Integrating Receptive Skills and Productive Skills into

a Reading Lesson

Presented by

Harits Masduqi, M.Pd, M.Ed.(The University of Sydney & Universitas Negeri Malang)

ICTTE 2016

Presentation Outline

Background Receptive Skills (reading and listening)

Productive Skills (speaking and writing)

Teachers tend to teach the two kinds of skills separately

too long reading passages, too technical vocabulary, non communicative teaching activities

Receptive SkillsReading and Listening are also known as passive skills

In learning a new language, learners begin with receptive understanding of the new forms, then later move on to productive use

Receptive skills should naturally support productive skills

Productive Skills

Speaking and writing are also known as active skillsUsually practiced after receptive skillsPut at the end of the lesson to find out whether or not a lesson aim is achieved

Teaching Receptive and Productive Skills

Lesson: There isn’t/aren’t and Is/Are

there?

Aim:• To assist students to better able to use

There isn’t/aren’t and Is/Are there? in the context of things around classroom

set up a listening activity and ask the students to fill the gaps by using There isn’t/aren’t and Is/Are there?

take some sentences from the listening task

the students practice Is/Are there? Yes, there is/are and No, there isn’t/aren’t in pairs by asking and answering questions about what is in their partners’ bag

Receptive skill

Productive skill

Highlighting the form

Integrating Receptive and Productive Skills

Language is used to learn as well as to communicateAttempt to follow the 4Cs curriculum (content, communication, cognition and culture), and include elements of all four skillsLearning is improved through increased motivation and the study of natural language seen in context

TEACHING STAGES (An Example)

Lesson: The King and a Baby (READING)

Aim: To help students to be better able to

comprehend a reading text

1. Eliciting ideas• Ask students if there is a baby

in their family• Dictate words from the reading

text about the King and the Baby

2. Highlighting keywords and their meanings/Vocabulary

• sword/divide (show/draw a picture/symbol and ask what is this?)

to introduce the topic of the story to students

to focus attention on key words and to check meanings of key words

3. Giving the title of the storyGive students the title of the story they will read: The King and the Baby

to prepare students mentally for the prediction task

4. Predicting text• In pairs/groups ask them to

predict the story based on the words given

• Ask few students to tell the class their ideas

to prepare students mentally to read the text

5. Ordering jumbled paragraphs/Skimming• Hand out cut up version of the text• Ask students to skim the story and

order the paragraphs–Ask them what they looked for to

help them decide on the order of the paragraphs

to apply group work in order to negotiate meaning and to do skimming

6. Listening for the right order

Play a cassette telling the right order of the story

to provide the correct order and a reason for gist reading

to provide the correct order and a reason for gist readingto provide the correct order and a reason for gist readingto provide the correct order and a reason for gist readingto provide the correct order and a reason for gist reading

7. Reading comprehensionAsk some short questions based on the story

to focus on overall meaning or main ideas in the text

8. Acting out the story/SpeakingPut students into groups of 3, one person for each character in the story

to measure students’ comprehension in a fun, communicative way.

to measure students’ comprehension in a fun, non verbal way.

ConclusionIntegrating receptive and productive skills into one lesson is feasible and valuableBalancing the receptive and productive skills is recommended Varying the activities is necessary to teach the lesson interactively as well as to achieve the aims of the lesson

ReferencesBritish Council BBC. 2008. Receptive Skills retrieved from http://www.teachingenglish.org.uk/think/knowledge-wiki/receptive-skills accessed on 11 December 2008.British Council BBC. 2008. Productive Skills retrieved from http://www.teachingenglish.org.uk/think/knowledge-wiki/productive-skills accessed on 11 December 2008.Darn, S. 2006. Content and Language Integrated Learning retrieved from http://www.teachingenglish.org.uk/try/lesson-plans/a-content-language-integrated-learning-lesson accessed on 5 December 2008.Gower, M. 2005. Teaching Practice. Oxford: Macmillan Education

Lightbown, P.M. & Spada, N. 2003. How Languages Are Learned. UK: Oxford University PressMasduqi, H. 2008. CELTT 1 Survey: Staging Aims. Indonesia: LAPIS-ELTISMoon, J. 2005. Children Leaning English. Oxford: Macmillan EducationSpratt, M., et al., 2005. Teaching Knowledge Test. UK: Cambridge University PressThornbury, S. 2006. An A-Z of ELT. Oxford: Macmillan Publishers Ltd Writers Team. 2008. CELTT 1 Handbook. Indonesia: LAPIS-ELTIS Project

Thank you for your attention