Professional Documents
Culture Documents
PRODUCTIVE SKILLS
Receptive Skills: Reading
Difference between reading and listening texts
Listening Reading
A listening text can seem “unstructured” A reading text is usually more obviously
organized.
Unfamiliar regional/national accents can cause For some students the written script is unfamil
problems.
Meaning is conveyed by the stress on key words In a reading text the fact that English words are
and the intonation of the voice. not always spelled like they sound can cause
difficulty.
If the students can also see the speaker, gesture
and expression will also aid understanding.
Students have to listen in ‘real time’ and are Students can take their time, check back on
expected to participate immediately. details, puzzle out meaning.
All students have listening skills in their own Not all students may be skilled in reading their
language. own language.
What makes a reading text easy or
difficult?
Generally, reading texts are easier if:
•They contain ‘simple’ language- structures and vocabulary
familiar to the students.
•They are short
•They contain short, simple sentences
•They are clearly organized- e.g. there is a straightforward
storyline or a clearly signposted argument.
•They are factual
•They are in standard English- with no specialized
vocabulary.
•The topic is concrete and familiar
•There is support in the way of layout, titles, pictures, graphs
What are the different ways of Reading?
Skimming:
To go or move quickly and lightly over or on a
surface or through the air to get the general gist of
the text that we are reading. We want to know
what’s in the text but only on a rather superficial
level.
Scanning:
We scan the article until we find what we’re looking
for. For example, we want to see what’s on tv on 8 pm.
Instead of starting from the beginning we quickly
more to the 8 pm section and then start reading the
details of the programmes.
Intensive Reading:
Reading for detail.
Maybe the article we skim read at first is
interesting and we want to read it in detail then.
Or we may do the crossword- paying close
attention to the clues in order to solve the
puzzle.
Extensive Reading:
This is the way we usually read when we are
reading for pleasure- perhaps a novel or a
biography.
How can you help students to understand a
reading text?
3. Feedback.
Ask the students to discuss their answers and opinions in pairs or
groups before you elicit them.
Second Reading:
For example:
•The use of natural sounding ‘incomplete sentences.’
•When did you do? On Tuesday. (Not I went on Tuesday.)
•The use of common expressions like I see what you mean.
Never mind etc
•The use of fillers and hesitation devices: Well, let me think
etc.
•The use of communication strategies, such as asking for
clarification; I don’t understand, Do you mean…?
•The ability to paraphrase– ‘put it other way’ or explain.
•The use of useful expressions such as that reminds me, by
the way etc.
What types of speaking activities can we use in
a classroom?
1. Controlled Activities:
There are four basic skills in any language; receptive skills- reading and listening, and
productive skills- speaking and writing. All are equally important and whenever possible we
should try to incorporate all of them into our lessons if we want to have a balanced
approach. Often we will want to focus more on one particular skill but still bring others in to
create an " integrated "skills lesson.
In this part I will focus more on productive skills; speaking and writing. While speaking and
writing are substantially different in many ways, they both are used for the same purpose-
to communicate.
In many ways writing is the most neglected skill in the TEFL world " teaching English as a
foreign language", as many teachers don't like to see the classroom hours devoted to what is
often 'quiet time'. Writing, therefore, is often relegated to homework, which in turn is
frequently not done so the skill is never developed. It is true that most students prefer to
focus on their speaking skills but this doesn't mean that writing should be ignored. In many
ways writing is the more difficult skill, requiring a greater degree of accuracy. When
speaking, any misunderstanding can be cleared up' on the spot', whereas this is not possible
in writing. Speaking, on the other hand, requires a greater degree of fluency as the speaker
will rarely have time to think and plan an answer.
Communication between people is a very complex and ever changing
thing. But there are generalizations that we can make which have
particular relevance for the teaching and learning of languages.
When two or more people are communicating with each other, we can be
sure they are doing so for one of the following reasons:
Guided activities – accuracy based but a little more creative and productive.
The output is still controlled by the teacher but the exact language isn't.
• Model dialogues
• Guided role-play
• Free role-plays
• Discussions
• Debates
• Simulations
• Communication games
Encouraging students to speak:
• Lack of confidence
• Fear of making mistakes
• Peer intimidation
• Lack of interest in the topic
• Previous learning experience
• Cultural reasons.
• Pair-work
• Group-work
• Plenty of controlled and guided practice before
fluency activities
• Create a desire and need to communicate
• Change classroom dynamics
• Careful planning
• With certain activities you may need to allow
students time to think about what they are
going to say
Guidelines for a free/creative speaking activity
• Work out how long the activity will take and tailor to the time
available.
• Leave any structure or vocabulary students may need on the board for reference.
• Make sure that students know the aim of the activity by giving clear instruction and checking
understanding.
• Monitor the activity with no interruption except to provide help and encouragement if
necessary.
• Provide feedback
Once again, this can present the students with major problems if
the rules of their first language are significantly different from
those of English. In reality (despite the many rules)
punctuation is a matter of personal style, but totally incorrect
usage can lead to rather awkward and difficult looking pieces
of writing.