The document discusses the importance of both listening and reading skills. It provides tips for developing these skills such as preparation, responding to content rather than just language, and exploiting texts to their full potential. Listening involves processes like pre-listening, during listening, and post listening. Similarly, reading involves before, during, and after reading stages. Both skills are important for understanding others, language acquisition, and making life more full and interesting.
The document discusses the importance of both listening and reading skills. It provides tips for developing these skills such as preparation, responding to content rather than just language, and exploiting texts to their full potential. Listening involves processes like pre-listening, during listening, and post listening. Similarly, reading involves before, during, and after reading stages. Both skills are important for understanding others, language acquisition, and making life more full and interesting.
This document outlines the stages of a receptive skills lesson to improve students' reading abilities. It involves 4 main stages: [1] Lead-in to engage students and make predictions; [2] First reading for the gist or specific information; [3] Feedback on tasks; [4] Second reading for deeper understanding. Each stage aims to make students more confident and independent readers through tasks focused on global comprehension before details. Follow-up often involves productive speaking or writing skills related to the reading topic. The overall goal is to fully exploit the text and have students learn in a personally meaningful way.
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.