receptive skills online

1.  Introduction of receptive skills
 What is reading?
 What is listening?
 How to teach receptive skills online
 Types of online activities
 Difficulties and solutions

3.  When people learn a language, they usually
learn to listen first, then to speak, then to
read, and finally to write.
 learners should be equipped with receptive
language skills first before productive
language skills.
 Reading and listening involve receiving
information and so they are called
the receptive skills.
 receptive skills should be taught based on
communicative language teaching (CLT)
including pre, while, and post stages.
 receptive skills are taught based on
terminology and forms, not in active ways
using real life communication.

6. What is listenning ?
 listening is the first language that a person learns. The process
starts with the sounds that enter the ears. They are then
processed by our brains and become meaningful messages
when interpreted. This is an important skill, as listening helps us
understand what others say.
 Nor (2014); listening provides a foundation for all aspects of
language and cognitive development, and it plays a life-long role
in the processes of learning and communication essential to
productive participation in life. Listening skill provides top-down
and bottom-up processes.
 . Lio (n.d); addressed the importance of collaborative learning in
listening acquisition : students not only listen to each other but
also how the ideas form, how to express their point of view and
how to clarify their own thinking.
 the listening skill is assessed through listening comprehension.
In answering questions, the listening sub-skills are evaluated.
Among these are: identifying main idea or purpose, noting
details, making connections, concluding, determining tones and
attitudes, identifying organization or even summarizing. Under
different settings and contexts

8. What is reading ?
 Reading is the third language that a
person learns. Similar to listening, it is
likewise a process that involves
absorbing and receiving information
through the symbols or letters our eyes
see. Because it is an input skill, it does
not only broaden your knowledge, but it
also builds your vocabulary and
strengthens your grammatical
proficiency.
 Reading skills are abilities that pertain to
a person's capacity to read,
comprehend, interpret and decode
written language and texts.

9. Here are the five key aspects of
reading for every learner:
 Phonics. Phonics is the process of
mapping the sounds in words to
written letters. ...
 Phonemic awareness. Children
develop phonemic awareness by
learning about sounds (phonemes),
syllables and words. ...
 Vocabulary. ...
 Fluency. ...
 Reading comprehension.

10. How to teach receptive skills online ?

11. How to teach receptive skills online ?
Listening skills online :
The ability to listen and understand is a
useful skill from the early childhood.
Every session, children are exposed to
exercises based on using audio tracks,
DVDs or ready-made video materials.
Online platforms like You Tube or Lyrics
Training or Zoom are gaining more and
more popularity among student and
creative teachers as well.

12.  As it can be assumed there are a few
reasons for teaching listening skills to
young learners, for example:
 developing awareness of the sounds in a
foreign language.
 enhancing the skill of guessing the
meaning from the context.
 stimulating the development of
speaking.
 reinforcing the conceptual development
of a child.
 encouraging children to interact with
other learners and the teacher.
 (Szpotonowicz & SzulcKurpaska, 2012,

13. Reading online :

While reading online has become
commonplace and in many instances
mandatory, readers are not necessarily
engaging with digital texts effectively
or efficiently. Instructors can help their
students improve online reading speed
and comprehension by understanding
the distinctive challenges of online
reading and providing sufficient
strategy training and digital-reading
practice.
 (Stoller,." Journal of English for

14. Main strategies of teaching
reading online
 Teaching the strategy and guided
practice
 Focus on the purpose (Successful
online
readers are able to focus on their
reading task)
 Remaining focused on one text and
avoiding distractions
 Identifying the topic(of the text) and
search terms ;

15. Identifying the topic(of the text)
and search terms

16. Types of activities online :
 The level of proficiency of online tasks
introduced to different age groups must
be suitable for their developmental
needs, a challenging set of tasks
introduced to different age groups may
contain :
 1 . lower primary learners :
 ➢ listen and do
 ➢ listen and colour
 ➢ listen and repeat

17.  2 . upper primary learners :
 ➢ put the events in the correct order
 ➢ draw the poster advertising this
story (told by teacher online)
 ➢ design the front cover for the story
 ➢ write your own ending for the story
 ➢ answer the questions

18. •There are several difficulties
that could make the process of
teaching receptive skills online
a hard one

21. Some solutions:
 1- it is advisable to pre-teach these
language through brief presentation and
explanation .
 2- the use of saloom : through a small
screen teachers had the opportunity to
observe carefully the facial expressions and
body language.
 3- there is chat space between classmates
to discuss and negotiate so that they find
their free space to exchange informations
and ideas.
 4- online teaching afford shy students with

22.  5- easy clear and detailed steps (videos)
to follow to download and to use the
application
 6- variety of online teaching applications
 7- the teacher should keep in mind his
online learners’s financial capaccity so
he will choose carefully the application
that must be easy to be downloaded in
every smartphone even small ones

23. References :
 Sӓӓlik, Ȕ. (2015). Learning strategies explaining boys’ and girls’
reading performance in schools with different language, Social
and Behavioral Sciences, 180, 1649-1655.
 Thomson, N. (2012). Techniques Used to Support Students
Learning in a Language other than Their Mother Tounge,
Executive summary. Thѐkes, I. (2016). Assessing young
 Dakowska M. (2007). Teaching English as a Foreign Language.
Warszawa: Wydawnictwo Naukowe PWN.
 Dequette, G. (1995). Second Language Practice: Classroom
Strategies for Developing Communicative Competence Clevedon
England: Multilingual Matters Ltd. Clevedon England.
 Ellis, G. & Brewster, J. (2014). Tell it Again! The Storytelling
Handbook for Primary English Language Teachers. British
Council.
 Free Kids Books (online). https://freekidsbooks.org/about/
retrieved on the 11th Dec.’19
 refences;Adolphs, Svenja. (2002). Genre and Spoken Discourse:
Probabilities and Predictions.
 Knapp, P. (1997) Virtual Grammar: Writing as Affect/Effect
(Unpublished PhD thesis). University of Technology: Sydney.
 Sharwood Smith, M. A. (1993). Input Enhancement in Instructed