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White Frame Corner
White Frame Corner

Pre-teach vocabulary -  As with the ‘present’ stage of a vocabulary lesson, elicit, drill and concept check any vocabulary that you predict students will need to navigate the reading or listening material they will work with. 

Gist reading/listening -  When students have demonstrated their understanding of the target vocabulary, set a quick skimming task for students to get first contact with the text or recording. Gist tasks can be in the form of true-false questions, paragraph matching, ordering, or adding headings. Remember: Make sure that you go through the task BEFORE you give them the reading text.  

Detailed reading/listening -  When students have got the gist of the text, they can move into some more detailed comprehension or language work. Set questions that deal with the relationships between points in the text, or that focus on the use of specific language in the text or recording. This encourages a closer analysis of the information being presented. 

(optional) Response to text -  A follow-up stage (which asks students to respond to what they have read or listened to) can consolidate the ideas presented in the text and engage students with the content they have read or listened to. 

(optional) Vocabulary in Context  Another option for a post-reading stage is to examine the meanings of some other vocabulary items (which were not taught in the first PTV stage) in the context of the sentences and paragraphs where they appear in the reading or listening material. 

Approaches to teaching receptive skills -  Approaches to reading and listening instruction often hinge on an emphasis on either top-down or bottom-up processes. Top-down processing is the use of background knowledge to make sense of the text, while bottom-up processing is based on the input itself.  

Teaching versus testing in receptive skills  A final dichotomy in reading and listening instruction is that of teaching versus testing. Again, this is key to the development of receptive skills. The most common approach to receptive skills in the TEFL classroom is to ask students to read/listen and answer comprehension questions.  

Difference between reading and listening     The contexts in which they occur are very different. This is mostly the result of two basic restraints: temporality and permanence. For example, a learner may read at their own pace and may read at different speeds depending on the task. 

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