Receptive Skills Case Study

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Below I will state a justification with clear links to theory.

For TESOL a receptive skills lesson had to be designed. I chose for a reading skills lesson. Receptive skills are an important basis for the development of general language skills (Staatsen/Heebing, 2015). Pupils need to have good reading skills because they use it in daily life; at school, Internet, television (subtitles), newspapers, ads, etc.

Two out of eight ‘kerndoelen’ according to the Common European Framework of Reference focus on reading in a strange language (CEFR, 2017). Learners should be able to use strategies in order to search for information, organise and evaluate it (Staatsen/Heebing, 2015). I put that in mind, and at the beginning of the lesson I discussed the
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I discussed the ‘skimming and scanning’ strategy by activating their prior knowledge (Ebbens/Ettekoven, 2015; Brown, 2007). They used this technique before. Asking them some general information about the text and let them watch the pictures and headlines, they were forced to look for some more specific information in the text (predict and verify; Staatsen/Heebing, 2015). I read out loud and let pupils listen; therefore language acquisition took place according to Krashen…show more content…
They had to think and respond in English. Vygotsky (1978) claimed that language development is tied to social interaction, it is acquired through dialogue. That is why I used the work form ‘work in pairs’ and ‘check-in-duo’s’; it stimulates interaction and learners need to use English. Those activating work forms are examples of effective learning (Ebbens & Ettekoven, 2015).

I believe that above mentioned outcomes consider the learners’ levels, needs and interests. According to CEFR they have A1/A2 level. They can read short texts regarding music, life, and fashion. They can find simple, specific information in ads, magazines and they can write simple letters and postcards (CEFR/SLO, 2017). Most learners can use simple sentences into a coherent, flowing piece (CEFR, 2001). Because some learners are not that good in English, I gave them a text of A1 level. I chose this text about ‘Harry’ because he is known worldwide and they like stories about a prince marrying a famous actress. This text was used to improve their strategies to become more efficient

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