Mackville, Kentucky TESOL Online & Teaching English Jobs

Reading and listening 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 unit we will focus on the receptive skills-reading and listening. This is a shorter unit than most but is still very important. We can divide the reasons and motives for reading and listening into two fairly wide-ranging categories. For a purpose This type of reading and listening takes place because it will help us achieve some particular aim or goal. In the examples above, reading instructions on your new video recorder and listening to instructions are examples of this type of motivation. For entertainment Very often we listen to or read information because we find it pleasurable or enjoyable in some way. Such as reading a novel or listening to a joke from the examples above. Quite often our reading and listening may be a mix of the above two motives. We may find reading a tour guide to a particular city to be enjoyable but it may also achieve some specific purpose if we are on holiday in that city. So there will be times when our reasons for listening and reading will include both motives. How we read and listen Most people would say with our eyes or ears! This may be true but there is more to it than that. Our minds must not only be able to recognize and understand the words but also be able to grasp their overall meaning from a pre-existing knowledge of the world. For example if an American was to walk past a newspaper stand and see the headline 'Bears destroyed by Cowboys', he/she would automatically be able to recognize that this was likely to be a text about an American football game and nothing to do with animal cruelty. This would be based upon his/her pre-existent knowledge. A non-American, seeing the same headline and understanding every word might reach an entirely different conclusion. So we can see that reading and listening are not simply matters for the eyes and ears, but also a matter of using our minds to literally understand words and process them in our 'pre-existent knowledge' to gain true understanding. Readers and listeners employ a number of specialist skills when reading or listening and their understanding of the context will depend on their expertise in these areas: Predictive skills For example, predicting the content of an article or dialogue from a headline or introduction. Specific information-scanning We often listen or read for specific information. For example, we look in a newspaper to find a football result (we don't read the whole newspaper before finding it!), we listen to the news, only concentrating when a particular story comes up. General idea-skimming This is where we read or listen for the gist of a text/dialogue, we don't focus on every singe word but are just trying to get a general understanding of the content. Detailed information Sometimes we read in order to understand everything in detail. For example, when reading or listening to detailed directions on how to get somewhere. We need to read/listen in a concentrated manner to gain full benefit. Deduction from context Sometimes we need to be able to understand or deduce the meaning of individual words or phrases from the context in which we hear/read them. We sometimes also need to see beyond the literal meaning of words. 'You are in a non-smoking zone' isn't intended solely for information but also as an order to not smoke and if you are smoking to extinguish you cigarette. Problems with listening and reading The teaching and learning of receptive skills presents quite a number of potential problems which need to be addressed. These are mainly in connection with the language contained in the text, the topic and the tasks the students will perform. Language Sentence length, word length and a number of unfamiliar words can also present problems to learners of English. Reading presents fewer problems as the text is 'captured' on paper and students may read it countless times. This gives them the opportunity to think about it or deduce the difficult language from context. Listening is another matte. The language isn't captured and listeners have no time to really deduce the meaning and think about the language, as they hear it only once. Obviously the more language we expose the students to the more they will learn. Fortunately, there are many ways of approaching language difficulty. Pre-teaching vocabulary One way of helping students is too teach them difficult/unknown language and structures prior to commencing a reading or listening activity. This should at least help to remove some of the obstacles that they are likely to come across. However if the students never get past the stage of having to understand each and every word they'll never really feel comfortable with receptive skills. Learning to understand texts without knowing every word is a skill that we should also encourage in our students. So, some kind of balance needs to be struck between pre-teaching structures and letting students access unknown language. A sensible solution would be to only pre-teach the words that are essential to understanding and leaving other vocabulary work until later. Careful selection of texts If the teacher is careful as to the listening and reading materials presented to the students, he/she can expose the students to a variety of authentic and non-authentic texts. Authentic texts are not designed for language students whereas non-authentic text are. Non-authentic texts will allow students access to material that texts will allow students access to material that contains language more suited to the students' abilities, whereas authentic texts will expose students to texts that should give them confidence in their skills. Authentic materials (and the tasks that go along with them) must be carefully selected so as to focus on what the students know, rather than how much they don't know. Topics The topics of the text or dialogue can also help to motivate the students. If the topic is not interesting it is less likely that the students will really engage with material. Therefore we really need to think about how we choose topics and tasks that go with them. Knowing our students and what really interests them is vital here. Obviously individual students have individual interests and a topic may interest some of the class but not others. A variety of topics, over a period of time, is needed to ensure that all of our students are equally catered for in the end. Do not assume that because a topic interests you that it will be of equal interest to your students. Get to know them and their interests. It will assist you greatly in selecting suitable material. Create interest If the teacher can get the students motivated and engaged the tasks, there is a much greater possibility that they will read and listen with real enthusiasm, whether or not they were originally interested in the topic. We can get students engaged by discussing the topic, showing pictures, predicting what the text will be about and other 'engage' phase activities. Tasks An important feature is teaching of receptive skills concerns comprehension tasks. We need to provide comprehension tasks that promote understanding as opposed to just checking understanding. A good task shouldn't be too easy or too difficult; in other words a challenge that is realistically achievable. A quite common activity is jigsaw reading, where students are placed in pairs and each reads part of the text. They then share their information to complete other tasks. Another technique that can be used is 'jumbled texts'. This is where the paragraphs of a text are jumbled up, for the students to re-order. You can even jumble two stories together, for the students to sort out both. Outline of a typical receptive skills lesson (patchwork) Example-students are going to read or listen to a text about the life of Elvis Presley. The learner objective would be for the students to learn more about his life and be able to write one or two paragraphs about him. Engage Start the class with an extract from a famous Elvis song. Who is it? What do you know about him? (avoid eliciting Elvis songs at this time). What would you like to know about him-use this type of question to create interest amongst the students. Allow students to quickly read/listen to see if it answered any of their questions (set the time limit to ensure quick learning). Study Pre-teach potentially problematic vocabulary. A practice exercise or two to check and reinforce understanding and pronunciation. Engage Do students know any of his other songs? Elicit. Play any other Elvis songs of their choice and discuss. Study Students read the text, then answer comprehension tasks based upon the text, e.g. true/false questions. Students compare answers in pairs and feedback. Activate Remove texts from the view of the students and ask them to write a brief review of the life of Elvis. students compare in pairs and feedback to class. Study If necessary deal with any language problems from review. Allow students access to the text again and 'discover' the maening of the five more unknown words from the text. Activate In pairs students write a brief account of a famous person that they both know/are interested in without mentioning his/her name. Each pair reads out and other class members try to guess which famous person it was. Again, there are different and equally effective ways of approaching the same lesson. there is no strict right or wrong. The basic keys to successful receptive skill lessons are: .Choose material that interests/motivates the students .Build interest before reading/listening .Pre-teach complex vocabulary or structures if necessary, but don't overdo it! .Vary the type of material .Use the material to practice different skills .Use realistic comprehension tasks that aid understanding . Incorporate activate phases that naturally lead on from the task