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CEFR in the classroom: receptive skills 09/05/2018

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CEFR in the classroom: Receptive skills

Lindsay Warwick

09/05/2018

Photo credit: izusek/E+/Getty Images

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CEFR in the classroom – receptive skills 09/05/2018

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What exactly do we do when we read?

E.g. Identify and decode letters.

Type your ideas in the chatbox!

What are reading sub-skills?

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• Use background knowledge

• Use knowledge of text construction

• Predict content

• Make inferences

• Recognise words and understand meaning

• Recognise and understand phrases

• Recognise and understand grammar

• Recognise referencing, substitution, ellipsis

• Identify subject of a sentence (complex noun phrases)

• Use affixation to understand new words

Reading sub-skills – some examples

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And what about when we listen?

E.g. Identify and decode sounds.


What are listening sub-skills?

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• Use background knowledge

• Process gestures and facial expressions

• Use context to predict content

• Make inferences

• Recognise words/phrases and understand meaning

• Recognise word boundaries / recognise linking between words

• Recognise and understand grammar

• Use sentence stress to help understand a message

• Identify and understand intonation patterns

• Recognise weak forms

• Recognise redundant language

Listening sub-skills – some examples

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TOP DOWN PROCESSING SKILLS Use background knowledge

Use knowledge of text construction/body language

Receptive sub-skills

BOTTOM UP PROCESSING SKILLS Recognise words/phrases and understand meaning

Recognise word boundaries/linking between words

COMPREHENSION

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A typical receptive skills lesson structure

Lead-in

(Pre-teaching vocabulary)

Gist task

Detailed task (comprehension Qs)

Follow-up task

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“The chief problem with an approach based upon ‘one text after another’ is that the learning that occurs is localised and may not extend to future listening experiences. Learners are given feedback on whether their answers are correct or not; they are sometimes allowed to hear problematic passages again. But that does not mean that they will take away from the experience the kind of generalised technique that will enable them to avoid a similar problem of understanding if one occurs in future.”

John Field, Listening in the Language Classroom, 2008:29

The comprehension approach

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1.0

Set learning objectives

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From Skillful Reading & Writing Level 2, Macmillan, 2018

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Learning outcomes

What is the likely learning outcome of this lesson?

By the end of the lesson, students will…

Type your ideas into the chatbox.

Lead-in


Gist task


Follow-up task

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Learning outcomes

By the end of the lesson, students will have read and understood an article

about our social media society.

Lead-in


Gist task


Follow-up task

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Lead-in


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Gist task


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Focus on a sub-skill


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Focus on a sub-skill


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Detailed task (using sub-skill)


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Follow-up task


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Learning outcomes

What is the likely learning outcome of this lesson?

By the end of the lesson, students will…

Type your ideas into the chatbox.

Lead-in

Gist task (prediction)

Focus on sub-skill (arguments)

Follow-up task

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Learning outcomes

By the end of the lesson, students will be better able to identify

arguments/opinions in a text.

Lead-in

Gist task (prediction)

Focus on sub-skill (arguments)

Follow-up task

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Where can we find ideas for learning outcomes?

CEFR Companion Volume with new descriptors 2018

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2.0

Spend time developing bottom-up processing skills

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Be better able to understand ellipsis


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Be (better) able to understand referencing


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Be (better) able to understand internal paraphrasing


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From Skillful Listening & Speaking level 2, Macmillan, 2018

Be better able to recognise words with vowel sound elision

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From Skillful Listening & Speaking level 2, Macmillan, 2018

Be better able to recognise words with vowel sound elision

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Be better able to recognise word boundaries

Listen to the phrases. How many words are in each one?

Type the number in the chat box!

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3.0

Make vocabulary a priority

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Learn vocabulary before seeing/hearing it in a text

From Skillful Reading & Writing level 4, Macmillan, 2018

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Understand roots, prefixes and suffixes


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Review vocabulary regularly in class

A vocabulary box

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4.0

Help learners become better critical readers/listeners

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Questions, questions

What percentage of questions in a lesson are asked by learners?

1%

10%

20%

30%

Choose the answer in the poll.

(Dillon, 1988)

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Questions, questions

Section Questions I have

Answers

After previewing

After section 1

After section 2

After section 3

After the end

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How does what you read/heard connect to:

other texts you’ve read? (text to text)

you and your world? (text to self)

the wider world? (text to world)

(Keene & Zimmerman, 1997)

Making connections

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Making connections


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Becoming a critical reader

Are there situations when

this is okay?

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5.0

Encourage learner reflection on skills development

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From Skillful Reading & Writing level 4, Macmillan, 2018 p85.

Reflect on reading skills in general

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Reflect on learning outcomes

By the end of the lesson, I will be better able to understand substitution in a text

By the end of the lesson, I will be better able to use prefixes to guess the meaning of new words

By the end of the lesson, I will be better able to identify and evaluate arguments in a presentation

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What I found most difficult was…

What I still don’t understand is…

I felt that I improved in…

I still need to improve in…

Exit ticket

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Summary

1. Set learning objectives

2. Spend time on bottom-up processing skills

3. Make vocabulary a priority

4. Help learners become critical readers

5. Encourage learner reflection on skills

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Your exit ticket!

What is the one thing you‘re going to take away from this session?


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Thank you

Lindsay Warwick

@lindsay_warwick

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Thank you for joining!

Look out for more in the webinar series.

Follow us on social media and check out our websites to stay up to date:

Macmillan Education ELT

@MacmillanELT

macmillanenglish.com

Macmillan Education

Please download your certificate of attendance from the certificate box.

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