The document discusses different listening and reading skills and strategies. It describes tasks to help students improve their listening skills, including listening for the main message and details. It also discusses top-down and bottom-up listening approaches. For reading, it discusses reading speed, scanning, skimming, reading for detail, and extensive reading. It emphasizes getting the overall message for listening and reading. It provides examples of listening and reading tasks and the importance of feedback.

1. These skills are really
important to
understand a message

2.  A simple listening task can help students to
become more skilful at listening. The most
important thing is to get the general overview
of the main message.
 The most useful tasks may be ones that
require students to listen in similar ways to
how they might hear such a conversation in
real life.

3. There are different tasks based on listening: A
simple listening task, a printed text with list task
and redesigning listening will help student to
improve this skill.
When we use listening in everyday life, we want:
 Get a general overview of the main story or message
of a conversation
 Catch specific details such us names, number,
addresses, etc.

4. Top-down:
We use background
knowledge to predict
structure and context of
the text, and getting a
general overall impression
of the message.
Bottom-up:
We build up the message
from individual small
pieces. We use that skill to
fill in missing gaps.

5.  Reading is a receptive skill and there are strategies to
make better readers like reading for details or
intensive reading that help them to improve that.
 The most notable difference on reading is the speed,
people read at different speeds and ways.
The author sets two variations to increase
reading speed:
 Scanning: it refers to move your eyes quickly over the
text to locate specific piece of information like name
and numbers.
 Skimming: it refers to read quickly to get the gist of a
passage like the main idea of the text.

6.  Reading for detail: reading texts closely and
carefully with the intention of gaining an
understanding of as much detail as possible.
 Extensive reading: the more someone reads, the
more they learn new vocabulary and grammar
without realising it and improving their skills.
 The main aim of readers is to provide
opportunities for extensive reading for pleasure.

7. Listening:
 Say to student “listen
to”
 Play recording several
times
 Ask them questions
 Give students a
purpose
 Help them to worry
less
 Task should be
realistic
Reading:
 Put illustration to
introduce the topic
 You read narrative text
 Student read silently
 Make them to put
paragraphs in the
correct order
 Act out the dialogue
 Discuss different
interpretations

8. The task-feedback circle and the task sequence are:

9. Lead-in Pre-task work
(Optional)
Set clear
Task
Play recording or
students read text
Feedback on task
No
Yes
Could they do
the task?
Conclude

10. Big/general More detailed Language focus