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Unit 7: Teaching receptive skills Reading and Listening Four basic skills in any language: a. Receptive skill – reading and listening b. Productive skill – speaking and writing In order to have a balanced approach wherever possible we should try to incorporate all into our lessons. Reasons for reading and listening - Two categories why we read: a. For a purpose – it helps us to achieve a particular aim or a goal. b. For entertainment – we listen or read because we find it pleasurable or enjoyable. And there will be times when our reasons for listening and reading will include both motives. How we read and listen? Area of expertise in understanding the context of reading: a. Predictive Skills – predicting the content of an article or dialogue b. Specific information scanning – often look or read for specific information. c. General idea – skimming – we read or listen for the gist of a text or dialogue. d. Detailed information – we read in order to understand everything in detail. e. Deduction from context – we read to be able to understand or deduce the meaning of individual words or phrases from the context and to see beyond the literal meaning of words. Problems with listening and reading Language – sentence length, word length
and a number of unfamiliar words can present problems to learners of English. The more language we expose the students to the more they will learn. Some approaches to language difficulty: 1. Pre-teaching vocabulary – to teach students some difficult/unknown language and structures, prior commencing a reading or listening activity. Another sensible solution would be to only pre-teach the words that are essential to understanding and leaving other vocabulary word until later. 2. Careful selection of texts – exposure of the students to a variety of authentic and non- authentic texts. Authentic texts are not designed for language learners while non-authentic allows the students’ access to material that contains language more suited for students’ abilities. Topics – Knowing the students and their interest are vital here. A variety of topics, over a period of time, are needed to ensure that all of our students are equally catered for in the end. Create interest – If the teacher gets the students motivated and engaged in the tasks, a greater possibility that they will read and listen with real enthusiasm, whether or not they are originally interested in the topic. Tasks – Teachers need to provide comprehension tasks that promote understanding not just checking
understanding. A good task shouldn’t be too easy or difficult; must be a challenge that is realistically achievable. Example, jigsaw reading or another technique like jumbled texts, where paragraphs are jumbled up, for the students to re-order. Outline of a typical receptive skills lesson (Patchwork) – Engage –Study-Engage- Study – Activate- Study – Activate The basic keys to successful receptive lessons are: • Choose a material that interests/motivates the students. • Build interest before reading/listening. • Pre-teach complex vocabulary or structures if necessary, don’t overdo it. • Vary the type of material. • Use the material to practice different skills. • Use realistic comprehension tasks that aid understanding. • Incorporate activate phases that naturally lead on from the text.", Receptive skills (reading and listening) were the main topics in this unit. The most helpful aspect of this unit was on choosing authentic reading/listening materials. If the time should come that the lesson plan requires me to find some outside material
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