The pedagogical framework for teaching receptive skills that is taught on pre-service teacher training courses such as CELTA and reflected in the majority of popular EFL coursebooks is often something like this:
- talk about context – check vocab – predict content (activate schemata)
- read/listen to check predictions or some other gist task (global comprehension)
- read/listen to perform a more detailed or specific task (more detailed or specific comprehension)
- some sort of follow-on task (‘using’ or responding to the text in a new or personalised way)
So in essence, typical receptive skills lessons give students the chance to test/practise their comprehension but not to actually understand, build upon and develop the whole range of sub-skills that will make them truly effective readers/listeners.
We’re going to be discussing this issue on Sunday 7th Feb at 8.30 pm Sydney-time (this chat has now taken place – scroll down for the summary).
Some things to think about before the chat:
- Is it ‘wrong’ to use the skills framework described above? why?
- What ARE the other sub-skills we should/could be focusing on?
- CAN we teach receptive sub-skills – or simply practise?
- What activities/lessons have you used that can help develop these other sub-skills?
- What can we do to adapt/vary our strategies while still using the same coursebook material?
A few bite-size posts for background reading:
To view the summary of what was discussed in this chat, click here.
This post by @sophiakhan4