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The receptive skills of a language are reading and listening. The motives for the receptive skills fall under two categories, for a purpose and for entertainment, often these motives will be intertwined. There are five specialist skills in reading and listening and they are as follows; predictive skills, specific information - scanning, general idea - skimming, detailed information, and deduction from content.
Having predictive skills allows a person to be able to predict the content of something they are reading or listening to from a small amount of information like headline or introduction.
Reading or listening for specific information is a skill used to find out something in particular out of a larger source of information, like a certain story in the newspaper.
Skimming, reading or listening for a general idea, is used to get a general understanding of something, where knowing the details might not be necessary.
Reading to understand detailed information is important for instances where one might need to understand the full scope of something in order to benefit from it. This could mean listening to a teacher instructions on a project.
Being able to deduce from context is important when little information is given but there is an implied message.
Choosing interesting topics is helpful for the teacher because it can serve as a way to motivate students to read and listen with interest. It is good for the teacher to get to know the students interests and choose a wide variety of topics over time so that all the students can feel catered to. Sometimes selecting material means that the teacher has to pre-teach possibly difficult vocabulary or language structures. This is a good way for the teacher to preemptively work on potential misunderstandings or obstacles the students might face, so that they can concentrate on the reading or listening rather than what they don't understand. The reading or listening material should suit the language level of the students, in that case the teacher should choose whether authentic or non-authentic materials are more suitable. Authentic texts should be encouraging to the students by bringing out what they do know rather than what they don't know.
The teacher should provide comprehension tasks that actively promote understanding, rather than just checking understanding, which is more passive. Comprehension tasks should be challenging but still realistically achievable.
