- Home

- Teaching Receptive English Language Skills “Reading and Listening Skills” for 1-3 grades
Teaching Receptive English Language Skills “Reading and Listening Skills” for 1-3 grades
Title |
Teaching Receptive English Language Skills “Reading and Listening Skills” for 1-3 grades |
Duration: |
15 hours |
Prerequisites: |
Completed “ Advanced Educational Qualification”
|
Material: |
Training Guide, Program Kit, and online resources on Marifah |
Level - Track: |
Specialized Level – English |
Target Audience : |
English Language Teachers grade (1-3) |
This program focuses on familiarizing teachers with the competencies of teaching receptive English language skills; reading and listening skills to primary school students. The workshop model is applied for learning the targeted skills and knowledge in an interactive, collaborative, and active framework. It offers practical examples and experience in designing and planning lessons and educational units to teach reading and listening within balanced literacy approach. This approach promotes acquisition of basic vocabulary and literacy learning while assessment is conducted using different techniques and resources. It utilizes the chance for interaction with reading resources and peer learning. Furthermore, It follows different strategies and techniques ranging from whole class, small groups and individual work to the strategy of microteaching.
Big Ideas
• |
Teaching listening and reading following the same classroom procedure. |
• |
Language receptive skills should be assessed by active tasks. |
• |
Listening requires the ability to be attentive. |
• |
Young learners benefit from the explicit teaching of multiple reading skills (e.g. phonological awareness, decoding/ encoding, vocabulary) and from teaching comprehension various reading strategies. |
Essential Questions
• |
What is the difference between receptive and productive language skills?
|
• |
What is the importance of listening in English language? |
• |
How can we teach listening to young learners? |
• |
How can we help learners to listen for a purpose? |
• |
How can we teach reading for young learners? |
• |
How can we teach global reading? |
Outcomes
Unit |
Outcomes |
1 |
- • Identify the importance of teaching listening.
- • Implement classroom procedures for teaching receptive language skills (listening and reading).
- • Differentiate between productive and receptive language skills.
- • Compare and contrast reading and listening skills.
- • Clarify the classroom procedures for teaching receptive skills (listening and reading).
- • Teach listening to young learners by implementing the Total Physical Response Method to teach listening skills.
- • Describe how to teach listening for beginners.
- • Apply various activities of Total Physical Response Method ( TRP ) .
|
2 |
- • Explain how to foster TRP method to teach listening to young learners.
- • Describe the framework for teaching listening.
- • Clarify how to effectively teach vocabulary to young learners.
- • Implement lesson plans for teaching listening to young learners.
|
3 |
- • Explain how to foster phonemic awareness for young learners.
- • Explain how to use syllable games to teach listening and reading for young learners.
- • Explain how to use minimal pairs to teach listening and reading for young learners.
- • Implement lesson plans for teaching listening to young learners.
- • Define plagiarism.
- • Implement lessons plan for teaching reading to young learners using different games and strategies.
|
Assessment
No |
Assessment |
Component |
Weight |
1 |
Attendance and Participation |
Participation |
5 |
Attendance |
5 |
2 |
Formative Assessment |
Self-regulated -assessment |
KWL-Q |
5 |
Vocabulary Tool pre and post |
5 |
Trainer Assessment |
Assessment task 1- Quiz |
10 |
Assessment task 2- Creating a listening lesson plan |
10 |
Assessment task 3- Creating a reading lesson plan
|
10 |
3 |
Summative Assessment |
Summative performance task: a reading and listening lesson plan |
15 |
Exit Task |
5 |
Portfolio |
10 |
Final exam |
20 |
Program Total |
100 |
Time Distribution
No |
Item |
Time (min) |
1 |
KWL-Q |
15 |
2 |
Pre - Vocabulary Tool |
15 |
3 |
Terminology |
10 |
4 |
Activity 1.1: Teaching English Language- Metaphors |
35 |
5 |
Activity 1.2: Language Skills: Receptive & Productive |
45 |
6 |
Activity 1.3: Receptive Skills- Compare and Contrast |
35 |
7 |
Activity 1.4: Teaching Receptive Skills- Classroom Procedures |
45 |
8 |
Activity 1.5: Why Teaching Listening- Brainstorming |
35 |
9 |
Activity 1.6: Total Physical Response (TPR |
45 |
10 |
Activity 1.7: TPR Method- Illustrative Examples |
40 |
11 |
Activity 1.8: Quiz |
15 |
12 |
Activity 2.1: Teaching using Total Physical Response (TPR) Method |
35 |
13 |
Activity 2.2: Teaching Vocabulary in the English Language Classroom |
45 |
14 |
Activity 2.3: Listen to a Story: The Enormous Turnip |
50 |
15 |
Activity 2.4: Characteristics of a Successful Listening Lesson |
35 |
16 |
Activity 2.5: Create your Listening Lesson Plan |
80 |
17 |
Activity 2.6: Reflection |
10 |
18 |
Activity 3.1: Fostering Phonemic Awareness |
45 |
19 |
Activity 3.2: Teaching Syllables |
45 |
20 |
Activity 3.3: Teaching Minimal Pairs |
45 |
21 |
Activity 3.4: Reading for Meaning (Reading Comprehension) |
50 |
22 |
Activity 3.5: Create your Reading Lesson Plan |
80 |
23 |
Activity 3.6: Reflection |
15 |
24 |
Activity 3.7: Create your integrated Lesson Plan |
H.W |
25 |
Post - Vocabulary Tool |
10 |
26 |
Exit Task |
20 |
Total |
15 Hours |
Knowledge Pioneers © 2019. All rights reserved. INTEREDU™ is a registered trademark of Knowledge Pioneers for Training and Education