Stages to a receptive skills lesson

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Possible procedures to approach a reading based lesson.

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Stages to a receptive skills lesson

  1. 1. Stages ofa Receptive Skills Lesson Rachid El alaoui 1
  2. 2. Who How long? What WhyStages Interaction Time Procedures aims patternlevel (Intermediate – Advanced)Interaction pattern Individual and pair-workMain aim To improve Sts’ reading skills ( reading for a gist and for details) • (sub-skills: Prediction , guessing and questioning )Subsidiary Introducing some work- related vocabs (an employee manual)Time (30-40) 2
  3. 3. Lead in  Raise Student’s interest. Establish context. Get students personally involved in the topic.  How  Prediction: of content, vocabulary, text type….Get SS to predict from headlines, pictures, key words etc. Brainstorm topic for ideas and vocabs. 3
  4. 4. WhyWe learn more when weare personally involved inthe topic, and when we areable to use our personalknowledge of the world inlesson. We learn best thatwhich is personallyrelevant to us. 4
  5. 5. 2. Reading for gist or scan for specific information How Give task BEFORE the text. Tasks should be relevant to text type. Dont over tax other skills especially writing-so tick, circle. put things in order, match headings to paragraphs ,complete notes in chart etc. Why Students have a reason to read/listen for global/general understanding or limited key information. They focus NOT on what they don’t understand but on what they DO. This gives them a more positive first experience of the text 5
  6. 6. 3. feedback/ Task checking How Students compare answers and then feedback (as open class). Why To increase SS’ confidence. They will probably be more willing to give answers to the class as a whole. 6
  7. 7. 4. Reading for more information Again, SS MUST have task before they start reading again. it will focus on deeper understanding of content. Why The more time we “go into” the text the more we go out of it. We want to give SS a chance to read the text again but with a different reason in order to develop further understanding. It also reflects strategies employed in L1.We hope SS feel confident enough to become more independent in these skills in English. 7
  8. 8.  Students compare answers and then feedback (as open class).Why To increase SS’ confidence. They will probably be more willing to give answers to the class as a whole 8
  9. 9. 6. Read more intensively for further details How This time you may focus on aspects of layout and organization ,e.g. in a letter. Other comprehension questions (true or false qts).Or you may want to provide a practice on guessing words from context. Or to extract structures from this natural context for Language work. 9
  10. 10.  Follow up Tasks to Receptive skills work It would almost certainly involve productive skills: Speaking or Writing- a natural follow up to the topic, e.g. a discussion, a role- play , or writing a parallel text ,a letter to the editor etc… ‘Good Teachers exploit the text to the full’ Jeremy Harmer 10
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