‫وزير التربية والتعليم‬

‫الدكتور‪:‬‬
‫رضا حجازي‬
‫مستشارة اللغة االنجليزية‬
‫الدكتوره ‪:‬‬

‫ايمان يوسف‬
‫محافظ الشرقية‬
‫الدكتور‪:‬‬
‫ممدوح غراب‬
 ‫وكيل اول وزارة‬
‫التربية والتعليم‬
‫بالشرقية‬
‫المهندس‪ :‬محمد فؤاد‬
‫الرشيدي‬
‫وكيل وزارة التربية‬
‫والتعليم بالشرقية‬
‫االستاذ‪:‬‬
‫محمد رمضان‬
 ‫موجه عام اللغة‬
‫االنجليزية بمحافظة‬
‫الشرقية‬
‫االستاذ‪ :‬مختار احمد‬
‫عبدالغني‬
‫رئيس المكاتب الفنية‬
‫ومسئول التدريب علي‬
‫مستوي محافظة‬
‫الشرقية‬
‫االستاذ‪ :‬أسامه الطيب‬
‫تحت رعاية التوجيه المركزي للغة‬
‫االنجليزية بالشرقية‬
‫تدريب الصف السادس االبتدائي‬
Teaching
Receptive
Language Skills
Prepared by Amira Erfan
Designed by Salma Ayman
By the end of
this session,
you should:
differentiate between the
different stages of
Bloom’s Taxonomy in
relationship to teaching
the language skills.
identify and
apply listening
skills in the
classroom.
identify and
apply reading
skills in the
classroom.
Bloom’s Taxonomy
Bloom’s Taxonomy
It is the classification of the different
outcomes and skills that teachers set for
their students (learning outcomes).
It includes six levels of learning that are
used to structure the learning outcomes,
stages, and assessments of your class.
Bloom’s Taxonomy
Revised Bloom’s Taxonomy
 Bloom’s Taxonomy in lesson plans
Structuring and putting elements together a new pattern.

Making judgments based on criteria and standards through checking and critiquing.

- Breaking material into constituent parts - Determining how the parts relate

Carrying out or using a procedure for executing or implementing.

Constructing meaning from oral, written, and graphic messages through

Retrieving, recognizing, and recalling relevant knowledge from

long‐term memory.
Bloom’s Taxonomy in lesson plans

Passive
Learner Active
Learner
Language Skills
Language Skills
Speaking

Listening Reading

Writing
Language Skills
Speaking
• Receptive Skills
(Active Reception)
• Productive Skills
Listening Reading
• Which type of skills are
students relatively slower to
master? Writing
• Which type of skills do
teachers find more
challenging to teach?
What are the Language Subskills for Reading and
Listening?
 Pre 1

During 2
What are the
language subskills
Skimming
for reading?

Scanning

Post 3
 Pre 1

During 2
What are the
language subskills
Skimming
for reading?

Scanning

Post 3
 Pre 1

During 2
What are the
language subskills
Skimming
for reading?

Scanning

Post 3
 Pre 1

During 2
What are the
language subskills
Skimming
for reading?

Scanning

Post 3
 Pre 1

During 2
What are the
language subskills
Skimming
for reading?

Scanning

Post 3
 Pre 1

During 2
What are the
language subskills
Skimming
for reading?

Scanning

Post 3
 Pre 1

During 2
What are the
language subskills
Listening for
for listening?
specific info

Listening for specific info

Post 3
 Pre 1

During 2
What are the
language subskills
Listening for
for listening?
specific info

Listening for specific info

Post 3
 Pre 1

During 2
What are the
languageListening
subskills
for the
for listening? gist

Listening for specific info

Post 3
 Pre 1

During 2
What are the
language subskills Listening for the
for listening? gist

Listening for specific info

Post 3
 Pre 1

During 2
What are the
language subskills Listening for the
for listening? gist

Listening for specific info

Post 3
 Pre 1

During 2
What are the
language subskills Listening for the
for listening? gist

Listening for specific info

Post 3
Reading & Listening Strategies

Pre-reading strategies
 Pre-
reading
strategies
4 Pre-
1
e areading
clear
r Find out about
t strategies
to help
ary what students
ts
e already know
e the
n about reading.
g anxiety
W? HOW? HOW?
41 2
Pre- Ask students to
e areading
clear
rind out about guess the
t strategies
to help
ary students
what passage topic
ts
e
lready know from the
e the
n
bout reading. pictures &
g anxiety
W? HOW? HOW? headline.
 1 2 3
Pre- Ask students to Prepare
indreading
out about
guess the students for
strategies
what students
passage topic the vocabulary
lreadyfrom
knowthe and language
bout reading.
pictures & structures in
headline.
HOW? HOW?
the text. HOW?
 1 2 3 4
Prepare
Pre- Ask students to
reading Provide a clear
ind out about
guess students for
the
strategies context to help
what students
passagethe vocabulary
topic
students
lreadyfrom and language
knowthe
manage the
bout reading.structures
pictures & in
reading anxiety
the
headline.
HOW?
text. HOW?
HOW?
Teaching Reading Unit 1,
Lesson 2
from Connect 6 P. 6,7,8

lesson Warm-Up Contextualizing New Language

objectives
Teaching Reading Unit 1,
Lesson 2
from Connect 6 Pages 6-8

lesson Warm-Up Contextualizing New Language

objectives
T. Guide T. Guide T. Guide
T. Guide P. 10
“Opener”
P. 10 P. 10
P. 10
P. 118 “Presentation” “Audio script”
 Reading Strategies?
1. Preview (Pre-Reading)
 Reading Strategies?

2. During Reading
3. Post-Reading
1. Preview (Pre-Reading)
Skimming Scanning
 Reading Strategies?

1. Preview (Pre-Reading)

2. During Reading
3. Post-Reading
Skimming Scanning
 Reading Strategies?

1. Preview (Pre-Reading)

2. During Reading
Skimming Scanning

3. Post-Reading
 Reading Strategies

Skimming During Reading

A quick reading method

What?
Reading the text for general key
information, the subject without details.
How?
It improves reading, as it helps students to read
quickly and get the main idea of before details.
 Reading Strategies Ss. Vs Ts.
Skimming

Ss.’ Responsibilities?

1. Read the title.

2. Check the pictures.
3. Read the main headings and
subheadings.
4. Read first sentence of each
paragraph. (Topic Sentences)
5. Guess the meaning of the new
vocab.
 Reading Strategies
Skimming
Ss.’ Responsibilities?
1. Read the title.
2. Check the pictures.
3. Read the main headings and
subheadings.
4. Read first sentence of each
paragraph. (Topic Sentences)
5. Guess the meaning of the new
vocab.
Ss. Vs Ts.
Teacher’s Role?
• Read/Write the title, headline,
and the first sentence of each
paragraph on the board.
Why?
• Students pair up to discuss the
guessed-at topic and contents
of the article.
• Train teacher to guess the new
vocabulary from the context.
How?
 Reading Strategies

Scanning Reading Subskills

Reading a text for SPECIFIC
INFORMATION. During Reading
It allows students to quickly search for a
text for a particular piece of information.

Scanning improves reading because it helps

students. learn how to find specific information.
 Reading Strategies Ss. Vs Ts.
Scanning

Students’ Responsibility?
1. Start with the questions, to identify
the information you should look for
in the passage. Underline the
keywords.
2. Return to the reading passage and
find your identified keywords.
3. Read the related sentence/
sentences, carefully, for details.
 Reading Strategies
Scanning
Students’ Responsibility?
1. Start with the questions, to identify
the information you should look for
in the passage. Underline the
keywords.
2. Return to the reading passage and
find your identified keywords.
3. Read the related sentence/
sentences, carefully, for details.
Ss. Vs Ts.
Teacher’s Role?
• Ask leading questions to help
students. understand the passage
organization.
• Always remind students. to start
with the questions’ keywords.
• Direct the students' attentions to
the key vocabulary, previously
explained and listed on the board,
when they cannot understand the
meaning of any.
• Use the reading context to explain
the Target Language Focus.
Teaching
Listening
What are the Reading Teaching Strategies?
 What are the Reading Teaching Strategies?

2. During Listening
3.
1. Post-Listening
Preview (Pre-Listening)
Listening for Gist Listening for Specific Information
 What are the Reading Teaching Strategies?

1. Preview (Pre-Listening)

2. During Listening
3. Post-Listening
Listening for Gist Listening for Specific Information
 What are the Reading Teaching Strategies?

1. Preview (Pre-Listening)

2. During Listening
Listening for Gist Listening for Specific Information

3. Post-Listening
 Listening Strategies
Listening Subskills
2. During Listening

Train your students to:

1. listen for key words.
Listening
2. listen for the tone of voice.
for Gist
3. listen for any repeated words or phrases.
4. listen for intonation.
5. not to worry for not getting everything.
 Listening Strategies
Listening Subskills
2. During Listening

Train your students to:

1. Read the questions.
Listening for
2. Identify the keyword for the requested info.
Specific
3. Listen and pay extra focus on relevant
Information
points.
4. This way, you are able to narrow down your
search and get the detail you need.
Teaching Listening Unit 1,
Lesson 2
from Connect 6 Pages 6-8
Listen for Gist Listen for Specific Information New
Skimming Language
Teaching Listening Unit 1,
Lesson 2
from Connect 6 Pages 6-8
Listen for Gist Listen for Specific Information New
Skimming Language
1. “….help people”
2. “……don’t normally live in that Language
Question 1 country” Focus
3. “…..look after…”
4. “…..uses information…….”
5. “ …….more people…..”
Teaching Listening Unit 1,
Lesson 2
from Connect 6 Pages 6-8
Listen for Gist Listen for Specific Information New
Skimming Language
Question 1
Paragraph 1: “help people to enjoy
• Title? Language
nature and help our wildlife…”
• Pictures Focus
Paragraph 3: “we always plant trees that
• Key-Words? Adv. Of
grow naturally…”
• Guess 1st Frequency
Paragraph 6 “rarely have enough
sentences
volunteers…”
 Reading and Listening Strategies
Check and 3. Post
Summarize

Discussions
Productive Skills
Problem Day 2
Solving
Act out
Time
Other?
To sum up:

Strategies
Pre

During

Post
 Reading
Strategies
 Preview
Teacher’s Role?
• Use pictures to introduce the reading
theme.
• Ask students to guess the passage topic
from the pictures & headline.
• Place the text within a familiar context.
• Pre-teach key vocabulary.
 Skimming
Teacher’s Role?
• Read/Write the title, headline, and the
first sentence of each paragraph on the
board.
• Students pair up to discuss the
guessed-at topic and contents of the
article.
• Provide discussion guiding questions.
 Scanning
Teacher’s Role?
• After skimming and in preparation for
scanning, ask leading questions to help
the students understand the passage
organization.
• Refer the students’ attentions to the
key vocabulary, previously explained
and listed on the board, when they
cannot understand the meaning of any.
 Post-Reading
1. Summaries
2. Discussions
3. Problem Solving
4. Act Out Time
 Reading
Strategies
Listening
Strategies
 Pre-Listening
Preview
1. Find out about what students
already know about the listening
topic.
2. Prepare students for the vocabulary
and language structures in the text.
3. Provide a clear context.
4. Offer more class discussion and
more interaction among students.
 During Listening
Listening for GIST
Train your students to:
1. listen for key words
2. listen for the tone of voice
3. listen for any repeated words or
phrases
4. listen for intonation
5. not worry for not getting everything
 During Listening
Listening for Specific
Information
1. Read the questions.
2. Identify the keyword for the requested
information.
3. Listen and pay extra focus on relevant
points.
This way, you are able to narrow down your
search and get the detail you need.
 Post-Listening
1. Summaries
2. Discussions
3. Problem Solving
4. Act Out Time
Listening
Strategies
 Teaching Listening Practice Time

• Group Work (4 Groups)

• Prepare a Lesson Plan.
• You will micro-teach
tomorrow.
• You will be observed by the
General Inspector of your
school administration.
 Teaching Listening Practice Time

G. 1 Unit 2 Lesson 2
G. 2 Unit 3 Lesson 3
G. 3 Unit 4 Lesson 3
G. 4 Unit 5 Lesson 3
G. 5 Unit 6 Lesson 2
 Teachers Observation
Check List

Key observation and evaluation areas:

Lesson Objectives

1. Personal Traits 2. Classroom 3. Teaching Methods

and Management Management and Techniques