Integrating Receptive Skills and Productive Skills into a Reading Lesson Harits Masduqi The University of Sydney & Universitas Negeri Malang The International Conference 2016

Presentation Outline Teaching Receptive and Productive Skills 1 Background 2 Receptive and Productive Skills 3 Teaching Receptive and Productive Skills 4 Integrating Receptive and Productive Skills 5 Example of Teaching Stages

Teachers tend to teach the two kinds of skills separately Background Receptive Skills (reading and listening) Productive Skills (speaking and writing) Teachers tend to teach the two kinds of skills separately too long reading passages, too technical vocabulary, non communicative teaching activities

Receptive Skills Reading and Listening are also known as passive skills In learning a new language, learners begin with receptive understanding of the new forms, then later move on to productive use Receptive skills should naturally support productive skills

Productive Skills Speaking and writing are also known as active skills Usually practiced after receptive skills Put at the end of the lesson to find out whether or not a lesson aim is achieved

Teaching Receptive and Productive Skills Lesson: There isn’t/aren’t and Is/Are there? Aim: To assist students to better able to use There isn’t/aren’t and Is/Are there? in the context of things around classroom

set up a listening activity and ask the students to fill the gaps by using There isn’t/aren’t and Is/Are there? Receptive skill take some sentences from the listening task Highlighting the form the students practice Is/Are there? Yes, there is/are and No, there isn’t/aren’t in pairs by asking and answering questions about what is in their partners’ bag Productive skill

Integrating Receptive and Productive Skills Language is used to learn as well as to communicate Attempt to follow the 4Cs curriculum (content, communication, cognition and culture), and include elements of all four skills Learning is improved through increased motivation and the study of natural language seen in context

TEACHING STAGES (An Example) Lesson: The King and a Baby (READING) Aim: To help students to be better able to comprehend a reading text

1. Eliciting ideas to introduce the topic of the story to students Ask students if there is a baby in their family Dictate words from the reading text about the King and the Baby to introduce the topic of the story to students 2. Highlighting keywords and their meanings/Vocabulary sword/divide (show/draw a picture/symbol and ask what is this?) to focus attention on key words and to check meanings of key words

3. Giving the title of the story Give students the title of the story they will read: The King and the Baby to prepare students mentally for the prediction task 4. Predicting text In pairs/groups ask them to predict the story based on the words given Ask few students to tell the class their ideas to prepare students mentally to read the text

5. Ordering­ jumbled paragraphs/Skimming to provide the correct order and a reason for gist reading to provide the correct order and a reason for gist reading to provide the correct order and a reason for gist reading to provide the correct order and a reason for gist reading 5. Ordering­ jumbled paragraphs/Skimming Hand out cut up version of the text Ask students to skim the story and order the paragraphs Ask them what they looked for to help them decide on the order of the paragraphs to apply group work in order to negotiate meaning and to do skimming 6. Listening for the right order Play a cassette telling the right order of the story to provide the correct order and a reason for gist reading

7. Reading comprehension to measure students’ comprehension in a fun, non verbal way. 7. Reading comprehension Ask some short questions based on the story to focus on overall meaning or main ideas in the text 8. Acting out the story/Speaking Put students into groups of 3, one person for each character in the story to measure students’ comprehension in a fun, communicative way.

Conclusion Integrating receptive and productive skills into one lesson is feasible and valuable Balancing the receptive and productive skills is recommended Varying the activities is necessary to teach the lesson interactively as well as to achieve the aims of the lesson

References British Council BBC. 2008. Receptive Skills retrieved from http://www.teachingenglish.org.uk/think/knowledge-wiki/receptive-skills accessed on 11 December 2008. British Council BBC. 2008. Productive Skills retrieved from http://www.teachingenglish.org.uk/think/knowledge-wiki/productive-skills accessed on 11 December 2008. Darn, S. 2006. Content and Language Integrated Learning retrieved from http://www.teachingenglish.org.uk/try/lesson-plans/a-content-language-integrated-learning-lesson accessed on 5 December 2008. Gower, M. 2005. Teaching Practice. Oxford: Macmillan Education

Lightbown, P. M. & Spada, N. 2003. How Languages Are Learned Lightbown, P.M. & Spada, N. 2003. How Languages Are Learned. UK: Oxford University Press Masduqi, H. 2008. CELTT 1 Survey: Staging Aims. Indonesia: LAPIS-ELTIS Moon, J. 2005. Children Leaning English. Oxford: Macmillan Education Spratt, M., et al., 2005. Teaching Knowledge Test. UK: Cambridge University Press Thornbury, S. 2006. An A-Z of ELT. Oxford: Macmillan Publishers Ltd Writers Team. 2008. CELTT 1 Handbook. Indonesia: LAPIS-ELTIS Project

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