Teaching Receptive Skills Listening and Reading
Teaching Receptive Skills Reading and ListeningTeaching Receptive Skills Listening and ReadingBy: Muhammad FaizalNuriva HandayaniAlmanika S. ManikIntroduction TeachingListening and ReadingReasonsDifferent KindsSkillsPrinciplesSequencesMore Suggestions1) Reasons for ListeningUseful for different varieties and accents languageReadingUseful for language acquisition2) Different kinds of ReadingAuthenticNot Authentic (Topic)ListeningIntensiveExtensive3) SkillsListeningSpecific InformationGeneral UnderstandingReadingScanSkim4) PrinciplesListeningEncourage students to listen as often and as much as possible.Help students prepare to listen.Once will not be enough.Encourage students to respond to the content of a listening, not just to the language.Different listening stages demand different listening tasks.Good teachers exploit listening texts to the full.4) PrinciplesReadingReading is not a passive skillStudents need to be engaged with what they are readingStudents should be encouraged to respond to the content of a reading text, not just to the language.Prediction is a major factor in readingMatch the task to the topic when using intensive reading texts.Good teachers exploit reading texts to the full.5) SequencesListeningBeginnersElementaryIntermediateUpper IntermediateReadingElementaryLower IntermediateIntermediateIntermediate to Advanced6) More SuggestionsIn three groups, students listen to three different tapes. By comparing notes, they have to work out the truth. This is called Jigsaw Listening. (intermediate/advanced)Students listen to a phone message being given. They have to record the message pad. (elementary)Student hear sound effects. They use them to construct a story of what actually happened. (elementary)Students listen to a narrative and have to plot the characters movements on a map. (elementary/upper intermediate)Students listen to a news broadcast and compare it with a newspaper report. (upper intermediate/advanced)Students listen to three poems being read by three different people. They have to choose a mood/color for each and say which they like best. (intermediate/advanced)Students listen to people describing their occupations. They have to decide what the people look like and what the occupations are. (intermediate/upper intermediate)Students listen to a story. They have to put some pictures in the correct order to match the story. (elementary/intermediate)Listening6) More SuggestionsStudents read small ads for holidays, partners, things for sale, etc. to make a choice. They amplify the ads into descriptions. (intermediate/advanced)Students read jumbled instructions for a simple operation (using a public phonebox etc.) and have to put the instructions in the correct order. (elementary/intermediate)Students read a recipe and after matching instructions with pictures, they have to cook the food! (elementary/intermediate)Students read an extract from a play or film and, after ensuring that they understand it, they have to work on acting it out. (any level)Students are given a number of words from a text. In groups, they have to predict what kind of a text they are going to read. They then read the text to see if their original predictions were correct. (elementary/intermediate)Students have to match topic sentences with the paragraphs they come from. (intermediate/upper intermediate)Students read a text and have to guess which of a groups of people they think wrote the text (using the pictures provided). (Lower intermediate/advanced)ReadingConclusionBased on the contents above, it can be concluded as follows:Talked about the reasons for using listening and reading texts in class.Discussed the kinds of listening and reading students should do.Said that students need to know the difference of reading skills/listening skills.Come up with six listening and reading principles.Looked at four listening and reading sequences.More suggestions listening and reading.Thank You!