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.

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.

5. Listeningtextsand
tasks
Matcheachlistening
texttype(1-8)with
appropriatetasks(a-
k).Thereareoften
severaltaskswhich
wouldbesuitablefor
eachtexttype.

6. A listening lesson

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.

13. Reading
purposes
and
strategies

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