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Reading strategies (specific

skills)
 Receptive (extensive) reading
 Intensive reading
 Reading for detailed
comprehension
 Reading for pleasure
 Micro-skills:
 Skimming (general idea)
 Scanning (particular bits of
information)
PRE-LISTENING/READING
ACTIVITIES: examples
 looking at pictures and talking about them
 looking at a list of items/thoughts/ etc.
 making lists of
possibilities/ideas/suggestions/vocabulary/
etc
 reading through questions (to be answered
while listening/reading)  focus of
attention
 labelling
 completing part of a chart
 predicting/speculating
 pre-viewing language
 informal teacher talk and class discussion
Pre-listening/reading activities:
your examples
 making mind maps based on the title
 making predictions based on the title
 personalization (e.g. questions about
personal experience)
 T-table
 brainstorming
 guessing/prediction based on
pictures
WHILE-LISTENING/READING
ACTIVITIES:
examples
 marking/checking  completing grids
items in pictures  form/chart completion
 matching pictures with  labelling
what is heard/read  using lists
 storyline picture sets  true/false (+ not there)
 putting pictures in  multiple-choice
order questions
 completing pictures  text completion (gap-
 picture drawing filling)
 carrying out actions  spotting mistakes
 making  predicting (the exact
models/arranging words)
items in patterns (i.e.  seeking specific items
following instructions) of information
 following a route  note-taking
While-listening/reading
activities: your examples
 guess the title
 answering general qs
 yes/no qs
 putting mixed paragraphs/sentences in order
 matching parts of sentences
 PW: asking qs about paragraphs
 main ideas of paragraphs
 comparing 3 or more ideas
 pro/con tables
 venn diagramms
 transformation (e.g. direct into indirect speech)
 paraphrasing
 selective qs
 acitivites with songs (e.g. ordering the lyrics)
POST-LISTENING/READING
ACTIVITIES:
examples
 form/chart completion
 extending lists
 sequencing / ’grading’
 matching with a reading text
 extending notes into written responses
 summarizing
 using information for problem-solving and decision-
making activities
 jigsaw listening/reading
 identifying relationships between
speakers/characters
 establishing the mood/attitude/behaviour of the
speaker/writer or character
 role-play / simulation
 dictation
Post-listening/reading
activities: your examples
 making a mind-map
 write/tell the ending/beginning of the story
 personalizing: write/tell about own
experience
 dramatize: make a play based on the story
 make a dialogue based on the text
 interview
 write an alternative story
 What would you do?
 make a commercial/tour guide…
 illustrate the story (drawing, making
collages)
Assignment No. 3:
Teaching receptive skills
Due: 3 May 2011
(hand the printed version in class)
Assignment No. 3

 SKILL CHOICE: Decide if you want


to teach a listening or a reading
lesson.
 TYPE OF LISTENING/READING.
Decide on the type(s) of
listening/reading you wish to teach.
Think carefully about the DEPTH of
listening/reading that you will aim
for.
Assignment No. 3
 TEXT ANALYSIS. Use the text you were
given in class. Make notes of the main points
of your text. Compare with your partners.
You may wish to explore details as well as
main points, but this analysis will help you
ensure that you do not lose sight of what the
text is really about. Give your text a title if it
doesn’t have one already.
 EXERCISES. Choose your exercises.
Decide how many exercises you will need.
Decide what you will start with, what is to
follow, and what kind of task you will choose
to conclude.
 OUTLINE. Write an outline for your
exercises.
Assignment No. 3
 ITEM WRITING. Draft items. Take care
to:
 Keep items short
 Keep wording simple
 Avoid negatives, counterfactuals.
 Avoid minimally different items or minimally
different MCQ choices.
 Avoid items which refer to single words in the
text or peripheral information.
 Avoid echoing the wording of the text (though
you may wish to feature key words). Avoid
paraphrases that over-generalise the
information in the text.
 ITEM CHECKING. Together with your
partner, read the items again.
Assignment No. 3
 LESSON PLANNING. Develop a detailed lesson
plan for a listening/reading lesson. The lesson
plan should include:
 The text/tapescript
 The title
 An outline of the lesson (steps 1., 2., 3., …)
 A detailed lesson plan that should include:
 clearly defined steps/activities (a description of what
the teacher does, /e.g. instructions for learners/ and
of what learners do), including the exercises and the
expected answers
 timing
 objective (purpose) of each step/activity
 classroom organization in each step (e.g. pairwork,
individual work, whole class)
 materials and aids used
 comments

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