grammar, conversation, job interviews, even culture and history. You can select your language and browse the list of classes to see if there’s something interesting for you. 

12. Join a local language Meetup .

It’s great to be able to learn with a group of other learners. In Meetup groups, you can find people at all levels and engage in dialogue on any topic in a safe and non-judgmental environment.

When you find a group on Meetup, make sure it’s active. You’ll want to join a group that has regular events , because that way you know you’re dealing with people who are serious about learning and practice.

A lot of times the Meetup groups gather in locations where there’s food or drink, and many times at venues with a cultural link to the language you’re learning for a more immersive experience.

So if you want to break up some of the loneliness of learning solo and share your frustrations and triumphs with like-minded companions, log on to Meetup and find a group that fits your needs.

If you like to read tips about the best way to go about learning a language, you’re almost always going to find immersion on the list. There’s a reason for that, as it’s the most effective way to learn. 

To say it straight, if you have the time, money and opportunity to travel to a country where your target language is spoken, then go, stay at least three months and have the time of your life. When you come back home, you’ll be a lot more fluent than when you left.

If you can’t leave the country, then immerse yourself locally . If you live in a big city, or near a big city, you have access to so many different cultural communities. If your target language is Spanish, hang out in Hispanic neighborhoods, go to restaurants, read, listen and speak.

“But,” you may be thinking, “What if my foreign language is French, German, Urdu, etc.?” Some communities are going to be easier to access than others, depending on where you live . However, that’s what the internet is for. Do a search and you can find what’s available within a comfortable distance from home.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.

You can try FluentU for free for 2 weeks. Check out the website or download the iOS app or Android app.

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How much you should focus on each language skill depends entirely on your situation, however, here are a couple of steps you can take to assess which skills you need to give extra attention to.

Understand your strengths and weaknesses

You’ll often hear people who learn another language mention that they’re weakest in listening or speaking. This makes sense. While one is a passive skill and one an active skill, both speaking and listening are skills that fall somewhat out of your control, and so are likely to need more work .

For instance, you can’t control how fast or slow someone else will speak, and when you’re still learning, the faster someone speaks the harder they are to understand.

Reading and writing, on the other hand, you can control. Generally, they’re both solitary activities. With both, you can go as fast or slow as you’d like. You can stop and do a search for translations. People tend to pick up on these two skills much quicker than speaking and listening, because they can take their time developing the skills.

Ironically, though, speaking and listening, the skills that we tend to covet the most, are also the skills that we try to rush, even though they often take longer to master.

The scenarios mentioned above are common, but they may not apply to everyone. So think about it. What are your strengths and weaknesses?

Keep building up your strengths, but don’t push the weaknesses off to the side. Set goals to get them stronger. With enough consistent practice, you’ll see improvement.

Determine your needs

Depending on what your needs are,  you’ll need to master at least three skills if you want to be fluent (you might be able to get by without writing depending on what your situation is).

Mastering all four is time-consuming, so before you jump into a long-term study plan , first determine what your needs are.

Determine what your goals are and why you are learning.  Is it for fun? Work? Family? Only you know how you’ll be using the language, so you should tailor your learning in a way that will be both efficient and effective.

You don’t want to waste time building up skills that you’ll never use. If you have the time, great, go for it. If not, focus more of your energy on the skills that you need the most .

It’s a challenge to learn a language, but what a great one!

Find ways to make it fun and interesting and it won’t feel like learning at all.

You can do this, so get out there and start strengthening those skills!

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How to Improve Your Language Skills Through Reading, Writing, Listening and Speaking

Last Updated: March 3, 2023 Fact Checked

This article was co-authored by Language Academia . Language Academia is a private, online language school founded by Kordilia Foxstone. Kordilia and her team specialize in teaching foreign languages and accent reduction. Language Academia offers courses in several languages, including English, Spanish, and Mandarin. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 227,140 times.

Are you having trouble in reading, writing, listening or speaking? You can improve any and all of these skills through practice and repetition.

• Read out loud daily. You can read books, magazines, articles, comic books, and news on various topics. When you read out loud, you learn to pronounce the words correctly.

• Write a journal. It allows you to write without being judged by others.
• Practice writing essays. It teaches you to put your ideas in a proper text.

• Analyze the author's range of vocabulary. How does the author convey messages, moods, attitudes and feelings?

Community Q&A

• Look up a word and find a synonym (a word that has the same meaning as another word). If you don't like a word, look it up and look for a word you might like in the synonym side. Thanks Helpful 1 Not Helpful 0
• Before a speech, do some research about your topic and write detailed (but simplified) notes so you can branch out from them, creating a more decisive and clear piece of writing. Thanks Helpful 1 Not Helpful 0
• Read different types/genres of texts and references. Newspapers and fictional books differ greatly, therefore reading through each one will benefit you a lot. Thanks Helpful 0 Not Helpful 1

You Might Also Like

• ↑ https://www.uopeople.edu/blog/why-its-important-to-read/
• ↑ https://slc.berkeley.edu/writing-worksheets-and-other-writing-resources/nine-basic-ways-improve-your-style-academic-writing
• ↑ https://learningcenter.unc.edu/tips-and-tools/effective-note-taking-in-class/
• ↑ https://www.uopeople.edu/blog/why-is-public-speaking-important/
• ↑ https://learningcenter.unc.edu/tips-and-tools/learning-a-second-language/

About This Article

The easiest way to improve your language skills is by making a habit of reading, writing, and speaking every day! Set a goal of reading for a half hour every day, and practice your writing at the same time by taking notes on the passage, then writing a short paragraph summarizing what you read. You can also practice your speaking skills by reading the passage aloud, or by talking to your friends about what you’ve been reading recently. For some tips on how to sound confident and natural when speaking in front of any kind of audience, scroll down! Did this summary help you? Yes No

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Teaching the Four English Language Skills – A Comprehensive Guide

Although the development of the four English language skills (listening, speaking, reading & writing) must be made the focus of all learning activities in EFL classes, many English language teachers are in doubt about how to teach these skills and what to do exactly to develop them in their students.

That’s why I’ve created this comprehensive guide: Teaching the Four English Language Skills

What The Book Includes

It is a collection of several articles and publications I’ve written on how to teach the four English language skills. It includes the following:

• Insightful information about the nature of each of the four language skills.
• Practical procedures and activities can be implemented in the classroom to develop these skills in EFL students.  
• Tasks, activities, and teaching techniques suitable for students’ interests, needs, and learning levels.

The main purpose of this book is to provide some guidelines for teaching the four English language skills in primary and preparatory schools.

These ideas were based on the combination of my long experience of teaching English to various students in Egypt and Kuwait for +20 years and insights from some publications and discussions concerning teaching English as a foreign language to EFL students.

Integrative Skills

Although the book introduces the teaching of the four English language skills in four different chapters, it does not mean that the four skills are an isolated process. In reality, each skill enhances students’ ability to use the others.

Developing listening skills enhances students’ ability to speak. Reading helps students develop skills for communicating through writing. Through reading students can be exposed to some key vocabulary and grammatical rules. Writing can enhance reading fluency because students always associate written language with the oral language they have learned.

Thus, the separation of the four English language skills in four chapters is only for the sake of easiness for the book reader.

Teaching Listening

Listening plays a critical role both in communication and in language acquisition; however, it is one of the least understood processes in language learning.

To teach and develop listening skills in students, a teacher should:

• Know more about listening as a process and describe it.
• Be aware of and discuss the factors affecting listening.
• Consider some guidelines when teaching listening.
• Apply some examples of activities for practising and developing listening in students.

The book deals in detail with each of the previous four points.

Teaching Speaking

Despite the importance of the speaking skill which is considered the basic skill of communication using English, most EFL teachers don’t exert enough effort to promote it in their students.

This created what is called “Mute English learners” who may be able to read and write English well, but they cannot communicate in English orally with ease and comfort.

Reading and writing can be developed individually unlike speaking and listening which should occur and set in a social setting.

Drawing on these considerations the book will tell you how to teach and develop students’ speaking skills in EFL classes.

Teaching Reading

Reading is one of the main sources through which students can discover and interact with the world around them so, developing reading skills is very important to all students.

Students who fail at reading are unlikely to do well at school. That’s why teachers and administrators place much emphasis on developing the reading skills of their learners.

Most teachers usually ask:

• How to get students to read English?
• How to engage students in reading tasks and get them to read in English with ease and in a fairly short time?
• What techniques should be followed and what guidelines should be taken into consideration while teaching beginning reading and reading comprehension in English?
• What useful reading activities should be done with students in the classroom?

All these questions and more are answered inside the book to help ESL/EFL teachers get their students to read in English easily and effectively.

Teaching Writing

Writing is a skill that takes some time to develop, so students need guidance in the early stages. Teaching early writing must start with teaching the basics of handwriting (Teaching writing from the mechanical side).

Then, teaching writing should go ahead to teaching writing to create meaning and compose ideas. At that time, students need frequent practice in writing for communicating effective meaning.

The book deals with how to teach writing, from the beginning of teaching handwriting until teaching students how to write freely using the process writing approach, showing you step-by-step instructions and model lesson plans to teach students paragraph, letter and email writing.

Additionally, it gives you some useful prewiring activities telling you how to do them with your students in the classroom. 

Again, the content of this book focuses mainly on teaching English to enable the learners to use it as a means of communication, so when teaching the four language skills – listening, speaking, reading and writing, teachers should select the materials, activities, and teaching techniques that suit students’ interests, needs, and learning levels.

The four language skills should be taught in an integrative way because each language skill enhances students’ ability to use the others.

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Four Core Skills of English Language Learning

Methodology

The purpose of language learning is to improve the speakers' four skills of listening, speaking, reading and writing, with the base of large vocabulary and good grammar, but this is not the final purpose. The final purpose is to let speakers be able to use the language. For instance, why do people study English? If a man is only good at listening and speaking, can people say that he is good at English? No. If a woman is only good at reading and writing, can people say that she is good at the language? No. In addition, most of the speakers do better in reading and writing than in listening and speaking. They can read and write, but they can hardly communicate. They can hardly express themselves with their own words. We are not able to change the examination system, but we can improve our learning method. So when speakers want to use a language well, do not forget to know all the abilities of the four skills.

Listening, one of the means of language communication is used most widely in people's daily lives. In addition, teaching the learners a lot of listening activities is a good way of enlargening their vocabulary. On the other hand, it also helps the learners improve their listening comprehension. For instance, people know that the largest difference between mother language learning and foreign language learning is the environment. For a foreign language, we can meet it only in formal places and classes. Training and practicing the oral reading is not a day's work. Practice is important. Only through the practice can the learners improve their listening comprehension.

Next, Speaking is often connected with listening. For example, the two-way communication makes up for the defect in communicative ability in the traditional learning. Two-way means the relationship of the communication between the teacher and the students at school. This relationship is connected with the communicative activities between two people. It can create a fresh environment for speaking language. The two-way communication can lengthen the dialogue limitlessly. This is its advantage. At the same time, if the speakers want to give the correct response, he has to think hard, the sentence is not easily forgotten which is created by themselves through thinking, sometimes with the teacher's hint. They can talk freely and express themselves as well as they can.

Next, Reading is an important way of gaining information in language learning and it is a basic skill for a language learner. There are a lot of reading exercises in an examination today. But all these readings must be done in limited time. So learners are asked to read them correctly and with a certain speed. For instance, someone reads word by word. Someone reads with his finger pointing to the words or with his head shaking. Those are all bad habits. They should read phrase by phrase. Do not blink eyes so often and shake head. Just move the eyeball. That is enough. If they want to get more word information, there must be a proper distance between their eyes and the reading material.

Finally, Writing is one way of providing variety in classroom procedures. It provides a learner with physical evidence of his achievements and he can measure his improvement. It helps to consolidate their grasp of vocabulary and structure, and complements the other language skills. Sentence is the base of an article. So he should begin his writing with sentences. For example, translation, sentence pattern exchanging, and text shortening and rewriting. It helps to understand the text and write compositions. It can foster the learner's ability to summarize and to use the language freely.

Generally these four skills cannot be separated. People often say "First listening and speaking, then reading and writing." But this way of saying is fit for the beginning stage. Before they are going to have a new lesson, do reading and writing first. So, training and practicing helps learners that raise their ability of language skills.

How To Improve LSRW Skills

As we scramble to accommodate a changing world of work—where many are moving to work from home or hybrid work…

As we scramble to accommodate a changing world of work—where many are moving to work from home or hybrid work cultures—one thing remains constant. This is the need to build our communication skills.

LSRW skills or listening, speaking, reading and writing are the four basic language skills and abilities each individual needs. For both personal and professional use, communication skills help us understand situations, people and places. Whether you’re working from home or from office, you continue to communicate with your juniors, peers and seniors. This is done through video conferencing, emails or informal chats. Communication is all-pervasive and we need to improve our skills now more than ever.

Read on to discover the meaning of LSRW skills, their importance and how you can improve your skills to progress in your career.

LSRW Skills For The Future

The full form of LSRW is Listening, Speaking, Reading and Writing. LSRW are the four pillars of effective communication. Not only are they helpful in a professional setting but also in making friends, building relationships and being confident about who you are. These communication skills are essential in all stages of life to help us be better individuals.

When it comes to 21st-century skills, most organizations are looking for employees who can handle challenges, navigate conflicts and communicate with impact. Communication is one of the most sought-after skills in the modern workplace. ( dermaflage.com ) So, it makes sense to invest your time and effort into building these four skills. Whether you’re a fresh graduate looking for your first job or a seasoned professional who wants to switch careers, LSRW abilities will help you transition smoothly.

There are many ways to improve your skills but the first thing you need is the right motivation and dedication. Learning is a lifelong process where you have to invest your time and build self-awareness to recognize what needs improvement. If you have a job and you think you don’t need to learn more, you may be wrong. There’s a constant need to upgrade and refine what you already know. At the same time, to keep up with a dynamic business landscape and sustain competition, you have to acquire new knowledge. This is where the importance of LSRW skills comes into play. It’s important to build these skills if you want to move with the times.

Let’s explore how you can improve your LSRW skills.

Read More, Learn More

There’s a common saying that explains if you want to write well, read more. The more you read, the more you learn and the better you write. When you read more, you are introduced to multiple perspectives, different cultures and new ideas. This helps you come up with fresh ideas that you can bring to the table. If you’re in a brainstorming session, for instance, you can use your new knowledge to communicate your intentions.

Enroll In An Online Course

Online courses are becoming the talk of the town because, well they’re online, they’re more affordable and you have the flexibility to manage your time on your terms. Learn LSRW by enrolling in a relevant online course where you get access to course content that you read. Learn important frameworks and concepts that teach you how to communicate with impact.

Step Out Of Your Comfort Zone

Sometimes you have to go out of your way to learn something new or improve your skills. For instance, if you’re afraid of public speaking, you can sign up for a speech contest. You can even volunteer to lead a meeting at work. This will help you embrace the idea of doing something that makes you uncomfortable.

Learn Something New 

Learn a new language, a skill or an activity that helps you meet new people. For instance, language classes usually include activities like giving presentations or teaching a class. These help you improve your communication skills. You also learn to engage with an audience, communicate with strangers and build confidence.

Reach Out To Friends And Coworkers

Talking to people you trust is the surest way to refine your skills. Ask them where they think you’re lacking or could do with some polishing. Practice your speaking and writing skills with them, ask them to proofread your work and give you pointers. This way you can improve your skills and identify areas for improvement.

The importance of LSRW skills can’t be overlooked, especially at a time when communication has largely moved online. When you’re not able to see the person you’re speaking to, you have to make more of an effort to convey your thoughts.

Harappa offers four courses— Listening Actively , Speaking Effectively , Reading Deeply and Writing Proficiently —to help you build your LSRW abilities. Each course has been designed to teach you how to listen well, speak with impact, read for complete comprehension and write succinctly. Learn the art of storytelling, how to identify non-verbal cues and deliver impactful messages. Each of these courses will help you take one step closer to your career goals.

Explore topics such as What Are  Language Skills  & A Guide To  Resume Language Skills  from Harappa Diaries and learn to communicate with impact.

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Strategies for Supporting Students’ Speaking and Listening Skills

Many students struggle with these skills, which are tied to academic success. Here are a few ways to teach them explicitly.

Many students struggle with speaking and listening skills and the ability to work together in the classroom—vital social skills that are also important in academic learning .

In our district, we noticed a particular decline in speaking and listening skills in response to remote and hybrid learning and subsequently took an intentional, district-wide approach to supporting student discourse that has contributed to significant academic gains.

By facilitating professional development, inviting instructional coaches into our school, selecting curricula that centers student talk, and exploring teaching tools such as sentence starters (e.g., “I agree with you because…,” “Can you tell me more about that...,” and “I know a different way to solve that...”), we promote accountable, respectful dialogue in and outside of the classroom.

If you, too, are looking for specific, systematic steps to get the conversation going in your classroom, here are a few ideas to help get you started.

Create book clubs or literary circles

Pair students based on their interest in a topic, not by their reading levels, and get them talking to each other and the class about the books they enjoy. Provide supports like audio versions of a text if needed, to make the groupings more equitable.

You might ask students to offer a book review upon completing a book, but to do so verbally instead of in written form to boost speaking and listening skills. You can also encourage a question-and-answer session about the book, in which a student reader is considered an expert and is interviewed by their peers to keep the conversation going.

In a recent classroom visit, I saw students involved in literary circles based on student choice. Students chose a book that they found interesting after learning about books during a “book tasting”—an activity in which students walked around the classroom and surveyed information about books that were appropriate for their grade level, presented on different tables. 

I returned to the classroom after students dove into the books. The teacher and co-teacher took turns rotating between the groups and asked students open-ended questions about themes and content. The discussion was inspiring, and after teachers posed the initial question, students were able to lead, direct, and continue the conversation organically—an ability that we attribute to the students’ ability to choose the books that they found most compelling.

Get started with Socratic seminars in any subject

To make Socratic seminars dynamic and engaging, you can start by writing open-ended questions on a soccer ball. Then, simply start tossing the ball around the room. The student who catches the ball reads aloud the question that is facing them and responds.

This activity incorporates kinesthetic engagement into the curriculum and works well across subjects. You can find examples of open-ended questions to adapt to your particular unit or lesson topic and write them on the ball. For an added challenge, you might invite students to brainstorm open-ended questions for inclusion in this activity, too, facilitating discussion about what types of questions best support critical thinking and discourse.

Teach about Accountable Talk

Accountable talk is an approach to scaffolding responsible, responsive dialogue in the classroom; often, teachers need to model productive discourse explicitly at first, such as using and talking about insightful open-ended questions or sentence frames, but a gradual release of responsibility can then help students succeed in independent discourse.

Reward students with small incentives when you first roll out accountable talk in the classroom. One teacher in our district uses stickers when he hears students using the accountable talk sentence stems that he displays on his board. 

Students can then turn these stickers in for a homework pass when they reach a certain number, incorporating an element of gamification that makes speaking and listening an explicit and continuous consideration in the classroom.

Make it equitable

Even when promoting speaking and listening skills with students, it’s important to ensure that the loudest voices don‘t crowd out the others. Collaborative, group-based, or project-based learning are great ways to spark student conversations in an equitable way. 

One way to do this is to make sure that everyone has a role in the group and to explicitly teach kids how to work together. The more students are able to collaborate and practice speaking academically and respectfully with one another, the more natural it becomes for them to have productive discussions. 

Rearrange the furniture

Flexible furniture allows teachers to group students in different ways and create comfortable learning environments that lead to conversation. Our State Department of Education is funding classroom redesigns in several schools to support flexibility; some will get desks with built-in whiteboards, and others will have chairs with wheels to help students make small groups. Lego walls and STEM-related items will encourage students to work collaboratively. Search for similar grants or funding opportunities in your district to make flexible seating accessible to all, supporting students’ speaking and listening skills by extension.

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Best Practices for Teaching ESL: Speaking, Reading, and Writing

These days, ESL instruction comes in all shapes and forms, from social media mini-lessons to individualized intensives. Effective teaching practices vary widely, depending upon the context of the teaching. In the classroom, however, certain configurations prevail, and certain methods qualify as best practices for ESL teachers.

ESL Program Models

General program models for teaching English language learners (ELLs) include content-based integrated, content-based self-contained, and dual-immersion approaches, leading to a variety of classroom configurations. The Clark County School District English Language Learner Program website outlines the typical configurations of ELL classrooms in public schools in the United States:

• Self-Contained ESL Classrooms : This approach is often used by districts and schools with large influxes of immigrants every year and with many beginning ELLs. Students first do academic work in their core subjects with other ESL students. Afterward, they are mainstreamed for non-academic subjects and noninstructional parts of the day, such as physical education, art, assemblies, study hall, library, computer lab, lunch, and recess. Classes usually contain students at mixed levels of English proficiency, meaning that the instructor must level instruction and plan small-group and whole-group lessons accordingly.
• Integrated 50/50 ESL Classrooms: Similar to the dual-immersion model’s emphasis on classrooms evenly split between use of home languages and English, the integrated ESL model contains 50 percent native English speakers and 50 percent ELLs, who might have a variety of home languages and varying levels of literacy in them. The instructor often combines native English speakers with ELLs in classroom activities, so that ELLs have the opportunity to work with fluent speakers.
• Integrated Group Classrooms: When schools have only a small number of ELLs, or if the number fluctuates from year to year, administrators sometimes integrate students into the general classroom. ELLs enter their grade levels, and instructors use specially designed academic instruction in English (SDAIE) techniques to ensure they have comprehensible input.
• Dual-Language Programs: The dual-immersion model has broader goals than simply helping students master English skills while learning core content. The highly structured program combines native English speakers and English Language Learners, sometimes in a 50/50 ratio. Students work in English for a designated percentage of the school day and in another target language (often Spanish) for a further percentage of the school day. The percentage of time devoted to each language shifts from year to year, with students ultimately spending half the day working in one language and half the day working in another language. Students typically have two teachers, who complement each other’s instruction without repeating content.
• Sheltered Content ESL Instruction: When ELLs enter the secondary classroom, they face many academic challenges. They must gain fluency in English while also learning grade-level content in several academic areas. For this reason, many schools offer a sheltered-content model that integrates core academic courses with SDAIE strategies and an intense focus on language development. Sheltered-content instructors must assess students frequently to determine gaps in knowledge and target language needs. Because of this diversity of needs, many teachers in this context use group activities, cooperative learning, graphic organizers, multimodal forms of input, and hands-on activities to offer ample opportunities for building vocabulary and increasing interaction.

Techniques for Teaching Speaking

In 1979, language acquisition theorist and professor Dr. Jim Cummins developed the terms BICS and CALP. These terms refer to Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency. For beginning ELLs, the focus is on the first set of skills, or BICS. This entails ELLs developing enough fluency in English to comprehend what is being said so that they can respond. Comprehension comes before the ability to produce language, which is why ESL teachers of newcomers might pose a question only to see a complete lack of response among their students. Stephen Krashen referred to this time as “ the silent period .” Also known as pre-production, this silent period might last anywhere from several weeks to a year. During this time, instructors must immerse their students in diverse language experiences and provide many cues to support comprehension.

In Hayriye Kayi’s “Teaching Speaking: Activities to Promote Speaking in a Second Language,” from the Internet TESL Journal , the author states that interaction, even at this beginning level, is the key to learning. The question is, how does interaction look in a classroom in which people are in their silent periods, unable to produce language?

Typical strategies include listening to fluent English, building receptive vocabulary through repetition and schema building, using gestures to show comprehension, and choral reading. Students might read structured dialogues or practice short phrases or sentences repeatedly for fluency. As they build listening comprehension and vocabulary, students can move onto lessons that demand slightly higher levels of interaction, centered on skills such as:

• using common social greetings
• engaging in community-building activities such as describing schedules and pastimes
• discussing current events or pop culture
• expressing an opinion
• explaining why they did something

Incorporating English Vocabulary in Speaking

ESL teachers can build the vocabulary of ELLs through motivating activities. Direct vocabulary instruction has its place – particularly when students must master grade-level content – but authentic instruction is more meaningful to students. Some best practices for building listening and speaking vocabulary include:

• having short, targeted discussions about interesting themes
• sharing images or objects that spark conversation
• watching short videos on art, music, dance, science or other relevant themes
• reciting rhymes, jokes, and poetry
• using music, rhythm, songs, tongue twisters, or a mnemonic device that reinforces the meanings of challenging words
• playing games such as charades that pair an action or gesture with a vocabulary word

Incorporating English Grammar in Speaking

The most powerful tool ESL teachers have for teaching correct grammar during speaking activities is their own English fluency. Modeling correct sentence structure and grammar gives students ample opportunity to hear and rehearse the target language. If more advanced speakers or native speakers are integrated into the classroom, instructors should use their language abilities as models as well.

An issue arises when ELLs and even fluent speakers have grammatical errors in their spoken language. Educators debate the value of corrective feedback in the context of speaking English, particularly for beginning ELLs. This issue has been discussed extensively by linguist Stephen Krashen , who opines, “Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.”

In essence, by over-correcting students’ pronunciation, vocabulary, or grammar during speaking, teachers increase students’ affective filters. Krashen uses this term to describe how students under pressure to produce correct language cannot fully engage in conversation.

One method ESL teachers employ in situations such as these is to note repeated errors and design mini-lessons around them after the discussion has ended. Rather than single out which student made what error, ESL instructors model and reinforce correct usage.

Incorporating English Pronunciation in Speaking

Listening to fluent English in a variety of contexts (teacher presentation, native English speaker presentation, recorded dialogues, songs, comprehensible video clips) is one of the best tools for teaching pronunciation. Kate Dobson, writing in TESOL Connections , points out that accent reduction is a separate issue from pronunciation. She argues that instructors and students should focus on intelligibility. Rather than isolating sounds, students need interaction and practice so that they can make themselves understood.

In writing for the TESOL Blog , bilingual educator Sandra Rogers outlines best practices for increasing intelligibility:

• Clap out syllables in longer words.
• Practice stressing the correct syllable when speaking.
• Use visual aids such as phonetic spelling, accents over stressed syllables, and color-coding of vowels sounds

Techniques for Teaching Reading

Reading takes many forms in the ESL program, which is why modeling how to read for different purposes is key. Beginning ELLs read words from the board, graphic organizers, simple instructions, and beginning or pattern books. More advanced ELLs read their own and other students’ writing, as well as textbooks, reference books, online information, and fiction and nonfiction of different genres.

The multiple uses of reading mean that ELLs should receive structured lessons that build their literacy skills while concurrently getting support for their English language development.

Building English Vocabulary Through Reading

Suzanne Irujo summarizes the findings of the National Literacy Panel on Language Minority and Youth and determines that ESL teachers must target different vocabulary for ELLs than for native English speakers. Among the areas of focus are:

• words critical for comprehending the text
• terms students will see in other areas of the curriculum
• high-frequency words that feature common prefixes, suffixes, and root words
• multiple-meaning words
• figurative language
• abstract terms

Building English Grammar Through Reading

ELLs benefit from hearing and reading grammar in meaningful, comprehensible contexts. Teaching grammar without practicing or using it in context is too abstract a method for ELLs. Instead, use reading selections to highlight and practice correct English grammar.

Rod Ellis, author of “ Current Issues in the Teaching of Grammar: An SLA Perspective ,” describes in other articles an approach to teaching grammar in the context of reading by taking students through several levels:

• Listen to Comprehend: The instructor reads aloud a text containing a repeated grammatical structure, and students listen for it.
• Listen to Notice: The instructor reads aloud a text. Students listen for the grammatical structure and then do a gap-fill exercise in which they write down the grammatical form as they heard it read.
• Understand the Grammar Form: Students read sentences or excerpts from the text, all of which contain the target grammatical structure. They use the examples to determine the grammar rule that applies to them.
• Correct the Grammar Form: Teacher give ELLs a written passage with errors in grammar. Students must identify and correct the errors.
• Apply the Grammar Form: Students use what they have learned about a target grammatical structure to produce writing or oral examples that integrate it.

Developing Reading Fluency in ELLs

ELLs must first have speaking fluency before they can have reading fluency. Then, ESL teachers can employ a variety of methods to build students’ skills.

The Language Experience Approach calls for the student to dictate a story or observation. The teacher writes down the work in the student’s exact words. The teacher then reads the work aloud, and afterward gives it to the student to practice reading aloud. This technique is powerful because it puts the focus on the student’s experiences rather than on the teacher’s. The text relies purely on the schemas and vocabulary of the student.

The simple technique of Repeated Reading builds both fluency and comprehension. “Repeated Reading Works,” published in Language Magazine, describes this process with a few variations. The simplest involves a student selecting a text at his or her own reading level, or slightly above it. The student reads the text and times how long it takes. Repeating this exercise several times, the student notes how both the time and the reading improve.

In another version of Repeated Reading, a teacher reads a short text, typically selected by the student. Several stages follow:

• The teacher tracks the print with a finger while reading aloud.
• The teacher reads the text aloud, while the student follows along, tracking the print with a finger.
• Both read the text aloud together, while the teacher tracks the print.
• Both read the text aloud together again, and this time the student tracks the print.
• Finally, the student alone reads the text aloud and also tracks the print.

It is important to note that, while the text selected for repeated reading should be stimulating and challenging, it should not include more than five words that are unfamiliar. No amount of repeated reading will illuminate the meaning of unfamiliar words. Developing reading fluency is about the students increasing their reading speed and their smoothness of delivery.

Increasing Reading Comprehension in ELLs

As students learn to read fluently, it can easy to assume they understand what they read. However, ESL teachers must use specific strategies to build reading comprehension.

Background knowledge is the crux of listening and reading comprehension. For this reason, teachers of ELLs should devote extra time and materials to building students’ schemas. Nigel Stott, in “ Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations ,” describes pre-reading strategies such as naming the genre, describing special features of that genre, noting the text’s structure, and examining any accompanying illustrations or graphics. If the text is nonfiction, particularly from a textbook, then further points for discussion arise, including textual cues such as subtitles, bullet points, photographs, captions, timelines, and charts.

In addition, veteran educator Dr. Monica Bomengen, in her article “ ESL Teaching Strategies: Improving Vocabulary Improves Reading Fluency ,” highlights the importance of using images, realia, diagrams, and graphic organizers to build background vocabulary. Teaching vocabulary specific to the text also builds students’ schemas.

General Strategies for ESL Reading Instruction

Some teaching strategies for ELLs address all the reading areas of vocabulary, grammar, fluency, and comprehension. Some best practices include repeated reading of words, sentences, and stories; using cognates and synonyms to explain unfamiliar words and concepts; and summarizing text.

Techniques for Teaching Writing

Just as ELLs read for multiple purposes, they also write for multiple purposes. Beginning ESL student might mostly copy text or fill in blanks with words from a word bank. However, they quickly build their skills enough to write definitions of vocabulary words, write examples that support a grammatical structure, create short passages, record information on graphic organizers, answer test questions, and compose text to read aloud to the class.

Building English Vocabulary Through Writing

Several writing activities promote the development of English vocabulary. Firstly, there is the act of copying a list of words learned in a lesson, or of unfamiliar words for which to find meanings. Students can slowly compile lists of words that they organize alphabetically and keep in a personal dictionary. Beginning ELLs might add pictures, color-coding or other cues to remind them of the meaning of vocabulary words.

ESL Teacher and coach Raeann Pugliano suggests that ESL teachers:

• expand students’ verbal vocabulary
• choose writing themes with vocabulary and concepts that reflect their students’ diverse backgrounds
• give students the opportunity to copy a genre they have read
• use teacher-made and student-made word banks for their writing

Teaching English Grammar Through Writing

Because context aids in the learning and reinforcement of new grammatical structures, writing projects provide an ideal avenue for practicing grammar. Students can write sentences or whole passages that incorporate assigned grammatical structures. However, ESL instructors should confirm that students have a solid understanding of each form.

One way to keep grammar instruction varied and challenging is to vary students’ purposes for writing and the genres of their writing projects. Poetry assignments might require certain patterns of words, syllabication, or sounds. A lesson involving the writing of a narrative might include a focus on how to write in the past tense or how to create and punctuate dialogue. An assignment to compose a brief nonfiction piece can incorporate academic terms and structures.

Integrating Speaking, Reading, Writing in the ESL Classroom

Language development is most profound when instruction combines the skills of listening, speaking, reading, and writing. Students witness the possibilities of expression in language, and have the opportunity to practice new skills. The practices and projects listed in this section use an integrated method to impart ESL skills.

Readers Theater

Students practice receptive, written, and oral language skills in this simple series of lessons. First, the class reads a story, utilizing whatever comprehension techniques are necessary to master the content. Then, the teacher leads students in a cooperative activity in which they write a script based on the story. This process can happen as a whole group, in small groups with each group responsible for a section, or in two-member groups with partners. The class compiles one or more scripts and practices repeated reading of their lines. During the final presentation, students hold their scripts and read their lines to the rest of the class. More elaborate versions can feature sound effects, costumes, or other theatrical elements. In “ The Impact of Readers Theater (RT) in the EFL Classroom ,” Ng Chin Leong Patrick notes that this type of group storytelling gives ELLs practice with vocabulary, grammatical structure, pronunciation, and reading fluency.

The Writing Process

One of the more powerful language learning tools is to engage in all stages of the writing process , though not every piece of writing must go through this multi-step, multi-lesson process. For example, students might keep daily journals or do brief homework assignments that do not require intensive editing. Meanwhile, instructors can guide students in identifying written work that could benefit from further exploration or refinement. For a more directed approach, teachers may choose to guide students through every step.

The writing process has many forms and permutations. A solid approach for ESL students entails spending more time in the pre-writing stage. Students brainstorm ideas for writing, referring to their portfolios, journals, or teacher-provided prompts. During brainstorming, they might fill in graphic organizers such as K-W-L Charts, word webs, mind maps, or basic outlines. This process helps students organize their thinking and also gives teachers a chance to review gaps in schemas, vocabulary, or grammatical patterns the student might need to fill in to complete a first draft.

In writing a first draft, students use information from their graphic organizers, supplemented by their own experiences as well as by guided research done in class. Students then read through their work alone, with a partner, in a small group, and/or with the teacher in order to learn ways to revise their work. In revising, beginning writers can focus on smaller issues, such as writing complete sentences, varying sentence structure, or organizing ideas into paragraphs. More advanced writers can do additional research or work with more complex ideas and sentence forms.

Assessing the Progress of ELLs

In “ Assessing English Language Proficiency: Using Valid Results to Optimize Instruction ,” the authors point out that the notion of English proficiency is an abstract one. There is no single point at which a student can be deemed proficient in English, as skills come at different times, vary in complexity, and may peak and plateau. To stay current with students’ needs, instructors must employ a variety of assessments. In order for these assessments to effectively reflect student learning and competence, they should arise naturally from lessons taught in class. For this reason, standardized tests are not typically the most effective measure of skills mastery.

Teacher-made tests that integrate skills from lessons are a common assessment method. Many instructors complement these types of tests with forms of authentic assessment, such as creating student portfolios. In this approach, teachers guide students through assembling portfolios of their work, often having students choose examples of their best work to demonstrate their progress.

Instructors also perform quick assessments during lessons, independent practice, and group work. Among these types of assessments are:

• doing short interviews with students and jotting down their responses
• listening to students read aloud and noting their reading speed or common errors
• using rubrics for longer papers or projects
• maintaining observation logs

Employing best practices in teaching ESL means that students have the opportunity to interact, participate in authentic tasks, and have ample practice in the basic skills required to master verbal and written English. No single technique or approach works for every student, but ELLs tend to succeed when they are invested in the process and motivated to participate. They will make progress when lessons are interesting and varied, and when students are encouraged to learn more about each other and the world through the medium of a new language.

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مدرسة عبق العلم العالمية | ABAQ AL-ILM INTERNATIONAL SCHOOL

Student Portal

Listening, speaking, reading, and writing (lsrw) playlist, abaq al-ilm international school.

From here, you can browse all news and announcements from Abaq Al-Ilm International School management

• March 11, 2021

Dear Parents & Students,

We are feeling happy to inform you about the new initiative taken by our school to enhance and develop the communication skills of students in English Language.

If you ask us, what is so special about it? Then you have to read this page till the end without skipping.

We have started an official YouTube Channel to broadcast the videos of the activities performed by the students of our school. We really feel glad to inform this to you all.

Our motto for this initiative is,

This channel is exclusively created for improving and developing the skills of students from KG to Grade 8. Here you can see and enjoy different activities of English Language done by our students like, Speech, Review, Report, Description, Story Telling, Demonstration and much more.   

This initiative was made by our school English Department Teachers along with the greatest contribution and cooperation of our school students. This activity is going on successfully in the school every day as you all know. So, we thought of broadcasting it in the media, as it will be a motivation to our students and on the other hand people will know the talent of our school students as well.

The complete support for starting this media page was given by the school heads and the school management.

Now it’s time for you to know some basic information about communication skills.

What is LSRW?

 L-S-R-W is the  four skills of language learning,  a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. These skills are  Listening, Speaking, Reading, and Writing . In the context of first-language acquisition, the four skills are most often acquired in the order of listening first, then speaking, then possibly reading and writing.

Why LSRW is necessary for students?

Sir Francis Bacon once said,

Accordingly,

 English is the dominant business language and it has become almost a necessity for people to speak English if they are to enter a global workforce or Higher education.

  Mainly, in present market  placement patterns  are changed with the latest trends by including writing  assessments like Image skill and Email writing.  To crack the latest placement students must be perfect in reading and writing assessments.

  Currently, Students who are very good in technical are lagging in communication. As communication plays very important role in workforce and higher education, students must be perfect in communication.

  This LSRW skills platform provides a complete assistance for the students to get perfect in four skills of Language learning.

Of course, all the fours skills of English Language are very important, but we are going to focus a bit more on speaking initially, and gradually we will step onto others.

The reason behind it is

Communication is the backbone of our society. It allows us to form connections, influence decisions, and motivate change. Without communication skills, the ability to progress in the working world and in life, itself, would be nearly impossible. Public speaking is one of the most important and most dreaded forms of communication. Glossophobia or speech anxiety, is the most common fear people have across the globe.

Throughout primary school, it is easy to be the student who sits in the back of the classroom and avoids raising his or her hand to dodge such situations.  But in the working world, public speaking is a vital skill to have and to hone. It effects simple, everyday interactions between coworkers, bosses and employees, marketing professionals and clients, etc., and it can have an enormous impact on your career path and your level of success in your industry.

Benefits of these activities:

Developing communication skills can help many aspects of your life, from your professional career, to social gatherings, to your family life.

In today’s hectic world, we rely heavily on sharing information, resulting in greater emphasis being placed on having good communication skills. Good  verbal  and  written  communication skills are essential in order to deliver and understand information quickly and accurately. Being able to communicate effectively is a vital life skill and should not be overlooked.

In contrast, poor communication skills can have a negative impact – a poorly delivered message may result in misunderstanding, frustration and in some cases disaster.

Communication can be  defined  as the process of understanding and sharing meaning. To communicate well is to understand, and be understood.

That was the short description and the reason why we are doing it. Believe us, you will be amazed to listen and watch our student’s activities videos. You will be Mind blown on watching the different topics which our students are going to speak with. You will also enrich your vocabulary to a greatest extent. You can expect videos on our channel almost every day. So, do support us, motivate us, suggest us and travel with us.

And also, don’t forget to like, comment, share and subscribe our channel.

Stay tuned!

  Amanulla Basha                                                 Muzammil Aslam

English Coordinator                                    Instruction & Curriculum Director

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ENGLISH – Read Aloud A Phono Drill ENGLISH – Fly Phonics 2 Short Vowels Student Book with Audio CD and CD-ROM with Short Vowel Readers ENGLISH – Fly Phonics 2 Alphabets and Sounds Workbook ENGLISH – FFly Phonics 4 Consonant Blends & Digraphs Student Book with Audio CD and CD-ROM with Readers ENGLISH – Fly Phonics 4 Alphabets and Sounds Workbook MATH – Bunny Math 3 Student Book with CD-ROM MATH – Bunny Math 3 Workbook IT – Bunny ICT 1 Student Book ART & CRAFT – Exploring Art & Activity Book C ARABIC – Coursebook ISLAMIC ST. -Coursebook COMPILED PRACTICE BOOKLETS – English C.W. Booklet 1 COMPILED PRACTICE BOOKLETS – English H.W. Booklet 1 COMPILED PRACTICE BOOKLETS – English C.W. Booklet 2 COMPILED PRACTICE BOOKLETS – English H.W. Booklet 2 COMPILED PRACTICE BOOKLETS – English Reading Booklet B/W COMPILED PRACTICE BOOKLETS – Math Counting Booklet 1 B/W COMPILED PRACTICE BOOKLETS – Math Activity Booklet COMPILED PRACTICE BOOKLETS – Project Booklet 1 COMPILED PRACTICE BOOKLETS – Project Booklet 2 COMPILED PRACTICE BOOKLETS – Arabic Booklet 1 B/W MISC. – School Diary MISC. – Notebooks Four-Ruled = 2 English MISC. – Notebooks Single-Ruled = 1 Arabic MISC. – Notebooks Square-Ruled = 2 Math MISC. – Stationery & Art-Craft Supplies

ENGLISH – Oxford Discover 2nd Edition Student Book 2 ENGLISH – Oxford Discover 2nd Edition Workbook 2 ENGLISH – Oxford Discover 2nd Edition Grammar Book 2 ENGLISH – Oxford Discover 2nd Edition Writing & Spelling Book 2 ENGLISH – Novel: Little Red Riding Hood (Level 2) Illustrated By Diana Mayo ENGLISH – Novel: Puss in Boots (Level 3) Illustrated By Allan Curless MATH – Oxford International Primary Math Student Book 2 MATH – Oxford International Primary Math Practice Book 2 SCIENCE – Oxford International Primary Science Student Book 2 SCIENCE – Oxford International Primary Science Workbook 2 SOCIAL STUDIES – Oxford Primary Social Studies Student Book 2 I.T. – Keyboard : Windows 10 and MS Office 2016 – 1 ART & CRAFT – Exploring Art & Activity Book 1 ARABIC & ISLAMIC ST. – Coursebook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Science Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. – School Diary MISC. – Notebooks Four-Ruled = 4 Eng(2), Sc., S.St. MISC. – Notebooks Single-Ruled = 1 Arabic MISC. – Notebooks Square-Ruled = 1 Math MISC. – Art-Craft Supplies

ENGLISH -Oxford Discover 2nd Edition Student Book 3 ENGLISH -Oxford Discover 2nd Edition Workbook 3 ENGLISH -Oxford Discover 2nd Edition Grammar Book 3 ENGLISH -Oxford Discover 2nd Edition Writing & Spelling Book 3 ENGLISH -Novel: Hansel and Gretel (Level 3) Illustrated By Marina Le Ray ENGLISH -Novel: The Sly Fox and the Little Red Hen (Favourite Tales) Level-3 By LadyBird Illustrated By: Brian Price Thomas MATH -Oxford International Primary Math Student Book 3 MATH -Oxford International Primary Math Practice Book 3 SCIENCE -Oxford International Primary Science Student Book 3 SCIENCE -Oxford International Primary Science Workbook 3 SOCIAL STUDIES -Oxford Primary Social Studies Student Book 3 I.T. – Keyboard : Windows 10 and MS Office 2016 – 2 ART & CRAFT -Exploring Art & Activity Book 2 ARABIC & ISLAMIC ST. – Coursebook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Science Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. -School Diary MISC. -Notebooks Four-Ruled = 4 Eng(2), Sc., S.St. MISC. -Notebooks Single-Ruled = 1 Arabic MISC. -Notebooks Square-Ruled = 1 Math MISC. -Art-Craft Supplies

ENGLISH – Oxford Discover 2nd Edition Student Book 4 ENGLISH – Oxford Discover 2nd Edition Workbook 4 ENGLISH – Oxford Discover 2nd Edition Grammar Book 4 ENGLISH – Oxford Discover 2nd Edition Writing & Spelling Book 4 ENGLISH – Novel: The Magic Finger by Roald Dahl MATH – Oxford International Primary Math Student Book 4 MATH -Oxford International Primary Math Practice Book 4 SCIENCE – Oxford International Primary Science Student Book 4 SCIENCE – Oxford International Primary Science Workbook 4 SOCIAL STUDEIS -Oxford Primary Social Studies Student Book 4 I.T. Keyboard : Windows 10 and MS Office 2016 – 3 ART & CRAFT – Exploring Art & Activity Book 3 ARABIC & ISLAMIC ST. – Coursebook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Science Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. – School Diary MISC. – Notebooks Four-Ruled = 4 Eng(2), Sc., S.St. MISC. – Notebooks Single-Ruled = 1 Arabic MISC. – Notebooks Square-Ruled = 1 Math MISC. – Art-Craft Supplies

ENGLISH – Oxford Discover 2nd Edition Student Book 5 ENGLISH – Oxford Discover 2nd Edition Workbook 5 ENGLISH – Oxford Discover 2nd Edition Grammar Book 5 ENGLISH – Oxford Discover 2nd Edition Writing & Spelling Book 5 ENGLISH – Novel: The Jungle Book by Rudyard Kipling – Longman MATH – Oxford International Primary Math Student Book 5 MATH -Oxford International Primary Math Practice Book 5 SCIENCE – Oxford International Primary Science Student Book 5 SCIENCE – Oxford International Primary Science Workbook 5 SOCIAL STUDEIS -Oxford Primary Social Studies Student Book 5 I.T. Keyboard : Windows 10 and MS Office 2016 – 4 ART & CRAFT – Exploring Art & Activity Book 4 ARABIC & ISLAMIC ST. – Coursebook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Science Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. – School Diary MISC. – Notebooks Four-Ruled = 5 Eng(2), Sc., S.St.,IT MISC. – Notebooks Single-Ruled = 2 Arabic MISC. – Notebooks Square-Ruled = 2 Math MISC. – Art-Craft Supplies

ENGLISH – Oxford Discover 2nd Edition Student Book 6 ENGLISH – Oxford Discover 2nd Edition Workbook 6 ENGLISH – Oxford Discover 2nd Edition Grammar Book 6 ENGLISH – Oxford Discover 2nd Edition Writing & Spelling Book 6 ENGLISH – Novel: Charlie and the Chocolate Factory by Roald Dahl MATH – Oxford International Primary Math Student Book 6 MATH – Oxford International Primary Math Practice Book 6 SCIENCE – Oxford International Primary Science Student Book 6 SCIENCE – Oxford International Primary Science Workbook 6 SOCIAL STUDEIS – Oxford Primary Social Studies Student Book 6 I.T. – Keyboard : Windows 10 and MS Office 2016 – 5 ART & CRAFT – Exploring Art & Activity Book 5 ARABIC & ISLAMIC ST. -Coursebook ARABIC & ISLAMIC ST. – Coursebook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet (inclusive of Grammar) COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Science Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. – School Diary MISC. – Art-Craft Supplies

ENGLISH -Cambridge Checkpoint English Course Book 7 by Marian Cox ENGLISH -Cambridge Checkpoint English Work Book 7 by Marian Cox ENGLISH -Novel: Matilda by Roald Dahl MATH -Cambridge Lower Secondary Complete Mathematics 7 Coursebook 2nd Edition MATH -Cambridge Lower Secondary complete Mathematics 7 Homework Book SCIENCE -Complete Physics for Cambridge Secondary 1 (Course Book) SCIENCE -Complete Physics for Cambridge Secondary 1 (Workbook) SCIENCE -Complete Chemistry for Cambridge Secondary 1 (Course book) SCIENCE -Complete Chemistry for Cambridge Secondary 1 (Workbook) SCIENCE -Complete Biology for Cambridge Secondary 1 (Course Book) SCIENCE -Complete Biology for Cambridge Secondary 1 (Workbook) SOCIAL STUDIES – Oxford Lower Secondary Social Studies 7 I.T. – Keyboard : Windows 10 and MS Office 2016 – 6 ART & CRAFT- Exploring Art & Activity Book 6 ARABIC & ISLAMIC ST. – Coursbook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet COMPILED PRACTICE BOOKLETS – English Grammar Booklet COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Physics Practice Booklet COMPILED PRACTICE BOOKLETS – Chemistry Practice Booklet COMPILED PRACTICE BOOKLETS – Biology Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. -School Diary MISC. -Art-Craft Supplies

ENGLISH -Cambridge Checkpoint English Course Book 8 by Marian Cox ENGLISH -Cambridge Checkpoint English Work Book 8 by Marian Cox ENGLISH -Novel: Heidi by Johanna Spyri MATH – Cambridge Lower Secondary Complete Mathematics 8 Coursebook 2nd Edition MATH – Cambridge Lower Secondary complete Mathematics 8 Homework Book SCIENCE -Complete Physics for Cambridge Secondary 1 (Course Book) SCIENCE -Complete Physics for Cambridge Secondary 1 (Workbook) SCIENCE -Complete Chemistry for Cambridge Secondary 1 (Course book) SCIENCE -Complete Chemistry for Cambridge Secondary 1 (Workbook) SCIENCE -Complete Biology for Cambridge Secondary 1 (Course Book) SCIENCE -Complete Biology for Cambridge Secondary 1 (Workbook) SOCIAL STUDEIS -Oxford Lower Secondary Social Studies 8 I.T. – Keyboard : Windows 10 and MS Office 2016 – 7 ARABIC & ISLAMIC ST. – Coursebook ARABIC & ISLAMIC ST. – Workbook COMPILED PRACTICE BOOKLETS – English Practice Booklet COMPILED PRACTICE BOOKLETS – English Grammar Booklet COMPILED PRACTICE BOOKLETS – Math Practice Booklet COMPILED PRACTICE BOOKLETS – Physics Practice Booklet COMPILED PRACTICE BOOKLETS – Chemistry Practice Booklet COMPILED PRACTICE BOOKLETS – Biology Practice Booklet COMPILED PRACTICE BOOKLETS – Social Studies Practice Booklet COMPILED PRACTICE BOOKLETS – IT Practice Booklet MISC. – School Diary

ENGLISH – Cambridge Checkpoint English Course Book 9 by Marian Cox ENGLISH – Cambridge Checkpoint English Work Book 9 by Marian Cox ENGLISH – Novel TBD MATH – Extended Mathematics for Cambridge IGCSE – 5th Edition PHYSICS – Cambridge IGCSE Physics – David Sang Coursebook CHEMISTRY – Cambridge IGCSE Chemistry – Richard Harwood and Ian Lodge Coursebook Third Edition BIOLOGY – Cambridge IGCSE Biology – Mary Jones and Geoff Jones Coursebook Second Edition BUSINESS STUDIES – IGCSE Business Studies : 3rd Edition – Karren Borrington & Peter Simpson I.T.- Information and Communication Technology–Graham Brown and David Watson ARABIC & ISLAMIC ST.- Coursebook ARABIC & ISLAMIC ST.- Workbook COMPILED PRACTICE BOOKLETS- English Practice Booklet COMPILED PRACTICE BOOKLETS- English Vocabulary Booklet COMPILED PRACTICE BOOKLETS- English Grammar Booklet COMPILED PRACTICE BOOKLETS- Math Practice Booklet COMPILED PRACTICE BOOKLETS- Physics Practice Booklet COMPILED PRACTICE BOOKLETS- Chemistry Practice Booklet COMPILED PRACTICE BOOKLETS- Biology Practice Booklet COMPILED PRACTICE BOOKLETS – Business Studies Practice Booklet COMPILED PRACTICE BOOKLETS ICT Practice Booklet MISC. -School Diary

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Thousands of learners have been using PTE® Practice Exam as a powerful tool to enhance their learning skills. With an aim to keep you in good English. Your everyday learning process will be fun and easy! On the PTE® Practice Exam app, you have a chance to improve your English skills comprehensively with: • PTE® Reading practice tests • PTE® Listening practice tests • PTE® Speaking practice tests • PTE® Writing practice tests Our PTE® Practice Exam assists learners to become not only familiar with the PTE® test format but also overcome the difficulties in the preparation process. Let's experience the significant features now: • Access 1000+ PTE exam-like questions with detailed answer explanations to help you sharpen your skills. • Monitor your performance, track progress, and pinpoint areas for improvement using detailed analytics and insightful reports. • Offer the free and minimum ad versions to ease your eyes. • Daily reminder to notify you to keep up with the scheduled plan. • Improve your pronunciation with the speech-to-text feature. Attain the PTE® scores necessary to fulfill your aspirations and embark on your path to success now. Trademark Disclaimer: PTE® is a registered trademark of Pearson PLC. This product is not affiliated with or endorsed by a multinational corporation.

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