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Stages of a Receptive Skills Lesson Rachid El alaoui 1

Stages to a receptive skills lesson

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Possible procedures to approach a reading based lesson.

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Page 1: Stages to a receptive skills lesson

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Stages of a Receptive Skills Lesson

Rachid El alaoui

Page 2: Stages to a receptive skills lesson

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Who How long? What Why

Stages Interaction pattern

Time Procedures aims

level (Intermediate – Advanced)

Interaction pattern Individual and pair-work

Main aim To improve Sts’ reading skills ( reading for a gist and for details)• (sub-skills: Prediction , guessing and questioning )

Subsidiary Introducing some work- related vocabs (an employee manual)

Time (30-40)

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Lead in

Raise Student’s interest. Establish context.

Get students personally involved in the topic.

How

Prediction: of content,

vocabulary, text type….Get SS to predict

from headlines, pictures, key words etc.

Brainstorm topic for ideas and vocabs.

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Why

We learn more when we

are personally involved in

the topic, and when we are

able to use our personal

knowledge of the world in

lesson. We learn best that

which is personally

relevant to us.

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2. Reading for gist or scan for specific information

How Give task BEFORE the text. Tasks should be relevant to text type. Don't over tax

other skills especially writing-so tick, circle. put things in order, match headings

to paragraphs ,complete notes in chart etc.

Why Students have a reason to read/listen for global/general understanding or limited

key information. They focus NOT on what they don’t understand but on what

they DO. This gives them a more positive first experience of the text

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3. feedback/ Task checking

How Students compare answers and then feedback (as open class).

Why To increase SS’ confidence. They will probably be more willing to give

answers to the class as a whole.

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4. Reading for more information

Again, SS MUST have task before they start reading again. it will focus

on deeper understanding of content.

Why The more time we “go into” the text the more we go out of it. We want

to give SS a chance to read the text again but with a different reason in

order to develop further understanding. It also reflects strategies

employed in L1.We hope SS feel confident enough to become more

independent in these skills in English.

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5. FEEDBACK/ TASK CHECKING

Students compare answers and then feedback (as open class).

Why

To increase SS’ confidence. They will probably be more willing to give

answers to the class as a whole

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6. Read more intensively for further details

How

This time you may focus on aspects of layout and organization ,e.g. in a

letter. Other comprehension questions (true or false qts).Or you may

want to provide a practice on guessing words from context. Or to

extract structures from this natural context for Language work.

FEEDBACK /TASK CHECKING

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Follow up Tasks to Receptive skills work

It would almost certainly involve productive skills: Speaking or Writing-

a natural follow up to the topic, e.g. a discussion, a role- play , or

writing a parallel text ,a letter to the editor etc…

‘Good Teachers

exploit the text to the

full’

Jeremy Harmer

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