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This unit gives us a comprehensive review of the basic teaching techniques and methods which are of use when teaching receptive skills, that is reading and listening, having also in mind that all four of the basic language skills, - that namely are reading and listening (receptive skills), and speaking and writing (productive skills), - are equally important, and we, as language teachers, should wherever possible incorporate all of them in our lessons with the aim to have a balanced approach. We have learnt from the unit not only the reasons and motives for reading and listening, but also just the understanding process of it, meaning that when we read and listen there are actually more than the fact that we use our eyes and ears. That is we must not only recognize and understand the words of a text or dialogue but also get overall gist of it employing our pre-existing knowledge of the world. This is a complex process and it consists of a number of skills which we should enhance in our students. To secure effective understanding from reading and listening a ‘good’ teacher should encourage in the students a number of specialist skills, such as the predictive skill, the skill of scanning for specific information, the skill of skimming for general idea, the skill of receiving
detailed information, the skill of making deduction from context that let one understand texts without knowing every word, and others. When teaching and learning receptive skills we should also be ready to solve some potential problems that may arouse mainly in connection with the new language contained in the text, with choosing interesting topics that should engage our students, and with choosing the tasks the students will perform. For that the overviewed unit gives us effective recommendations and keys to successful receptive skill lesson, such as: the need to keep balance between pre-teaching new vocabulary for the selected texts and topics and letting students free access to unknown vocabulary so that they discover new words and structure on their own; the need to carefully select the interesting for students topics of the reading texts and dialogues to ensure the studentsÂ’ motivation, so as to select adapted non-authentic and authentic texts; how to build the studentsÂ’ interest and get the students engaged in the tasks; the need to incorporate in the lesson activate phases that lead on from the text; and some others. As we can see there are many different and effective ways of approaching to teach receptive skill lessons. There is no strictly right or wrong. Again,
the unit makes us understand that the effectiveness of teaching must only be determined by the effectiveness of learning. ", IÂ’ve learned many things from this unit that I can use in a class that I am currently team teaching. IÂ’m conducting a current events class that focuses on receptive skills mainly (reading articles and listening to news reports)
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