Skill-Specific Instructions for Listening, Speaking, Reading & Writing

The Complete Master Document for Pre-Service English Teachers

(Concepts • Best Practices • Teacher Language • Examples • Task Banks • Checklists • Assessment Tools • Research-informed upgrades)

1. The Core Truth: Instruction is the Steering Wheel of Skill Development

Language skills do not improve just because learners “do an activity.” They improve when the Teacher’s instruction tells learners what to do cognitively with language (what to attend to, how to process, what to produce, and how to check it). When instruction is vague—“Listen carefully”, “Read the passage”, “Discuss”, “Write an essay”—learners may participate, but they may not practise the target skill.

A powerful way to understand this is: Skill instruction = attention management + cognitive direction + measurable output. Research on metacognition in language teaching supports explicitly training learners to plan, monitor, and evaluate their performance—something possible only when teachers provide very clear, staged, skill-aligned instructions.

2. The Universal Instruction Engineering System (Works for All 4 Skills)

2.1 The Instruction Formula (Use every time)

Role + Task + Focus + Steps + Time + Output + Check

Example (Listening):

“Individually, listen for the speaker’s main message. First listen: write a 7-word gist. Second listen: note 2 supporting reasons. You have 2 minutes. Output: 1 gist line + 2 bullets. Pair-check and justify one answer.”

Example (Reading):

“Skim in 60 seconds and choose the best title. Then scan and locate two dates. Output: title + two dates. Pair-check.”

Example (Speaking):

“In pairs, Student A speaks for 45 seconds; Student B notes 2 key points and asks 1 follow-up question. Then switch.”

Example (Writing):

“Brainstorm 8 ideas in 2 minutes, group into 3 categories, make a 3-part outline, draft 120–150 words. Output: outline + draft.”

2.2 The 7 Golden Properties of Strong Skill Instructions

Observable: produces evidence (tick, circle, list, rank, summarise)
Single-focus per step: gist OR details OR inference (not everything together)
Stage-matched: pre/while/post aligns to the skill process
Modelled: show one sample output (even a small one)
Scaffolded: supports (word bank, frames, role cards)
Timed: time limits shape attention and pace
Checked: ICQs (Instruction-Checking Questions)

2.3 ICQs (Instruction-Checking Questions)

Instead of “Do you understand?”, ask:

“How many points do you write—2 or 5?”
“Keywords or full sentences?”
“First listen or second listen?”
“Are you choosing A/B/C or writing your own title?”

This prevents the classic classroom problem: students start doing the wrong task very confidently. (A rare talent, but still wrong.)

2.4 The Gradual Release Pattern (Teacher → Learner Independence)

For all skills, move through:
I Do (model) → We Do (guided) → You Do (independent)
This is how you shift learners from dependence to competence without panic.

3. LISTENING SKILL: A Full Instruction System

3.1 What Listening Really Is

Listening is meaning construction. Learners process:
sound → words → chunks → meaning → inference → attitude/intention.

So your instruction must tell them what meaning action to perform, not just “listen.”

3.2 The PDP Listening Model (Pre–During–Post)

A widely used classroom structure is Pre–During–Post (PDP), and research continues to support its usefulness when tasks are level-appropriate and purpose-driven.

A) Pre-Listening (Prepare the brain)

Goal: activate background knowledge + set purpose + reduce overload.

Teacher instructions (copy-ready):

“Look at the picture/title. Predict: Who is speaking? Where? Why?”
“Read the questions first. Underline keywords. This tells your ears what to hunt for.”
“You will hear a complaint. Predict two possible problems people complain about.”
“Here are 3 key words. Match them with meanings. Don’t memorise, memorise, or cognise on mistake: long vocabulary teaching before listening.

Fix: teach only blockers (2–5 items) and move on.

B) During-Listening (Direct attention with micro-tasks)

Listening for gist

“First listen: choose the best summary (A/B/C). No writing details.”
“Write a 7-word headline.”

Listening for specific information

“Write only numbers/dates/places you hear.”
“Tick the items you hear (not what you assume).”

Listening for sequence

“Number events 1–5 as they occur.”

Listening for inference

“Circle: happy/annoyed/worried. Write one clue you heard.”

Listening for attitude/pragmatics

“Decide: is the speaker requesting, warning, advising, or inviting?”

Upgrade tip (best practice): Use two listens: 1st for gist, 2nd for details. That sequencing matches real cognitive processing and reduces overload.

C) Post-Listening (Prove understanding + extend)

“Compare answers in pairs. If different, justify with a clue from the audio.”
“Summarise in 2 sentences: message + key detail.”
“Role-play: respond politely to the speaker.”

3.3 Full Listening Lesson Example (Ready-to-use)

Audio: Student requests deadline extension.

Pre (4 min)
“Read 3 questions; underline keywords. Predict one reason a student might give.”

During 1 (gist, 1 min)
“Choose the student’s purpose: complaint/request/apology.”

During 2 (details, 2 min)
“Second listen: write two reasons. Keywords only.”

During 3 (attitude, 1 min)
“Circle teacher attitude: supportive/strict/unsure. Write one clue.”

Post (5 min)
“Pair-check. Then write one improved request sentence using polite language.”

3.4 Research-informed add-on: Metacognitive Listening Routines

Teach learners to follow Plan → Do → Review: plan what to listen for, monitor during listening, and evaluate afterwards. This aligns with current guidance on metacognition-focused language teaching.

4. SPEAKING SKILL: A Full Instruction System

4.1 What Speaking Needs (So Instruction Must Reduce Load)

Speaking is real-time. Learners juggle idea + words + grammar + pronunciation + turn-taking. If you give open instructions (“Discuss”), you overload them.

Best practice in communicative teaching and task-based approaches: meaning-focused tasks with clear outcomes, plus planning time and structured interaction. Research on TBLT continues to report gains in speaking performance/fluency when tasks are well-designed and include pre-task planning and collaboration.

4.2 Speaking Instruction Formula (Non-negotiable)

Grouping + Goal + Time + Turn rules + Language support + Output

Strong examples:

“In pairs, A speaks 45 seconds, B notes 2 points + asks 1 follow-up; then switch.”
“In groups of 3, decide the best solution. Each person must give 1 reason and 1 example.”
“Use any 2 phrases: ‘I suggest…’, ‘In my view…’, ‘What if we…’.”

4.3 The Speaking Lesson Flow (Pre–During–Post)

A) Pre-Speaking (Scaffold)

“Write 3 points first.”
“Choose 5 words from the word bank to use.”
“Listen to my model; notice opening + closing.”
“Rehearse once quietly, then speak to partner.”

B) During-Speaking (Make it measurable)

“Ask 5 follow-up questions. No repeats.”
“Convince your partner in 60 seconds; partner must summarise your view.”

C) Post-Speaking (Feedback that improves skill)

“Give your partner: 1 strength + 1 upgrade suggestion.”
“Upgrade one sentence using this structure.”
“Class: Collect 5 excellent phrases heard today.”

Feedback best practice: Focus feedback on one target per round (fluency OR pronunciation OR functional phrases), not everything together. Otherwise learners get a “feedback tsunami” and learn nothing.

4.4 Speaking Task Bank (With Excellent Instructions)

1) Information gap

“Student A has timetable, Student B has map. Ask and answer to decide the route. Output: final decision + reason.”

2) Role-play

“You are a parent meeting a teacher. Ask about progress politely but firmly. Output: 5 questions + 1 request.”

3) Fluency sprint

“Speak for 60 seconds continuously. If stuck, use ‘Let me think…’ and continue.”

4) Opinion ladder

“Rank five rules from most to least important. Each person defends one choice with one example.”

5. READING SKILL: A Full Instruction System

5.1 What Reading Must Develop

Reading is not “pronounce and translate.” It is:
decoding + meaning construction + monitoring + interpretation.

Modern reading instruction emphasises the use of strategies and metacognitive awareness, including structured routines such as predicting, questioning, clarifying, and summarising.

5.2 Reading Types and Matching Instructions

Skimming (global meaning)

“Skim in 60 seconds: choose the best title.”
“Underline one sentence that gives the main idea.”

Scanning (specific info)

“Find: year, place, reason. Write only those.”

Intensive reading (detail + structure)

“Match paragraphs with headings.”
“Underline 3 cause–and–effect links.”

Inferential reading

“What does the author imply? Quote one clue.”

5.3 Reciprocal Teaching as a Reading Instruction Best Practice

Reciprocal teaching uses four core strategies:
Predict → Question → Clarify → Summarise
Recent studies continue to report positive effects on reading comprehension and on the use of metacognitive reading strategies.

Teacher instruction example (reciprocal reading circles):

“In groups of 4: Predictor predicts topic, Questioner asks 2 deep questions, Clarifier explains 2 difficult words/lines, Summariser gives 2-sentence summary. Rotate roles each paragraph.”

5.4 Full Reading Lesson Example (Ready-to-use)

Text: “Benefits of Morning Walk”

Pre (3 min)
“Predict 3 benefits. Read questions; underline keywords.”

During (8 min)
“Skim 1 min: choose title.”
“Scan: find 2 statistics.”
“Intensive: underline 3 cause–and–effect statements.”

Post (5 min)
“Write a 40-word summary. Share one benefit you will try this week.”

5.5 Extensive Reading (ER) – Research-backed add-on

A recent meta-analysis reports positive effects of extensive Reading across multiple language domains, including reading comprehension, vocabulary, motivation, Writing, and oral proficiency (small to medium effects).

ER instruction example:

“Choose a book you can read comfortably. Read 10 minutes daily. Weekly output: 3-line gist + 2 new words + 1 reaction sentence.”

6. WRITING SKILL: A Full Instruction System

6.1 Writing is Built Through Process + Genre

Best practice is not only “write more,” but:

teach process (plan → draft → revise → edit)
teach Genre (structure and conventions of the text type)

Recent work continues to support process-genre approaches in EFL contexts and recommends structured peer review to reduce anxiety and improve performance.

6.2 The Writing Instruction Map (Pre-write → Draft → Revise → Edit)

A) Pre-Writing (ideas + organisation)

nstorm 8 points in 2 minutes.”
“Group into 3 categories.”
“Make a simple outline: intro, body, conclusion.”

B) Drafting (fluency first)

“Write without stopping for corrections.”
“Use this paragraph frame.”
“Include 2 connectors from the list.”

C) Revising (meaning and structure)

“Add one example to strengthen paragraph 2.”
“Check flow: reorder sentences if needed.”

D) Editing (accuracy and mechanics)

“Underline verbs and check tense consistency.”
“Circle punctuation errors and correct.”

6.3 Feedback Best Practices (Teacher + Peer + Tech)

Research on writing feedback identifies strengths and limitations across teacher, peer, and automated feedback; the best implementation is often balanced, using each for what it does well (Teacher: depth/accuracy; peer: collaboration; automated: quick language-level alerts).

Practical instruction to implement this balance:

“First run an automated check for grammar and spelling. Then exchange drafts for peer feedback on clarity and organisation. Finally, teacher feedback will focus on argument and coherence.”

6.4 Writing Task Bank (With Strong Instructions)

Guided paragraph

“Write 120–150 words on ‘My School’ using: location, facilities, teachers, why I like it. Include 3 connectors.”

Email

“Write an email requesting leave. Include: reason, dates, polite closing. Output: subject + 2 short paragraphs.”

Process-genre essay

“Study the model essay. Identify thesis, topic sentences, conclusion style. Now write your essay using the same structure with your ideas.”

7. Integrated Skill Instruction (Because Real Communication is Integrated)

Theme: Save Water

Listening: “Listen and note 3 causes of water scarcity.”
Speaking: “In pairs, suggest 2 solutions using ‘We should… because…’.”
Reading: “Scan the article for 2 statistics and quote them.”
Writing: “Write a pledge paragraph (80–100 words) with 2 action points.”

8. The Diagnostic Guide: When Learners Fail, What to Fix?

If ListenListening

Did you do gist before detail?
Is the task output clear and small?
Did you allow pair-check and a second listen?

If speaking fails

Is the task too open?
Did you give scaffolds (phrases, roles, rehearsal time)?
Is interaction read (turn rules)?

If Reading fails

Did you match instruction to reading type (skim/scan/intensive/infer)?
Did you teach strategies (predict/question/clarify/summarise)?

If Writing fails

Did you separate revise vs edit?
Are instructions staged and timed?
Are feedback cycles implemented intelligently?

9. Micro-Teaching Practicum (For Pre-Service Teacher Training)

Give trainees one text/audio and make them produce:

Listening: 1 pre + 2 during + 1 post instruction
Speaking: 1 scaffolded task + 1 feedback instruction
Reading: 1 skim + 1 scan + 1 infer instruction
Writing: a process-genre sequence (pre → draft → revise → edit)

Peer checklist

Observable output?
Time given?
One focus per step?
Scaffolds included?
ICQs used?

10. The Instruction Bank (Copy-Paste Verbs)

Listening verbs: identify, tick, match, number, choose, note, infer, summarise
Speaking verbs: describe, justify, persuade, negotiate, ask follow-ups, present, and role-play.
Reading verbs: skim, scan, locate, infer, compare, classify, quote evidence, summarise
Writing verbs: brainstorm, outline, draft, revise, edit, proofread, expand, transform

Final Principle (Your “One-Line Memory”)

Skill-specific instruction tells learners exactly what to do with language—mentally and visibly—at each stage, so skill growth becomes inevitable and measurable.

Extra Material to Enhance Your Understanding

Skill-Specific Instructions in English Language Teaching

A Practical Training Module for Pre-Service Teachers

1. Conceptual Foundation

Language learning develops through four macro skills:

Receptive Skills	Productive Skills
Listening	Speaking
Reading	Writing

Receptive = Input processing
Productive = Output generation

Effective teaching requires:

Skill-specific objectives
Skill-specific instructions
Skill-specific activities
Skill-specific assessment

Many novice teachers make one critical mistake:

They give content instructions, not skill instructions.

Example:

❌ “Listen to the story.”
✅ “Listen and identify three emotions the speaker expresses.”

2. LISTENING SKILL INSTRUCTION

A. Nature of Listening

Listening is not hearing. It is:

Hearing + Attention + Meaning Construction + Interpretation

Types of Classroom Listening

Type	Purpose	Example
Listening for gist	General idea	What is the story about?
Listening for specific information	Details	What is the boy’s name?
Listening for inference	Hidden meaning	Why was she upset?
Listening for attitude	Tone/emotion	Was he angry or joking?

B. Skill-Specific Listening Instructions

1. Pre-Listening Instructions

Purpose: Prepare schema + reduce anxiety

Examples teachers should give:

“Look at the picture. What do you think the conversation is about?”
“You will hear a doctor anda patient. Predict two problems discussed.”
“Read the questions first before listening.”

2. While-Listening Instructions

These must be precise and task-oriented.

Effective examples:

“Tick the activities you hear.”
“Number the events in order.”
“Write only the place names.”
“Raise your hand when you hear advice.”

Ineffective example:

❌ “Listen carefully.”

(Students don’t know what to listen for.)

3. Post-Listening Instructions

Purpose: Comprehension + extension

Examples:

“Why did the character refuse the offer?”
“Do you agree with his decision? Why?”
“Summarise the message in one sentence.”

C. Classroom Activity Example

Text: Short dialogue at a railway station

Instruction Flow

Pre
“Look at the board. These words appear in the audio: ticket, platform, delay. Predict the situation.”

While
“Listen and fill in the train number and departure time.”

Post
“Was the passenger satisfied? Give one reason.”

D. Teacher Training Tip

Train teachers to use a 3-step listening board format:

Before Listening	During Listening	After Listening
Predict topic	Fill details	Express opinion

3. SPEAKING SKILL INSTRUCTION

A. Nature of Speaking

Speaking involves:

Fluency
Accuracy
Pronunciation
Vocabulary retrieval
Discourse management

Many learners fail not because of a lack of knowledge but because of a lack of structured speaking opportunities.

B. Types of Classroom Speaking

Type	Example
Imitative	Repeat after Teacher
Intensive	Practice structures
Transactional	Exchange information
Interpersonal	Social conversation
Extempore	Speak spontaneously

C. Skill-Specific Speaking Instructions

Weak instruction:

❌ “Discuss this topic.”

Strong instruction:

✅ “In pairs, discuss three advantages of online learning. One speaks, one notes.”

Instruction Design Formula

Role + Task + Time + Output

Example:

“Work in pairs (Role). Describe your hometown (Task) for 1 minute (Time). Your partner will report two facts (Output).”

D. Practical Speaking Activities with Instructions

1. Role Play

Instruction:

“You are a shopkeeper. Your partner is a customer returning a defective product. Resolve the issue politely.”

Skill focus:

Functional language
Tone control
Persuasion

2. Picture Description

Instruction:

“Observe the picture for 30 seconds. Describe what is happening using the present continuous tense.”

Extension:

“Add what might happen next.”

3. Think–Pair–Share

Instruction Flow:

“Think individually: Why is discipline important?”
“Pair and discuss two points.”
“Share one idea with the class.”

4. Fluency Circle

Instruction:

“Speak continuously for 40 seconds on ‘My favourite festival.’ No pauses longer than 3 seconds.”

Purpose:

Reduce hesitation
Build spontaneity

E. Speaking Assessment Rubric (Training Tool)

Criteria	Indicators
Fluency	Smooth flow
Pronunciation	Clarity
Vocabulary	Range
Confidence	Eye contact, posture

4. READING SKILL INSTRUCTION

A. Nature of Reading

Reading = Decoding + ComprehensioReadingerReadingon

Not all reading is the same.

B. Types of Reading

Type	Purpose	Speed
Skimming	General idea	Fast
Scanning	Specific info	Very fast
Intensive	Detailed study	Slow
Extensive	Pleasure reading	Moderate

C. Skill-Specific Reading Instructions

Poor instruction:

❌ “Read the passage.”

Effective instruction depends on the type of reading.

1. Skimming Instruction

“Read the passage in 1 minute and suggest a suitable title.”

2. Scanning Instruction

“Find the year the school was established.”

3. Intensive Reading Instruction

“Underline three causes of pollution mentioned.”

4. Inferential Reading Instruction

“Why did the author feel disappointed despite success?”

D. Pre-While-Post Reading Model

Pre-Reading

“Look at the heading. Predict the theme.”
“What do you know about space travel?”

While-Reading

“Match paragraphs with headings.”
“Circle unfamiliar words.”

Post-Reading

“Summarise in 50 words.”
“Do you support the author’s view?”

E. Classroom Activity Example

Text: Biography of a scientist

Instruction sequence:

Skim → Identify field of work
Scan → Find birth year
Intensive → List inventions
Infer → What made her persistent?

5. WRITING SKILL INSTRUCTION

A. Nature of Writing

Writing is the most cognitively demanding skill.

It requires:

Idea generation
Organisational control
Vocabulary
Mechanics

B. Stages of Writing Instruction

Stage	Teacher Instruction Example
Pre-writing	“List five points about your school.”
Drafting	“Convert points into paragraphs.”
Revising	“Check sequence and clarity.”
Editing	“Correct grammar and punctuation.”

C. Skill-Specific Writing Instructions

Weak:

❌ “Write an essay on Pollution.”

Strong:

✅ “Write a 150-word essay on Pollution, including: causes, effects, and two solutions.”

D. Types of Classroom Writing Tasks

1. Guided Writing

Instruction:

“Complete the paragraph using the given clues.”

2. Controlled Writing

Instruction:

“Use these words to frame sentences: environment, protect, future.”

3. Process Writing

Instruction Flow:

Brainstorm ideas
Create outline
Draft
Peer review
Final write-up

4. Functional Writing

Examples:

Notice
Email
Report
Application

Instruction Example:

Write an email to your principal requesting leave. Include reason and duration.”

E. Writing Improvement Tools

Teachers must instruct students to check:

Element	Check Question
Content	Is my idea clear?
OrganisOrganisation	uence logical?
Grammar	Are tenses correct?
Mechanics	Spelling, punctuation?

6. Integrated Skill Instruction

Real communication uses multiple skills.

Example Lesson:

Topic: Save Water

Skill	Instruction
Listening	Listen to a speech, and list the causes of water scarcity
Speaking	Suggest two conservation methods
Reading	Read the article, identify the statistics
Writing	Write a pledge paragraph

7. Common Instructional Errors by Pre-Service Teachers

Error	Correction Strategy
Vague instructions	Specify task outcome
No time limit	Always define time
No purpose	State skill objective
Same instruction for all skills	Differentiate

8. Micro-Teaching Practice Format

Train teachers using this template:

Skill	Instruction Given	Improvement Needed
Listening	“Listen carefully”	Add task focus
Speaking	“Discuss”	Add structure
Reading	“Read”	Define purpose
Writing	“Write an essay”	Add framework

9. Model Skill-Specific Instruction Bank

Pre-service teachers can memorise:

Listening

“Listen and identify…”
“Tick the statements you hear…”
“Arrange events in order…”

Speaking

“Speak for 1 minute on…”
“Convince your partner…”
“Describe using five sentences…”

Reading

“Skim and title…”
“Scan and locate…”
“Underline supporting details…”

Writing

“Write using this outline…”
“Expand the points…”
“Draft and revise…”

10. Practical Classroom Simulation Task

Teacher trainees practice:

Text: Short story

They must design:

2 Listening instructions
2 Speaking tasks
2 Reading questions
1 Writing assignment

Purpose:

Transforms them from content deliverers → skill developers.

11. Skill Development Progression Model

Stage	Teacher Role	Student Role
Beginner	Instructor	Follower
Intermediate	Facilitator	Participant
Advanced	Coach	Performer

12. Final Training Insight

Skill-specific instruction works because it:

Clarifies learner focus
Activates cognitive processing
Structures participation
Enables measurable outcomes

In simple terms:

When students know what to do with language, they learn faster than when they only receive language.

If you want, I can next prepare:

Micro-teaching evaluation rubric
Observation checklist for skill instruction
Workshop PPT module
Practice worksheets for trainees

Just say the word — we’ll build the full training ecosystem around this.

Observation checklist for skill instruction

Excellent — an Observation Checklist for Skill-Specific Instruction is one of the most powerful supervisory tools in teacher education. It transforms observation from “watching teaching” into analysing pedagogy.

Below is a comprehensive, field-ready, supervision + self-assessment checklist you can directly use in:

Micro-teaching
Practice teaching
B.Ed. supervision
Lesson observations
Faculty development workshops

Observation Checklist for Skill-Specific Instruction

(Listening • Speaking • Reading • Writing)

1. How to Use This Checklist

Observer may be:

Teacher educator
Mentor teacher
Peer trainee
Self (video reflection)

Rating Scale (Suggested):

Score	Interpretation
4	Excellent (Highly effective)
3	Good (Effective)
2	Basic (Needs strengthening)
1	Weak (Needs major improvement)
NA	Not observed

SECTION A — LESSON ORIENTATION

No.	Observation Indicator	Score	Remarks
1	Skill objective clearly stated (e.g., listening for gist)
2	Skill focus communicated to learners
3	Instruction linked to the learning outcome
4	Task relevance to selected skilTeacher

ver Insight:
Is the Teacher teaching English content or English skills?

SECTION B — LISTENING SKILL INSTRUCTION

B1. Pre-Listening Stage

Indicator	1	2	3	4
Activates prior knowledge
Predictive questions asked
Listening purpose defined
Vocabulary pre-taught (if needed)

Example evidence:
“Look at the picture — what conversation might occur?”

B2. While-Listening Stage

Indicator	1	2	3	4A clear
The task given before the audio
Instruction is specific
Students engaged actively
Listening repeated if required

Look for task verbs:

Tick
Identify
Number
Fill

B3. Post-Listening Stage

Indicator	1	2	3	4
Comprehension checked
Inferential questions asked
Opinion sharing encouraged
Listening is linked to speaking/writing

SECTION C — SPEAKING SKILL INSTRUCTION

C1. Instruction Design

Indicator	1	2	3	4
The speaking task is clearly structured
Roles defined (pair/group)
Time limit given
Output expectation stated

Example evidence:
“Speak for 1 minute describing your hobby.”

C2. Classroom Facilitation

Indicator	1	2	3	4
Equal participation ensured
Hesitant learners encouraged
The teacher avoids over-talking
Peer interaction visible

C3. Language Support

Indicator	1	2	3	4
Vocabulary prompts provided
Sentence frames given
Pronunciation support offered
Error correction constructive

SECTION D — READING SKILL INSTRUCTION

D1. Pre-Reading

Indicator	1	2	3	4
Title/picture prediction used
Background knowledge activated
Reading purpose defined
Difficult words pre-discussed

D2. While-Reading

Indicator	1	2	3	4
Reading type spReading (skim/scan)
Silent reading encouraged
Task linked to text
Students marking text

D3. Post-Reading

Indicator	1	2	3	4
Comprehension questions asked
Inferential thinking promoted
Summary of the activity conducted
Reading is linked to writing/speaking

SECTION E — WRITING SKILL INSTRUCTION

E1. Pre-Writing Support

Indicator	1	2	3	4
Brainstorming conducted
Ideas organisorganisedne/mind map)
Model text shown
Writing format explained

E2. Writing Execution

Indicator	1	2	3	4
Task clearly framed
Word limit specified
Time given
Teacher monitoring Writing

E3. Post-Writing Process

Indicator	1	2	3	4
Revision encouraged
Peer review used
Grammar feedback provided
Content feedback provided

SECTION F — INTEGRATION OF SKILLS

Indicator	1	2	3	4
Skills logically sequenced
Listening → Speaking link
Reading → Writing link
Real-life communication simulated

SECTION G — INSTRUCTIONAL LANGUAGE QUALITY

Indicator	1	2	3	4
Instructions are simple and clear
Steps given sequentially
Demonstration/model provided
Instructions repeated/rephrased

SECTION H — LEARNER ENGAGEMENT

Indicator	1	2	3	4
Students on task
Participation widespread
Interest level high
Collaboration visible

SECTION I — ASSESSMENT PRACTICES

Indicator	1	2	3	4
Skill assessed, not just content
Rubric/criteria used
Oral feedback provided
Written feedback provided

SECTION J — CLASSROOM MANAGEMENT DURING SKILL TASKS

Indicator	1	2	3	4
Smooth transitions between tasks
Materials managed efficiently
Noise level productive
Time management effective

2. Observation Summary Sheet

Strengths Observed

Areas for Improvement

Skill Most Effectively Taught

☐ Listening
☐ Speaking
☐ Reading
☐ Writing

Evidence: ___________________________

Skill Needing Maximum Support

☐ Listening
☐ Speaking
☐ Reading
☐ Writing

Reason: ___________________________

3. Reflective Feedback Prompts (For Trainees)

Observers may ask:

Which instruction worked best? Why?
Where did learners seem confused?
Did you state the skill objective clearly?
How would you modify the task next time?

4. Quick Diagnostic Indicators

If you observe…	It indicates…
Students are silent in the speaking task	Fear / unclear instruction
Students reading aloud only	No silent reading training
Students writing little	Lack of scaffolding
Students are distracted while listening	No listening purpose

5. Ready-to-Use One-Page Rapid Observation Tool

(For quick classroom visits)

Tick Yes / No

Indicator	Yes	No
Skill objective stated
Task instruction specific
Students actively engaged
Skill assessed
Feedback provided

Closing Professional Insight

An observation checklist like this does three transformative things:

Shifts observation from personality → pedagogy
Makes skill teaching measurable
Develops reflective practitioners

In essence:

“What gets observed skillfully gets taught skillfully.”

If you’d like, I can next prepare:

Micro-teaching rating rubric (graded)
Lesson plan format for skill instruction
Peer observation training manual
Workshop activity pack on skill pedagogy

Happy to build the full supervision toolkit with you.

Lesson plan format for skill instruction

Excellent progression. Moving from skill understanding → observation → lesson planning completes the pedagogical triangle for pre-service teachers.

Below is a field-tested Lesson Plan Format for Skill-Specific Instruction designed specifically for English language teaching (Listening, Speaking, Reading, Writing). It is:

Training-friendly
Observation-aligned
Micro-teaching ready
Practice-teaching usable
Research-compatible

You can use it in B.Ed., D.El.Ed., CELTA-type environments, or communication training modules.

LESSON PLAN FORMAT FOR SKILL INSTRUCTION

(English Language Teaching – Pre-Service Teacher Model)

1. General Information

Component	Details
Teacher Trainee Name
Class / Grade
Subject	English
Skill Focus	Listening / Speaking / Reading / Writing
Sub-Skill	(e.g., Listening for gist, Skimming, Role-play speaking)
Topic / Text
Duration
Date
Teaching Aids	Audio, Flashcards, PPT, Text, Pictures

2. Learning Objectives (Skill-Based)

Objectives must be observable and measurable.

Format

By the end of the lesson, learners will be able to:

Identify ___ after listening
Speak for ___ minutes on ___
Skim text to find ___
Write a ___ using ___ structure

Example (Listening)

Identify three causes of pollution from the audio.
Arrange events in sequence after listening.

3. Skill Outcomes Mapping

Skill Stage	Learner Outcome
Input Stage	Receives language
Processing Stage	Interprets meaning
Output Stage	Responds verbally/in writing

4. Lesson Structure Overview

Stage	Time	Skill Focus
Pre-Skill		Activation
While-Skill		Practice
Post-Skill		Production

5. Detailed Teaching Procedure

A. PRE-SKILL STAGE (Activation & Preparation)

Purpose: Build readiness + context + prediction

Teacher Activity	Learner Activity	Skill Instruction	Aids
Shows picture / asks questions	Observe & respond	“Predict what the audio/text will discuss.”	Picture
Introduces key vocabulary	Repeat & note	“Match words with meanings.”	Flashcards

Example (Reading – Pre Stage)

Teacher: Shows title “The Last Tree”
Instruction:
“Look at the title and predict — is this story happy or sad? Why?”

B. WHILE-SKILL STAGE (Core Practice)

This is the heart of skill instruction.

Format

Teacher Activity	Learner Teachery	Skill Instruction	Assessment Check

Example 1 — Listening Lesson

Example 2 — Speaking Lesson

Example 3Readinging Lesson

Example 4 — Writing Lesson

C. POST-SKILL STAGE (Production & Extension)

Purpose:

Reflection
Expression
Integration

Teacher Activity	Learner Activity	Skill Instruction	Outcome
Asks inferential questions	Respond orally	“Why did the character leave?”	Speaking
Assigns summary	Write	“Summarise in 50 words.”	Writing

6. Blackboard / PPT Plan

Stage	Content Written
Pre	Topic + Prediction question
While	Task instructions
Post	Summary / Homework

7. Instruction Script Bank

Pre-service teachers must pre-write instructions.

Listening

“Listen and identify…”
“Number the events…”
“Raise your hand when…”

Speaking

“Discuss in pairs…”
“Speak for one minute…”
“Convince your partner…”

Reading

“Skim and title…”
“Scan and locate…”
“Underline reasons…”

Writing

“Write using this outline…”
“Expand the points…”
“Draft and revise…”

8. Assessment Strategy

Skill	Tool	Evidence
Listening	Worksheet	Correct responses
Speaking	Rubric	Fluency, clarity
Reading	Q&A	Comprehension
Writing	Notebook	Organisational Differentiation Strategy

Learner Type	Teacher Support
Slow learnReading	tence frames
Hesitant speakers	Pair speaking
Weak readers	Guided reading
Weak writers	Word bank

10. Integration Opportunity

Mention if the kill connects to others.

Example:

Listening → Speaking discussion
Reading → Writing summary

11. Closure Technique

Examples:

“One new word you learned today?”
“One idea from the audio?”
“Who can summarise in one line?”

Closure must reinforce the skill objective.

12. Homework / Extension

Skill-linked only.

Examples:

Listening: Watch news & list headlines
Speaking: Record a 1-minute speech
Reading: Skim a newspaper article
Writing: Write a diary entry

13. Reflection Section (For Trainee)

Reflective Prompt	Response
Which stage worked best?
Where were learners confused?
Was the instruction clear?
What will I improve?

14. Mentor Observation Notes

Area	Comment
Instruction clarity
Skill focus
Engagement
Improvement tips

15. Sample Filled Mini Lesson Plan

(Speaking Skill Example)

Skill: Speaking – Role Play
Topic: At the Doctor
Objective: Students will converse for 1 minute using health vocabulary.

Pre

The teacher shows a hospital picture.
Instruction:
“Who has visited a doctor? Share one experience.”

While

Instruction:

“You are a patient describing symptoms. Partner is a doctor giving advice.”

Students perform role play.

Teacher observes fluency + vocabulary.

Post

Students reflect:

“What advice did your doctor give?”

Writing extension:

Write prescription instructions.

16. Visual Lesson Flow Model


Activate → Practice → Produce → Reflect
Pre      While     Post      Closure

17. Quality Indicators of a Skill Lesson Plan

A strong plan will show:

Skill verb in objectives
Task-based instructions
Time allocation
Learner output
Assessment evidence

If these are missing, it is content teaching, not skill teaching.

Final Professional Insight

A skill lesson plan is effective when:

Learners DO the language more than the teacher TALKS the language.