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elping with Receptive Ski

Warm-up pictures Can you find what connects all the pictures? Can you name all the pictures and say what each is used for?

Discussion questions 1)What things do you like buying most? 2)Is it usual to give children pocket money in your country? 3)What do children usually spend their money on? 4)How much pocket money do you think parents should give?

Father of a 13-year old and a 10-year old Mother of four children aged 8,6,4 and a baby

Mother of two daughters - 20 and 28

Read this if youre NOT a Read this if youre a parent: parent: 1. Did your parents give you 1. Do / will you give your pocket money? If so, at what children pocket money? If so, age and how much? how much? At what age? 2. Did you have to work for 2. Do you teach your children pocket money as a child? about money? 3. What did you spend the 3. Do / will you pay your money on? children if they do little jobs 4. Did you save money to buy around the house? 4. Does / will it worry you how things? 5. Did you get money as they spend their or B. Think about what youre going a 1) Choose A pocket present? money to say. 2) Work in small groups, take it in turns to speak and think of questions to ask each other.

What do you read and how do you read them?

What task types address reading?


In groups come up with some tasks for each of the following subskills: Gist E.g. Guess content of article from given headline (reading to confirm predictions) Scanning E.g. which picture is being described? Comprehension tasks E.g. students make up own questions

Reading - The stages of the lesson Stage 1: Set context Stage 2: Prediction Stage 3: Skim for gist Stage 4: Scan read for specific information Stage 5: Pre-teach vocabulary Stage 6: More detailed comprehension Stage 7: Posttask reaction How similar / different would a listening lesson be?

Reading: Stage 1: Set context Stage 2: Prediction Stage 3: Skim for gist Stage 4: Scan - read for specific . information Stage 5: Pre-teach vocabulary Stage 6: More detailed comprehension Stage 7: Posttask reaction

Listening: No change No change Can be listen for gist Scan - listen for specific information Pre-teach vocabulary More detailed comprehension Post task reaction .

The tasks are similar because the subskills are similar. Both deal with receiving language NOT producing it.

Role of the Director of Studies / senior teacher The teacher has come to you asking for lesson planning advice. Look at the material and the plan and think of ways you can guide the teacher to make a logical lesson plan in which they will address the subskills of listening. Role of the teacher Your next lesson is with an Intermediate class and you are doing a listening lesson and have come up with the plan below. You know the class is not confident with listening and you feel that with some advice you could plan a much better lesson.

With a partner, think about the points the session has covered and decide on the 3 key points you will take from the session.

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