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CEFR in the classroom: receptive skills 09/05/2018
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CEFR in the classroom: Receptive skills
Lindsay Warwick
09/05/2018
Photo credit: izusek/E+/Getty Images
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CEFR in the classroom – receptive skills 09/05/2018
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What exactly do we do when we read?
E.g. Identify and decode letters.
Type your ideas in the chatbox!
What are reading sub-skills?
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CEFR in the classroom – receptive skills 09/05/2018
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• Use background knowledge
• Use knowledge of text construction
• Predict content
• Make inferences
• Recognise words and understand meaning
• Recognise and understand phrases
• Recognise and understand grammar
• Recognise referencing, substitution, ellipsis
• Identify subject of a sentence (complex noun phrases)
• Use affixation to understand new words
Reading sub-skills – some examples
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CEFR in the classroom – receptive skills 09/05/2018
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And what about when we listen?
E.g. Identify and decode sounds.
Type your ideas in the chatbox!
What are listening sub-skills?
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CEFR in the classroom – receptive skills 09/05/2018
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• Use background knowledge
• Process gestures and facial expressions
• Use context to predict content
• Make inferences
• Recognise words/phrases and understand meaning
• Recognise word boundaries / recognise linking between words
• Recognise and understand grammar
• Use sentence stress to help understand a message
• Identify and understand intonation patterns
• Recognise weak forms
• Recognise redundant language
Listening sub-skills – some examples
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CEFR in the classroom – receptive skills 09/05/2018
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TOP DOWN PROCESSING SKILLS Use background knowledge
Use knowledge of text construction/body language
Receptive sub-skills
BOTTOM UP PROCESSING SKILLS Recognise words/phrases and understand meaning
Recognise word boundaries/linking between words
COMPREHENSION
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CEFR in the classroom – receptive skills 09/05/2018
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A typical receptive skills lesson structure
Lead-in
(Pre-teaching vocabulary)
Gist task
Detailed task (comprehension Qs)
Follow-up task
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CEFR in the classroom – receptive skills 09/05/2018
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“The chief problem with an approach based upon ‘one text after another’ is that the learning that occurs is localised and may not extend to future listening experiences. Learners are given feedback on whether their answers are correct or not; they are sometimes allowed to hear problematic passages again. But that does not mean that they will take away from the experience the kind of generalised technique that will enable them to avoid a similar problem of understanding if one occurs in future.”
John Field, Listening in the Language Classroom, 2008:29
The comprehension approach
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CEFR in the classroom – receptive skills 09/05/2018
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From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Learning outcomes
What is the likely learning outcome of this lesson?
By the end of the lesson, students will…
Type your ideas into the chatbox.
Lead-in
(Pre-teaching vocabulary)
Gist task
Detailed task (comprehension Qs)
Follow-up task
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Learning outcomes
By the end of the lesson, students will have read and understood an article
about our social media society.
Lead-in
(Pre-teaching vocabulary)
Gist task
Detailed task (comprehension Qs)
Follow-up task
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CEFR in the classroom – receptive skills 09/05/2018
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Lead-in
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Gist task
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Focus on a sub-skill
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Focus on a sub-skill
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Detailed task (using sub-skill)
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Follow-up task
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Learning outcomes
What is the likely learning outcome of this lesson?
By the end of the lesson, students will…
Type your ideas into the chatbox.
Lead-in
Gist task (prediction)
Focus on sub-skill (arguments)
Follow-up task
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CEFR in the classroom – receptive skills 09/05/2018
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Learning outcomes
By the end of the lesson, students will be better able to identify
arguments/opinions in a text.
Lead-in
Gist task (prediction)
Focus on sub-skill (arguments)
Follow-up task
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CEFR in the classroom – receptive skills 09/05/2018
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Where can we find ideas for learning outcomes?
CEFR Companion Volume with new descriptors 2018
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CEFR in the classroom: receptive skills 09/05/2018
2.0
Spend time developing bottom-up processing skills
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CEFR in the classroom – receptive skills 09/05/2018
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Be better able to understand ellipsis
From Skillful Reading & Writing Level 3, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
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Be (better) able to understand referencing
From Skillful Reading & Writing Level 2, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
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Be (better) able to understand internal paraphrasing
From Skillful Reading & Writing Level 3, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
From Skillful Listening & Speaking level 2, Macmillan, 2018
Be better able to recognise words with vowel sound elision
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CEFR in the classroom – receptive skills 09/05/2018
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From Skillful Listening & Speaking level 2, Macmillan, 2018
Be better able to recognise words with vowel sound elision
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CEFR in the classroom – receptive skills 09/05/2018
Updating the footer To update the footer: • Go the slide master via View • Scroll to the first page • Change text in the footer • Close slide master
Be better able to recognise word boundaries
Listen to the phrases. How many words are in each one?
Type the number in the chat box!
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CEFR in the classroom – receptive skills 09/05/2018
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Learn vocabulary before seeing/hearing it in a text
From Skillful Reading & Writing level 4, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
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Understand roots, prefixes and suffixes
From Skillful Reading & Writing level 3, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
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Review vocabulary regularly in class
A vocabulary box
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CEFR in the classroom: receptive skills 09/05/2018
4.0
Help learners become better critical readers/listeners
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CEFR in the classroom – receptive skills 09/05/2018
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Questions, questions
What percentage of questions in a lesson are asked by learners?
1%
10%
20%
30%
Choose the answer in the poll.
(Dillon, 1988)
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CEFR in the classroom – receptive skills 09/05/2018
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Questions, questions
Section Questions I have
Answers
After previewing
After section 1
After section 2
After section 3
After the end
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CEFR in the classroom – receptive skills 09/05/2018
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How does what you read/heard connect to:
other texts you’ve read? (text to text)
you and your world? (text to self)
the wider world? (text to world)
(Keene & Zimmerman, 1997)
Making connections
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CEFR in the classroom – receptive skills 09/05/2018
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Making connections
From Skillful Reading & Writing level 4, Macmillan, 2018
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CEFR in the classroom – receptive skills 09/05/2018
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Becoming a critical reader
Are there situations when
this is okay?
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CEFR in the classroom: receptive skills 09/05/2018
5.0
Encourage learner reflection on skills development
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CEFR in the classroom – receptive skills 09/05/2018
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From Skillful Reading & Writing level 4, Macmillan, 2018 p85.
Reflect on reading skills in general
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CEFR in the classroom – receptive skills 09/05/2018
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Reflect on learning outcomes
By the end of the lesson, I will be better able to understand substitution in a text
By the end of the lesson, I will be better able to use prefixes to guess the meaning of new words
By the end of the lesson, I will be better able to identify and evaluate arguments in a presentation
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CEFR in the classroom – receptive skills 09/05/2018
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What I found most difficult was…
What I still don’t understand is…
I felt that I improved in…
I still need to improve in…
Exit ticket
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CEFR in the classroom – receptive skills 09/05/2018
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Summary
1. Set learning objectives
2. Spend time on bottom-up processing skills
3. Make vocabulary a priority
4. Help learners become critical readers
5. Encourage learner reflection on skills
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CEFR in the classroom – receptive skills 09/05/2018
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Your exit ticket!
What is the one thing you‘re going to take away from this session?
Type your ideas in the chatbox!
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CEFR in the classroom – receptive skills 09/05/2018
Thank you for joining!
Look out for more in the webinar series.
Follow us on social media and check out our websites to stay up to date:
Macmillan Education ELT
@MacmillanELT
macmillanenglish.com
Macmillan Education
Please download your certificate of attendance from the certificate box.