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This unit provides detailed description of receptive skills, such as reading and listening.
I learned that certain reasons and aims determine the way the reading and listening is performed. For example, when we need to get general information, we briefly read through the text or listen to information, avoiding thorough concentration on each word and trying to get the main idea.
We, as teachers, should be very careful and responsible when dealing with receptive skills teaching, as it largely depends on the teacher how effectively the reading and listening parts of lessons will be implemented and produced. There are areas, such as language difficulty, types of texts/topics and tasks that we should take into account. They should adequately fit students’ abilities, be close to their interests and focus on their existed knowledge. To make our lessons effective, we should spark interest and engage students in the task, work on some difficult words before commencing reading or listening, use materials aimed at practice of different skills for students and give tasks that help comprehend themes being learned.
Like a few previous units, this unit also provides examples of ESA lessons and task materials, which we use for completing task sheets in order to develop and improving our lesson planning (and many other) skills.
