How to teach receptive and preceptive skills.

1. How To Teach
Receptive Skills
Stages Reading Listening
PRE
- Motivation (warming up
activity)
- Very clear and specific
objective.
- Activate previous knowledge by
making triggering questions.
- Key words to introduce the
topic, using visual aids: realia,
pictures, TIC, etc.
- Introduce the topic directly.
- Motivation (warming up activity)
- Very clear and specific objective.
- Create interest about the topic.
- Activate previous knowledge by
making triggering questions.
- Introduce the topic directly using
key words.
WHILE
- Motivation.
- Explain clearly what we are
going to do before reading,
specifying about the time.
- Prediction.
- Brainstorming.
- Deliver the material we will
work with.
- Skimming: fast reading to get
general ideas.
- Scanning: second reading to get
details and specific information.
- No more than two or three
reading comprehension
activities (multiple choice,
general and specific information
about the text, finding
synonyms of key words, etc.)
- Motivation.
- Explain clearly what we are going
to do before reading, specifying
about the time.
- Deliver the material.
- Read the questions with the
students (read the instructions in
silence, then read the questions).
- Listen to the audio to get the
general idea.
- Identify the accent of the audio.
- Listen to the audio again to get
the details.
- Share answers.
- Talk about unknown vocabulary.

2. POST
- Motivation: ask the students
about interest, learning,
meaning of the class for them
(meaningful learning)
- Carry out one closing and ludic
activity, completely different
from the while activities.
- Connect all the stages of the
class.
- Summary of the class: checking
understanding, evaluation, and
metacognition (how do they
acquire the knowledge).
- Enlarging knowledge (invite
them to research).
- Check whether the objective
was achieved or not and talk
about the values we can get
from the class (objetivos
transversales)
- Motivation: ask the students
about interest, learning, and
meaning of the class for them
(new vocabulary, meaningful
learning, metacognition, etc.).
- Informal evaluation of the class
(do not test them formally).
- Carry out one ludic activity not
connected to the while activities.
- Check whether the objective was
achieved or not and talk about
the values we can get from the
class (objetivos trasversales).

3. How To Teach
Preceptive Skills
Stages Writing Speaking
PRE
- Motivation (warming up activity
related to the writing ability).
- Explain instructions and goals of
the class clearly. Objective:
writing for learning (in context).
- Show the words and the
contents to the students before
moving on to the activities.
- Checking good spelling of
words.
- Motivation (warming up activity
related to speaking ability).
- Show students the objective of
the class. Explain them very
clearly what we are going to be
working on.
- Show students the rubric of the
activity (it’s not formally
evaluated).
- Generate interest in the topic by
talking about it with students
and asking them about their
previous knowledge.
- Show them the key words of the
lesson.
WHILE
- Motivation.
- Activities: brainstorming (based
on the pre), sketching, listing
(just one content at the time),
questioning (communicative
approach), modeling, etc.
- Students’ production: ask
students to make sentences
from the words we have written
in the brainstorming ask them
to summarize a specific
paragraph with their own
words, or they could write
something on their journals.
- Scaffold the students:
production. Show them models
to follow (structures), so they
can practice and communicate
at the same time.
- Drafting.
- Supervision while they work
(revising and editing).
- Check activities together
(publishing, so everybody has
the same and no mistakes).
- Motivation: give students a script
with a dialogue, a paragraph or
whatever they could use to
practice their speaking skills.
- Teach them sounds, forms and
pronunciation of words, so that
they will learn to speak with
accuracy.
- Ask students to use mostly active
vocabulary (words we commonly
use).
- Give students some time to
practice in couples or groups the
activity.
- Invite them to participate or
choose victims randomly.
- Don’t correct mistakes all the
time so students will participate
with more confidence.
- Give students a little feedback
after their presentations, just in
case of crucial mistakes nobody
else should produce (elementary
mistakes).

4. POST
- Motivation: talk about new
vocabulary, doubts about
structures or how to spell some
words.
- Don’t give students all the
answers, so that they could
enlarge their knowledge at
home, or simply think more by
themselves.
- Evaluate activities all together
or in groups.
- Ask students to name 5 key
words about today’s class.
- Check whether the objective of
the class was achieved or not.
Talk about metacognition and
meaningful learning.
- Motivation: talk about
meaningful learning,
metacognition and new
vocabulary.
- Clarify doubts about the
pronunciation of some words.
- Praise students who participated
in the activity by presenting in
front of the class.
- Check whether the objective of
the class was achieved or not.