ELT201 Week 7 Teaching Receptive Skills
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The document discusses teaching receptive skills like reading and listening. It provides guidance on developing lesson plans that focus on receptive skills in three stages: pre-activity, during activity, and post-activity. Sample activities are described for each stage, including generating interest in a topic, completing tasks while listening/reading, and follow-up questions to check comprehension. Additionally, principles of structuring an effective reading lesson are outlined, such as preparing learners with needed vocabulary, guiding comprehension of content, and engaging learners through discussion.
ELT201 Week 7 Teaching Receptive Skills
- 1. Week 7Teaching ReceptiveSkills Dr. Russell Rodrigo
- 2. Week 7 Learning Objectives Identify important elements in teaching reading and listening skills Develop a lesson plan focusing on receptive skills.
- 3. Warm-up 1. Work in pairs.Write a list of all the things you listened to in the last 24 hours. For example: – •watching the news onTV last night – • listening to voicemail 2. Decide which of your 'listening experiences': – involved you speaking as well as listening, i.e. which were interactive, as opposed to those which were 'one-way', i.e. non- interactive – involved listening to a speaker who was physically present – involved listening for specific information – involved listening more for pleasure or entertainment – required you to listen closely and attentively – allowed a less attentive style of listening.
- 4. Rate these types of listening in terms of their likely difficulty for a second language learner: • watching the news onTV • listening to the news on the radio • listening to a song on the radio • talking about the news with a friend face to face • talking about the news with a friend on the phone •• listening to a recording of the news in the classroom.
- 7. Put these stages of a listening task into a logical order. a. The teacher focuses on features of grammar or vocabulary that occur in the recording, e.g. by asking students to complete a gapped transcript. b. The teacher sets a task that requires listening for specific details. She plays the complete recording, checks the answers, and replays sections if necessary. c. Learners read the transcript of the recording and listen at the same time. d. The teacher generates interest in the topic by, for example, asking the class about their experience of, feelings on, or knowledge about, the topic. e. The teacher presents some key vocabulary in the listening text - for example, by giving, or eliciting, a definition or an example. f. The teacher sets a gist listening task - for example, Who is talking to whom, about what, and why? She then plays a short section of the recorded extract, and checks the answers. Explain the principles underlying your order. For example: • Learners will listen with more attention if their interest has been aroused (d).
- 8. Classroom Application: Put the stages in activity 2 in the correct column. Pre-listening Task While Listening Task Post-Listening Task
- 9. Work in groups. Design a sequence of tasks for the following recorded text (in which people are talking about their jobs) that you could use with a group of pre-intermediate learners. Include at least one pre-listening task, one or more while Iistening tasks, and one post-listening task.
- 10. Reflection
- 11. Session 2 Teaching ReadingSkills Dr. Russell Rodrigo
- 12. Warm up Read the statements and decide whether you agree or disagree. Compare ideas with a partner. – a Reading is like listening, except that the input is written, not spoken. – b Comprehension means understanding all the words in a text. – c Reading, in the classroom, means reading aloud. – d For teaching purposes, texts should be simplified. – e Reading is a good way of improving vocabulary. – The aim of classroom reading is the appreciation of literary texts. – g If you can read well in your first language, you'll probably be able to read well in a second one.
- 14. Reading in Second Language – Read this text in Esperanto and answer the questions: 1. What kind of text is it? 2. What happened and where?What exactly happened? 3. How many people died? How many survived? 4. What was happening at the time?
- 16. Compare your ideas How many questions could you answer? What does this tell you about reading in a second language? What can teachers do to help students understand a text like the one given?
- 17. Coursebook reading texts and tasks – Identify the purpose of tasks a-h in this course book extract. Decide whether they are pre-reading, while- reading or post-reading exercises. – Pages 48-49 (CELTA)
- 18. 2Work in groups. – Imagine that you are going to use the following text with a group of intermediate learners. – a Decide which features might help understanding and which might make it difficult to understand. – b Design at least one pre-reading, one while- reading, and one post-reading task to use with this text. – Pg. 50
- 19. A reading lesson Put these stages of a reading lesson in a logical order.Then compare your answers with a partner. – a Check detailed understanding by asking multiple choice questions. – b Focus on vocabulary in the text by asking learners to find words that mean X,Y, Z. – c Use a picture to generate interest in the topic. – dAsk learners to read the text quickly in order to answer gist questions, such as: What's it about?Who wrote it?Why? – e Ask learners to talk about their personal response to the text and its topic. – fTeach essential vocabulary that learners may be unfamiliar with. – g Focus on a grammar structure in the text by, for example, asking learners to underline each – instance of it. – h Use the title of the text to encourage learners to predict the content of the text.
- 21. Presenting a language through text