TEACHING RECEPTIVE SKILLS: LISTENING AND READING.

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TEACHING RECEPTIVE SKILLS LISTENING AND READING.

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PROBLEMS IN LISTENING

• People speak too fast to follow
• They can not tell where the words start and stop
• People pronounce the words they just do not
  recognise
• They can not work out details
• They can not even get the general message
• They do not know what attitudes people are
  expressing
• They can not pick out the most important parts
  for understanding

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THE TASK FEEDBACK CIRCLE

• Lead-in
• Pre-task work (optional)
• Set clear task
• Play the recording or students read the text
• Feedback on task
• conclude

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THREE GUIDELINES

1. GRADE THE TASK, NOT THE MATERIAL
2. TASK FIRST- THEN RECORDING
3. PROCESS RATHER THAN PRODUCT

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Examples of listening tasks

• LISTEN AND
• ARGUE AGAINST THE PROPOSITION
• CHOOSE THE CORRECT PICTURE
• LISTEN AGAIN UNTIL YOU HAVE LEARNED THE POEM BY
  HEART
• SAY A REPLY TO EACH COMMENT YOU HEAR

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• CHOOSE THE BEST ANSWER
• DECIDE WHICH PERSON IS SAYING WHICH SENTENCE
• FOLLOW THE ROUTE ON THE MAP
• WALK/SIT/MOVE ACCORDING TO THE INSTRUCTIONS
• DRAW A PICTURE

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• TAKE DOWN THE MESSAGE, ADDRESS AND PHONE NUMBERS
• PICK UP AND SHOW A CORRECT PICTURE

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GUIDELINES FOR LISTENING SKILLS WORK IN CLASS

• Keep the recording short
• Play it 2 times at least
• Let students discuss their answers together
• Do not be led by one strong student
• Give help only if they are completely stuck
• (DVD- feedback after an exercise)

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TYPES OF LISTENING

1. GIST LISTENING (EXTENSIVE LISTENING) (BOTTOM-UP)-
   GETTING THE GENERAL MEANING
2. LISTENING FOR DETAIL (TOP-DOWN)

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POSSIBLE ROUTE MAP FOR A LISTENING LESSON

• Discuss the general topic
• Predict the specific content
• Predict the structure (who speaks? What kind of
  questions)
• Gist listening for overview
• Gist listening for attitudes
• More careful listening for complex meanings
• Listening for small details

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LISTENING IDEAS

• News headlines
• Jigsaw listening
• Home recordings
• Live listening
• Guest stars.

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PROBLEMS IN READING

• Lack of vocabulary
• I need the dictionary all the time
• It is very slow
• Because it is slow the pleasure or interest is
  soon lost

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READING FOR DETAIL (INTENSIVE)

• skimmingread quickly to get the gist of the
  passage
• scanning move eyes quickly over the text to
  locate a specific piece of information.
• Skimming and scanning are both top-down skills.

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POSSIBLE ROUTE MAP FOR A READING LESSON

• Pre-text
• Introduction and lead-in
• First task (pre-reading)-prediction from from
  illustrations, key-words, headlines), reading
  questions about the text.

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POSSIBLE ROUTE MAP FOR A READING LESSON

• 2. Text
• Skimming tasks (check text against predictions,
  guess the title from the choice of 3 options, put
  events in the right order)
• Scanning tasks
• Tasks to focus on general meaning (answer the
  questions, make a sketch, fill out a form, find
  out which picture is being described, compare
  viewpoints)
• Tasks to focus on detailed meaning
• Vocabulary or grammar exercises, use of
  dictionaries)

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POSSIBLE ROUTE MAP FOR A READING LESSON

• 3. Post-text
• Follow- on task (role-play, debate, writing task,
  personalisation)
• Closing (reflection).

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Specific ideas for reading tasks

• Put these illustrations of the text in the
  correct order
• Put these cut-up paragraphs in the correct order
• Find words in the text that mean the same as the
  words in the list
• Read the text and find mistakes in the
  illustration

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Specific ideas for reading tasks

• Read the text and make a list of particular items
• Give a headline to each section of the article
• Insert the sentences into the text
• Discuss or write the missing last paragraph of
  the text

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EXTENSIVE READING

• READERS- books published specifically for
  learners. They are graded and have grammar and
  vocabulary exercises.

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Extensive reading activities

• Do not always start at the beginning! Try jumping
  in at the middle and reading one page. Predict
  what happened before
• Create a situation totally different from the
  book and allow students to improvise
• Review the book for a TV programme. Meet the
  author, discuss and argue.