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lping with Receptive Sk lping with Receptive Sk 

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Warm-up picturesCan you find what connects all the pictures?Can you name all the pictures and say what each is used for?

Discussion questions1)What things do you like buying most?2)Is it usual to give children pocket money in yourcountry?3)What do children usually spend their money on?4)How much pocket money do you think parents shouldgive?

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Father of a 13-year 

old and a 10-year 

old

Mother of four 

children aged 8,6,4

and a baby

Mother of two

daughters - 20 and 28

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Read this if you’re aparent:1. Do / will you give yourchildren pocket money? If so,how much? At what age?2. Do you teach your childrenabout money?

3. Do / will you pay yourchildren if they do little jobsaround the house?4. Does / will it worry you howthey spend their pocket

money

Read this if you’re NOT aparent:1. Did your parents give youpocket money? If so, at whatage and how much?2. Did you have to work forpocket money as a child?

3. What did you spend themoney on?4. Did you save money to buythings?5. Did you get money as a

present?

1) Choose A or B. Think about what you’re going

to say.

2) Work in small groups, take it in turns to speak and think of questions to ask each other.

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What do you read and how do you read them?

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What task types address reading?

In groups come up with some tasks for each of the

following subskills:

• Gist

 – E.g. Guess content of article from given headline(reading to confirm predictions)

• Scanning

 – E.g. which picture is being described?

• Comprehension tasks

 – E.g. students make up own questions

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Reading - The stages of the lesson

Stage 1: Set context

Stage 2: Prediction

Stage 3: Skim for gist

Stage 4: Scan read for specific information

Stage 5: Pre-teach vocabulary

Stage 6: More detailed comprehension

Stage 7: Post–task reaction

How similar / different would a listening lesson be?

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Reading:  Listening:Stage 1: Set context No change

Stage 2: Prediction No change

Stage 3: Skim for gist Can be ‘listen for gist’

Stage 4: Scan - read for specific Scan - listen for specific .

. information information

Stage 5: Pre-teach vocabulary Pre-teach vocabulary

Stage 6: More detailed comprehension More detailed comprehension

Stage 7: Post–task reaction Post –task reaction

The tasks are similar because the subskills are similar. Both deal

with receiving language NOT producing it.

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Role of the Director of Studies / senior teacher The teacher has come to you asking for lessonplanning advice. Look at the material and the plan and

think of ways you can guide the teacher to make alogical lesson plan in which they will address thesubskills of listening.Role of the teacher 

 Your next lesson is with an Intermediate class and

you are doing a listening lesson and have come upwith the plan below. You know the class is notconfident with listening and you feel that with someadvice you could plan a much better lesson.

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With a partner, think about the points the

session has covered and decide on the 3key points you will take from the session.