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This unit talks about teaching receptive language skills. I learned that teaching a listening or reading lesson follows a particular format based on the types of comprehension that reading and listening require. Of the four basic skills in any language, two are receptive-reading and listening (speaking and writing are productive skills). Receptive skills are just as important as productive skills are. All should be included in a balanced lesson. It's important to understand the different aims of reading and listening: 1. For a purpose 2. For entertainment Often the two can be mixed, like reading the entertainment schedule in a cruise ship, or the dinner menu on an airplane flight. Teachers must understand that we read and listen not just by using our ears and eyes, but also by using our pre-existent knowledge to figure out the meaning of language in its context. And this pre-existent knowledge doesn't come “pre-installed” in our students! To narrow it down, both readers and listeners use a number of particular skills when reading or listening, and their understanding of the context will depend on their special knowledge in these areas. It was very important to me to have this skills described in detail. These skills are: A. Predictive Skills – guessing the
content of an article or dialogue from a headline or introduction. B. Specific Information – scanning. We often listen or read for specific information and bypass the rest. C. General Idea – Skimming. We listen or read for the general idea of a text/dialogue. We don't focus on each word, but are only trying to get a basic understanding of the content. D. Detailed information – Sometime we need to read or listen in a concentrated manner to understand all the details of something, such as specific instructions. E. Deduction from context – Sometimes we need to be able to understand or deduce the meaning or individual words or phrases from the context in which we hear/read them. Sometimes also need to see beyond the literal meaning of the words, such as “no-fly zone” means both no flying and, presumably, an area where aerial combat is not permitted. The problems with listening and reading: There are many issues that may come up with teaching reading and listening. Mainly they have to do with the tasks, the topic and the texts that students will have to perform. The sentence length, word length, and a number of unfamiliar words can be difficulties for English learners. Reading is easier than listening because a passage can be read and studied again and
again, which is usually not true for listening. Of course, more exposure helps the students to learn more. There are many ways to approach the challenges of learning receptive language skills, such as: Pre-teaching vocabulary. We can teach unknown language and structures to students prior to having them read passages of text. We need to balance teaching only the essential unknown language needed with not allowing the students to depend on pre-learning passages and to dive into unknown language. Careful selection of texts:A teacher can carefully choose listening and reading materials for the students and give them a mix of authentic and non-authentic texts. Non-authentic texts are original materials, which the teacher should try to choose that match the students' abilities as closely as possible, to give them confidence. Authentic texts (those designed specifically for English learners) should be chosen to show students what they can do, not what they can't do. Topics: It's important to choose a topic (and its accompanying activities to a text or dialogue) that will appeal to the students and engage them. The teacher is recommended to get to know each student and his/her interests, and then to create a variety of lessons that will appeal to everyone in their turn. Create
interest: Motivation and engagement are the keys to creating interest in a topic, which in turn will motivate the students to learn and actively use the language. Discussing the topic, showing pictures, predicting what the text will be about, and other “engage” phase activities will serve to create interest in the topic. Tasks: Comprehension tasks are an important part of teaching receptive skills. A good task should not be too easy or too hard. It should promote understanding, not just check it. One activity is jigsaw reading, where students are place in pairs, and each reads part of the text. Then they share information to complete other tasks. “Jumbled texts” is another activity. Paragraphs of a text (or even two different stories) are mixed up and the students have to reorder them. Outline of a typical receptive skills lesson (Patchwork) This outline has given me a better idea of what types of activities are useful for the engage stage of a receptive skills lesson. Students will read a text about and listen about the life of Elvis Presley. The objective is for the students get to learn more about his life and be able to write 1 or 2 paragraphs about him. Engage: Play an extract from a song by Elvis Presley. Who is it? What do you know about him? What
would you like to know about him? (Don't elicit Elvis songs from the class). Use the topic to create interest in your students. Allow students to quickly read/listen to the text, see if it answered any of their questions. Should be timed to ensure quick response. Study: Pre-teach potentially problematic vocabulary. Check and reinforce understanding and pronunciation with a few practice exercises. Engage: Do students know any other Elvis songs? Play. Elicit any other Elvis songs they want to hear played and then discuss them. Study: Students read a text, then answer comprehension questions based upon the text (true/false). Students compare answers in pairs and feedback. Activate: Remove texts from students' view and have them write a brief review of Elvis' life. Students in pairs will review their answers and get feedback. Study: Teacher deals with any language problems during the review. Let students see the text again and “discover” five more unknown words to learn. Activate: In pairs, students will decide upon a famous person they're both interested in and write a brief account about that person. They then present it to the class without naming that person and the class has to guess who they're talking about. There are many different good useful ways
to approach a lesson. The final paragraph recaps nicely all the necessary point to cover when teaching receptive skills: Choose materials that interest/motivate the students. Build interest before reading/listening. Pre-teach complex vocabulary or structures if necessary, but 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 phrases that naturally lead on from the text. ", This unit shows how important reading and listening is to both students and teachers and the different ways in which they contribute to the learning of students. It has also made me aware of the different types of attaining information from a text or news report for example. This is something that i as a native speaker of English will need to consider and not take for granted when teaching., In this lesson I learned the value of both reading and listening
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