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

2. Presentation Outline Teaching Receptive and Productive Skills1
Background 2
Receptive and Productive Skills 3
Teaching Receptive and Productive Skills 4
Integrating Receptive and Productive Skills 5
Example of Teaching Stages

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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.

14. 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

15. References
British Council BBC Receptive Skills retrieved from accessed on 11 December 2008.
British Council BBC Productive Skills retrieved from accessed on 11 December 2008.
Darn, S Content and Language Integrated Learning retrieved from accessed on 5 December 2008.
Gower, M Teaching Practice. Oxford: Macmillan Education

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

17. Thank you for your attention