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Unit 11 talks about teaching receptive skills, or, in other words, reading and listening. We read and listen for two main reasons: for a purpose (to get information that will help us reach a certain goal) and for entertainment (like reading a novel by your favorite author). It is possible that both reasons are at work simultaneously. To read and listen we need to use a number of previously acquired skills, such as: ~ predictive skills (sometimes we can predict what the text is about just looking at its title); ~ skimming skills (searching for a general idea, not paying much attention to the words used to express it); ~ scanning skills (looking for the information we are interested in that is or might be presented in the text); ~ skills for looking for detailed information (carefully reading or listening because everything in the text matters; for ex., reading all the steps in a recipe in order to understand how to cook the dish); ~ skills of deducting from context (skills of understanding the meaning of unknown words form the context theyÂ’re used in). There are certain areas in teaching receptive skills that might cause problems for students. Indicating the areas of possible difficulties can help us understand what we need to pay attention to. 1. Language. Students can and will
meet a lot of new words and structures while reading or listening to a new text. It is easier to deal with a text in a written form, of course, because the students can go back and make sure they understand it right. No such chance with a text used for listening – that is why the students here get less time to think of what they heard, analyze the language and the meaning of the text. To help the students deal with the language problems, the teacher can give some of the new vocabulary before reading/listening to the text for the first time. Here we should remember to help students with only the words understanding of which is essential to understanding the meaning of the whole text. The teacher also have to select the right texts for the students (not too hard, not too easy, concerning students’ areas of interest). 2. Topics. The topic of the text should be interesting for the majority of students). 3. Generate interest. The teacher can use additional materials and make the tasks entertaining to wake the interest in the students. 4. Tasks. After the reading, the students should complete some comprehension tasks to help them understand if their ideas on the text are correct and close to the ones that their classmates have.
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