Автор: Мартиросова Карина Рафаиловна
учитель английского языка МБОУ СОШ №5 г. Пятигорск
Мастер-класс «Система обучения рецептивным навыкам»
МАСТЕР-КЛАСС
Система обучения рецептивным навыкам
Receptive skills
I Warm-up
- Let’s answer some questions:
- What are the receptive skills?
- What is reading?
- What is listening?
- How do we read and listen?
- Do we read with our eyes and ears?
- Look at the article and try to predict what it may be about.
“Bears destroyed by Cowboys”
- What will an American think?
- What is the main objective of the receptive skills?
II Differences between listening and reading:
| listening | reading |
| informal and colloquial | more formal |
| quick, not possible to refer back | possible to refer back |
| often unplanned, unorganized with repetition, hesitations and interruptions | usually planned and organized with little repetition |
| use of weak forms and contractions | all text is equally visible on the page. There are no strong and weak forms |
| stress, intonation, and pauses show emphasis and grouping of ideas | punctuation and spaces between words show word, sentence, and paragraph boundaries |
III Types of reading/listening necessary for the exam
Skimming – read or listen for the gist. We don’t focus on every word, we try to understand the general information.
Scanning – read or listen in order to find specific information. We have a question in our mind and scan a passage only to find the answer and ignore all unrelated information.
Reading/Listening for detail – read or listen in order to understand everything in detail. We need to read/listen in a concentrated manner to gain for benefit.
IV Problems and solutions
Language
Sentence length, word length and a number of unfamiliar words.
Solution:
- Pre-teaching vocabulary
- Careful selection of texts
Topics
The topic may not be interesting
Solution: get to know the students and their interests
Create interest
Solution: we can get students engaged by discussing the topic, showing pictures, predicting what the text will be about.
Task
A good task shouldn’t be too easy or too difficult
Solution: choose texts according to the level of the pupils. “Jigsaw reading” and “jumbled texts” are good examples
Task 1 Matching
Match the titles with the parts of the article
- Read the title, think about possible content of the article
- Read the summaries, think about associations, write them on the margins
- Make up 2-3 sentences that may be in the text
- Find the main words in the titles
- Read the 1 part
- Underline all key words
- Think about main idea of the part
- Find similarities between the text and one of the titles
Task 1. Choose the best title
Read these quotes and choose a title for each film.
| 1 “What out! Bill Fredericks is back, and this time he’s better than ever! When Bill decides to take his family on holiday, you just know it won’t be long before he causes trouble! Even before they get to the airport, Bill finds some way of messing thins up! You’ll laugh till you cry in this family fun-packed film.” |
a Airport Terror 2
b Don’t Forget Your Passport!
c The Holiday from Hell
| 2 “It was a time of innocence. A time of love. A time that Mary Jones would never forget. When the stranger rode into town on his black horse, nobody in Watersville knew how it would change all their lives, forever. A tale of passion. A story of two people fighting for what they believe in, even if that means losing each other.” |
a Difficult Choices
b I Was Frankenstein’s Bride
c Those Crazy Cowboys
|
3 “Based on a true story, this award-winning film takes you to the heart of tragedy. A mother’s search for a cure for her son takes her far from home. They said he would never walk again, and she is determined to prove them wrong. There are times when she must fight, and times when she wants to give in. The human spirit finally triumphs, but not before she has paid the ultimate price.
|
a Where Have You Left the Patient?
b Fight for Glory III
c Love Will Find a Way
This exercise provides further practice in distinguishing the main concept (главная идея)
Task 2. What are the paragraphs about?
Here are three paragraph headings from an article about weather and climate. What do you think the paragraphs are about? Circle a, b or c.
Heading 1: People are clearly concerned.
- People often need to know what the weather will be like.
- People are worried that the world’s climate is changing.
- It is obvious that people worry when the weather is bad.
Heading 2: A change in the weather or a change in climate?
- Is the world’s climate actually changing?
- Would you like to live in a different climate?
- Is global warming caused by pollution?
Heading 3: We should take a long-term view.
- Don’t just think about what the weather is like where you live.
- We should always look at the weather forecast for the next few days.
- We have to consider changes in weather patterns over many years.
Here is the next paragraph heading from the same article.
What do you think it is about? Make notes on the lines below.
Heading 4: Don’t believe the hype!
Aim: to develop prediction and deduction skills
Heading 1 – b
Heading 2 – a
Heading 3 – c
Heading 4 – accept all logical, relevant ideas, such as “You shouldn’t believe everything
you hear about climate change”.
Task 3. What comes before
You are going to read some sentences from different texts about education. For each of the sentences, decide what kind of point the writer was making in the previous sentence.
Write in the gap:
A for a point which CONTRASTS (disagrees) with the point made in the second
sentence
B for a point which SUPPORTS (agrees with) the point made in the second
sentence
C for a point which gives the CAUSE (the reason) for something happening
1_____ As a result, more and more graduates are leaving university with bank balances
deeply in the red. (убыточный, идиома)
2_____ However, this ignores the fact that mixed-ability classes often discriminate
against the more able students in those classes.
3_____ In addition, society has to recognize that schools can never totally replace the
role of the parent when it comes to moral guidance.
4_____ On the other hand, school uniforms do instill in pupils a sense of belonging.
5_____ Apart from that, we also need to consider an important issue of whether
university lecturers have actually received any training in how to communicate
their knowledge effectively to their students.
6_____ What’s more, it has never been proved that children who are taught by their
parents at home receive less of a grounding in social and life skills.
7_____ In consequence, it seems clear that the way forward is to have as highly
educated a workforce as possible.
Aim: to encourage recognition of the role of lexical linking devices
Task 4. Find and write
Underline the words or phrases in each second sentence which helped you make your decision. Then write them in the appropriate column in the table below.
| Introducing contrast | Introducing a supporting argument | Introducing a result |
| However
On the other hand Despite this |
In addition
Apart from that What’s more Lastly (наконец) |
As a result
In consequence Thus |
Task 5. Match
Here are some short sentences about different sports. Match the statements 1-7 with their meanings (a-g) below
1 You ought to take some waterproof clothes with you. _____
2 I don’t think you lost because your opponent was better. I think you lost because of
your strategy. _____
3 You’re going so fast and just concentrating on winning that you don’t have time to
think about the danger. _____
4 Injury is an occupational hazard for professional athletes. _____
5 You’ve got to be prepared to get out and train every day, whatever the whether. _____
6 Don’t forget that you’re a team! _____
7 The referee said it was out, so there’s no point arguing. _____
a You mind is focused on one thing.
b You have to follow the rules.
c You have to be very dedicated to your sport.
d You’ll probably get wet.
e You have to work together.
f You have to accept that accidents can happen.
g You could have made some better decisions
Aim: to encourage students to deduce (проследить логическую цепь, делать вывод) the meaning of statements
Task 6. Referring backwards
Read these pairs of sentences. In the second sentences, find words that refer to the words in the first sentences. Put a circle around them.
1 I tasted my soup and added salt and pepper.
I decided it needs more herbs.
2 We’ve got two kitchens in our school.
The small one is used for cookery lessons and the other for school meals.
3 There are no tomatoes left in the fridge.
How can I make a salad unless we get some?
4 Fry the potatoes for a further five minutes.
When you’ve done that, add the onions to the frying pan.
5 Alice said she couldn’t cook pasta.
Sandy offered to go round to her place to show her how.
6 I didn’t read the recipe.
If I had, I would have noticed that I needed half a kilo of flour
Aim: to develop awareness of logical cohesion
Task 7. Grammar Focus
Read the following sentences and decide which other sentence means the same.
Circle a, b or c.
1 If the weather had been better, we could have reached the North Pole.
- We reached the North Pole in spite of the bad weather.
- The bad weather prevented us from reaching the North Pole.
- We reached the North Pole because the weather wasn’t too bad.
2 If there had been fewer tourists, it wouldn’t have been so hard to find a room.
- There weren’t many tourists so we found a room easily.
- It wasn’t easy to find a room because there were so many tourists.
- It wasn’t so difficult to find a room despite the number of tourists.
3 If I hadn’t gone round the world when I was young, I would never have done it.
- I didn’t go round the world when I had the chance and now I never will.
- I went round the world but I wish I had waited until later.
- I had the chance of a lifetime to go round the world and I took it.
4 We could have waited at home if we had known the plane was going to be delayed.
- Knowing the plane was going to be late, we made the wrong decision.
- We needn’t have left for the airport, but we didn’t know that.
- We waited at home because we knew the plane was late.
Aim: to develop awareness and understanding of key receptive (восприимчивый) grammar
