Thu. Jul 18th, 2019

Shady R. Abuyusuf

CELTA/S Tutor & Academic Manager, Britishey Training Centre: a Cambridge Assessment English Authorised Centre

Receptive Skills Lesson Framework

2 min read

This is an easy diagram that I designed for teachers who want to plan their receptive skills lessons. As shown in the table, vocabulary can be dealt with in each of the three main stages of the lesson depending on the teacher’s main aim; so if the teacher feels that the difficult words in the text may block his/her students’ understanding of the text, then he can deal with vocabulary in the pre-reading or listening stage. If he/she wants students to develop their abilities of guessing meanings of words from the context, then vocabulary can be addressed in the while-reading stage. Finally if the teacher thinks that some lexical items are worth clarifying and analysing, then he/she can deal with this in the post-reading or listening stage.

Stage Aim
Pre-reading or listening Lead in To generate interest in the topic of the lesson
Set context To generate interest in the topic of the text
Previewing (optional) To give Ls an idea about what the text is through the layout, headings and the text-accompanied pictures.
Prediction (optional) To use Ls’ knowledge of the text topic to guess what it is going to be about
Pre-teach vocabulary

(optional)

To prevent Ls blocking on unknown vocabulary in the questions or answers
While-reading or listening

(Choose two at least.)

Gist task To give Ls a reason to read / listen at a general level
Specific information task To give Ls a reason to read / listen for individual items of information
Detailed task To give Ls a reason to read / listen at a detailed level
Guessing words from context To help Ls work out the meaning of words by the help of the context
Understanding opinion and attitude To help Ls understand how the writer or speaker feels even if it is not clearly stated in the text
Post-reading or listening

(Choose at least one.)

Speaking To give Ls the chance to respond to the text orally
Writing To give Ls the chance to respond to the text in writing
Text Analysis To give Ls the chance to analyse useful language in the text

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