Date post: | 02-Feb-2015 |
Category: |
Documents |
Upload: | harits-masduqi |
View: | 5,473 times |
Download: | 12 times |
Integrating Receptive Skills and Productive Skills into
a Reading Lesson
Presented by
Harits Masduqi, M.Pd, M.Ed.
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 Skills
Reading 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 skills
Usually practiced after receptive skills
Put 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 communicate
Attempt to follow the 4Cs curriculum (content, communication, cognition and culture), and include elements of all four skills
Learning 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 valuable
Balancing 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
References
British 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 Press
Masduqi, H. 2008. CELTT 1 Survey: Staging Aims. Indonesia: LAPIS-ELTIS
Moon, J. 2005. Children Leaning English. Oxford: Macmillan Education
Spratt, M., et al., 2005. Teaching Knowledge Test. UK: Cambridge University Press
Thornbury, 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