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Unit 11 is based on receptive skills which include reading and listening. We tend to have reasons and motives for reading and listening which can be divided into two groups. We all have a purpose for reading and listening, the purpose can be to achieve a goal or something in particular. An example would be reading directions in a map in order to reach a specific destination. We may also read and listen to information as a means to amuse or enjoy ourselves, such as reading a novel. However, our reading and listening may be a mix of the two motives.
Reading and listening is not limited to only being able to use our eyes and ears, it also requires that our minds be able to recognize and understand the words. We therefore have to use our minds to literally understand words and process them in our own pre-existent knowledge to gain better understanding. There are a number of skills we use when reading and listening. these skills include: predictive skills, scanning (for specific information), skimming (for general idea), detailed information like reading or listening to detailed directions to get to somewhere. Also deduction from context such as ‘you are in a non-smoking zone‘ you are not allowed to smoke in that area. These special skills help can help us to understand the context of a passage or audio extract.
Teaching reading and listening skills is not always easy, this is usually as a result of the unknown or unfamiliar language found in the text, the topic and the tasks the students will perform. listening tends to be more difficult than reading. In reading students have the time to capture, digest, understand the language of the text. Meanwhile, in listening the language isn’t captured, and thus do not have time to deduce or think about the language. there are however many ways to of approaching this language difficulty. One way is by teaching the students difficult language and structures, before starting a reading or listening activity. Again, careful selection of reading and listening materials presented to the students can expose the students to a variety of authentic and non-authentic texts. Authentic texts allow students access to material that is more suited to the students abilities, while non authentic texts expose them to texts that should give them confidence in their skills.
The topic of a text or dialogue can determine the motivation of the students. We therefore need to pick our topics carefully to avoid making our students bored. Knowing our students and what interests them is very important. Using a variety of topics over a space of time will make sure that all students at one point in time may find a particular topic of interest. Getting students motivated and engaged in tasks can boost up their interest and enthusiasm. Discussing topics, showing pictures, predicting what the text will be about are all activities in the engage stage that will help motivate students.
Lastly, we need to provide comprehension tasks that promote understanding, as apposed to just checking understanding. A good task should be something which can challenge the students and permit them to achieve a goal. Example is a jigsaw puzzle, jumbled texts etc.
