TQUK TEFL | 2023

Assignment 6
Receptive Skills

Name: Hanin Oransa

1st sub 2nd sub
Assessment Criteria
1. Explain and provide examples of extensive (gist) and intensive (listening for
details) listening.
2. Explain and provide examples of skimming (gist reading) and scanning
(reading for specific information).

3. Explain the reading development stages.

4. Evaluate the following reading lesson from American English File Book 2
covering all the included activities. Use the provided criteria.
5. Explain discourse markers.
6. Match the following reading tasks to their accurate CEFR levels: A1, A2, B1,
B2 and C2.
7. Explain how to target reading activities for learners.

Yes / No Date 1st marker 2nd marker

Pass

Resubmission Needed

Pass On Resubmission

Fail On Resubmission
Overall Comment

NB: If you need to resubmit an assignment, make sure you hand in the original version and the
resubmitted version. Both versions need to be in your portfolio.

This is my own work. Signed _______________

Aim
The assignment must be written in continuous prose. Please use the following template to write
your assignment.

Part One First submission

Explain and provide examples of extensive (gist) and intensive (listening for details) listening:

 What is extensive listening?

Extensive listening is more about getting a general understanding and enjoying what you're listening
to, rather than analyzing every detail or focusing on specific learning points. It's about immersing
yourself in the content and gradually acquiring language knowledge and ability over time. The main
focus is on understanding the meaning, rather than solely focusing on the language itself.

 Example:

 What is intensive listening?

Intensive listening involves carefully listening to short and challenging audio clips. The main focus is on
paying attention to pronunciation, grammar, and vocabulary, rather than overall meaning. This type of
listening helps build a foundation for language acquisition, especially in English language classes. While
it's helpful if the content is interesting, it's possible that not everything you listen to in class will be
appealing.

 Example:

Part One Resubmission

Explain and provide examples of extensive (gist) and intensive (listening for details) listening:

 What is extensive listening?

  Example:

 What is intensive listening?

 Example:

Part Two First submission

Explain and provide examples of skimming (gist reading) and scanning (reading for specific information):

 What is skimming?

Skimming is a technique that helps you read faster and save time. It involves focusing on the general
ideas and main points of non-fiction material. By not reading everything, your overall understanding may
be reduced, but you only read what is relevant to your purpose. Skimming allows you to find both main
ideas and specific details while reading.

 Example:

 What is scanning?

Unlike skimming, when you scan, you only search for specific facts or information without reading
everything. It's like when you quickly look for your favorite show in the cable guide, your friend's
phone number in a telephone book, or the sports scores in the newspaper. To be successful at
scanning, it's important to understand how the material is organized and comprehend what you
read so you can find the specific information you need. Scanning also helps you find details and
other information quickly when you're in a hurry.

 Example:
 Part Two Resubmission
Explain and provide examples of skimming (gist reading) and scanning (reading for specific information):

 What is skimming?

 Example:

 What is scanning?

 Example:

Part Three
1) Pre-reading and Pseudo-reading Stage (Birth to 6 years old)

During the pre-reading stage, kids are laying the groundwork for reading. They begin recognizing
letters, understanding that print has meaning, and exploring books. Pre-reading activities involve reading
aloud, pointing out letters and words, and interactive storytelling. In the pseudo-reading stage, children
pretend to read using memory, visual cues, or creating their own stories based on pictures. It's an
imaginative phase that helps develop print awareness and a love for books.

2) Initial or Decoding Stage

Around 6-7 years old, kids enter the initial or decoding stage. They start developing the ability to
decode or sound out words and learn the relationship between letters and their sounds. It's a crucial step
in learning to read and involves phonics instruction, where children learn letter-sound associations and
blend them together to read words. It's an exciting time as children start to read simple texts and gain
confidence in their reading abilities.

3) Confirmation and Fluency Stage (7-8 years old)

Kids are in the confirmation and fluency stage. They're getting better at decoding words and working
on reading faster and more fluently. They practice reading with accuracy, expression, and
comprehension. It's all about building confidence and getting more comfortable with reading. It's an
exciting time as children start to read more complex texts and engage with a wider range of information.

4) Reading for Learning the New Phase

Between 9 and 14, kids are in the reading for learning the new phase. They start reading more
complex texts and engaging with a variety of subjects. It's a crucial phase for building critical thinking
skills and fostering a lifelong love for learning.
 5) Multiple Viewpoints Stage

During high school, students are in the multiple viewpoints stage. They engage in discussions and
debates that require them to consider different perspectives on various topics. This stage encourages
critical thinking and the ability to analyze and evaluate multiple perspectives on complex issues. It's an
important stage for personal growth and understanding the diversity of ideas in the.

6) Construction and Reconstruction Stage (College)

During college, students are in the construction and reconstruction stage. They delve deeper into their
areas of study and construct their own knowledge. This stage encourages independent thinking,
creativity, and the ability to challenge existing ideas and theories. It's a transformative stage that fosters
intellectual growth and prepares students for their careers.

Part Three (300 - 400 words) Resubmission

Explain the following reading development stages:

1) Pre-reading and Pseudo-reading Stage (Birth to 6 years old)

2) Initial or Decoding Stage (6-7 years old)

3) Confirmation and Fluency Stage (7-8 years old)

4) Reading for Learning the New Phase (9-14 years old)

5) Multiple Viewpoints Stage (High School)

6) Construction and Reconstruction Stage (College)

 Part Four First submission
Evaluate the following reading lesson from American English File Book 2 covering all the included activities. Use the
provided criteria.

Activity 2a / Evaluation (Give

Criteria Reasons)
Relevance Yes, it’s relevant to the
topic, because in the
lead in it asks about his
family and friends, and
that is the main topic.
Engagement It’s achieved
engagement because
it’s a perfect lead-in
question that will make
Students discuss the
main topic with the
teacher.
Clarity It’s a clear question
because it asks about
specific things (family,
friends), and it is not a
general question.
Level of I think it has a good
Challenge level suitable for
elementary because it is
not easy, which will
make Students feel
bored because they will
think about who knows
them better, and
because it is not too
hard, they will be
discouraged.
Authenticity Yes, because it is a
relevant question to
students’ real- life, it
asks about who know
them in their personal
life, and this make
learning more
meaningful.
Variety & It is a variety question
Balance because it asks about
your family and friends
and asks about the
reason, but it is also
balanced because there
are not too many parts
of the question that
make the student
distraught.
Progression & It achieved the
Sequencing progression because it
is a lead in question to
make Students curious
about the topic; after
that, the questions will
be more complex.
Cultural Yes, it suitable to
Sensitivity Students’ cultural and
there are not anything
unusual to them.
Activity 2b / Evaluation (Give
Criteria Reasons)

Relevance Yes, it’s relevant to the

topic, because it asks
about all the characters
in the text and what
they are doing, and the
text is talking about
that.

Engagement It achieved the

engagement because
students will read the
text again and then
answer the questions
(Students-text), and
after that, teacher will
give them feedback.
Clarity Yes, it is a very clear
question because it asks
about specific points,
and we can find all the
answers in the text.
Level of Yes, because level
Challenge comes up, so the
students must read the
text to get the answers,
but it is not complex.
Authenticity Yes, it is an authentic
one because it
replicates the situation
by asking the same
question twice.
Variety & The questions have a
Balance variety about characters
but not about the form
of the question because
there are two questions
and it repeated twice.
Progression & In this part, questions
Sequencing have a perfect
progression because
after the lead in
question, it asks about
the characters, and it
becomes harder
because they need to
scan the text.
Cultural It suitable for the
Sensitivity students’ beliefs and
respect their cultural.
Activity 2c / Evaluation (Give
Criteria Reasons)
Relevance Yes, it’s relevant
because it asks about
the characteristics of
Richard and personal
things, which are
already on the topic.

Engagement It achieved engagement

because students read
the text, answer
questions, and then get
feedback from the
teacher. This helps
them engage with the
material, and this may
motivate them.
Clarity Questions are clear
because there are no
manipulations in the
questions, and all the
answers are in the text.
Level of The questions become
Challenge more harder because
first, they will read the
text to search about the
answers and if it false
they need to write the
right one which is have
more complex.
Authenticity I think it achieved
authenticity because all
questions are related to
real life.
Variety & Questions have variety
Balance because it asks about
Richard, his partner,
and his mother.
Progression & Questions have a clear
Sequencing progression because
students will read for
detail to get more
details about the text
(about Richard).
Cultural The language of the
Sensitivity questions is polite and
respectful of society
and culture, and there
are no bad words.
Activity 2d / Evaluation (Give
Criteria Reasons)
Relevance Yes, it’s relevant
because it asks about
the meaning of some
words that are
mentioned in the text,
and this will help them
to understand the text
more.
Engagement It is an engagement
question because
students will guess the
meaning, and then the
teacher will teach and
discuss hard words with
them.
Clarity It is a very clear
question because it asks
them to just guess the
meaning of the words.
Level of The level comes up
Challenge because guessing the
meaning of new words
is at a high level, and it
is difficult for many
students to guess the
meaning.
Authenticity It is an authentic one
because students will
learn new words, which
makes learning
meaningful and useful.
Variety & The question has a
Balance variety and balance of
words; it may be new
for the students, so
they will learn various
words.
Progression & It achieved the
Sequencing progression because it
is the most complex
part of the questions,
and students may not
understand the words.
Cultural It's a good fit for the
Sensitivity students' culture, and
there's nothing
unfamiliar to them.

Part Four Resubmission

Activity 2a / Criteria Evaluation (Give Reasons)
Relevance
Engagement
Clarity
Level of Challenge
Authenticity
Variety & Balance
Progression & Sequencing
Cultural Sensitivity
Activity 2b / Criteria Evaluation (Give Reasons)
Relevance
Engagement
Clarity
Level of Challenge
Authenticity
Variety & Balance
Progression & Sequencing
Cultural Sensitivity
Activity 2c / Criteria Evaluation (Give Reasons)
Relevance
Engagement
Clarity
Level of Challenge
Authenticity
Variety & Balance
Progression & Sequencing
Cultural Sensitivity
Activity 2c / Criteria Evaluation (Give Reasons)
Relevance
Engagement
Clarity
Level of Challenge
Authenticity
Variety & Balance
Progression & Sequencing
Cultural Sensitivity
 Part Five First submission
Explain discourse markers.

Define discourse markers:

Discourse markers are words or phrases that help connect ideas in speech or writing. They guide the
listener or reader through the content, making it clearer and more organized. In exams, discourse
markers are important because they structure your responses and make your points more persuasive.
Whether you're writing an essay or answering short answer questions, using discourse markers helps the
examiner follow your thought process and see the logical connections between your ideas. By using
these markers effectively, you can show your understanding of the subject and your ability to construct a
coherent argument, which can lead to higher exam scores.

Example (1): Firstly – Secondly

Function:

Discourse markers like "firstly" and "secondly" have a specific function. They help organize and
structure your ideas by indicating the order of your points. When you use "firstly," you're introducing the
first point, and when you use "secondly," you're introducing the second point. These markers make your
speech or writing more coherent and easier to follow, as they create a logical flow. So, in summary, they
serve to provide a clear structure to your ideas.

Example (2): However

Function:

The function of discourse markers like "however" is to show a contrast or contradiction between ideas.
When you use "however," you're introducing a contrasting point or perspective to what was previously
mentioned. It helps to provide balance and nuance to your speech or writing by acknowledging different
viewpoints or considerations. So, in summary, "however" is used to indicate a shift or deviation from the
previous idea.

Example (3): So

Function:

we use "so" to indicate a result or consequence. When you use "so," you're connecting the previous
information or argument to a logical outcome or conclusion. It helps to show cause and effect, making
your speech or writing more coherent and understandable. So, in summary, "so" is used to link ideas and
show the result or consequence of what was mentioned before.

Example (4): Because

Function:

The function of the discourse marker "because" is to provide a reason or explanation for something.
When you use "because," you're introducing a cause-and-effect relationship, explaining why something
is the way it is or why something happened. It helps to support your arguments or statements by
providing a logical justification. So, in summary, "because" is used to give reasons or explanations for a
particular situation or event.
 Part Five Resubmission
Explain discourse markers.

Define discourse markers:

Example (1)
Function:

Example (2)
Function:

Example (3)
Function:

Example (4)
Function:

Part Six First submission

Match the following reading tasks to their accurate CEFR levels: A1, A2, B1, B2 and C2.

Task level
Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are a diverse group of cartilaginous fish that have evolved over the course of more than 400 million
years. As apex predators, they play a crucial role in maintaining the balance of their marine environments.
While some species, such as the great white shark, can pose a threat to humans, the majority are not B2
dangerous. Many shark populations are at risk due to overfishing and habitat loss. It's important to protect
these magnificent creatures to ensure the overall health of our oceans.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are amazing sea creatures. They have been on Earth for millions of years. There are many kinds of
sharks, like the great white shark, hammerhead shark, and whale shark. Some sharks eat fish, while others A2
eat sea mammals. Sharks have a good sense of smell, which helps them find food.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks represent a highly diverse group of approximately 500 species, showcasing an extraordinary range
of adaptations and ecological roles within marine ecosystems. Occupying various tropic levels, from filter-
feeding planktivores such as the whale shark, to apex predators like the tiger shark, they contribute
significantly to maintaining oceanic equilibrium. Faced with numerous anthropogenic threats like C2
overfishing, bycatch, and habitat degradation, shark populations worldwide are experiencing steep
declines. As crucial components of ecological stability, their conservation not only benefits the oceans but
also benefits regional economies through activities like ecotourism.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are big fish. They live in the sea. There are different types of sharks. Some sharks are small, and A1
some are big. People are scared of sharks, but most sharks do not hurt people.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are fascinating marine animals found in oceans all over the world. They are known for their sharp
teeth, and many people often feel scared when they think of sharks. However, most shark species are not B1
dangerous to humans. Sharks are an important part of ocean ecosystems, as they help to control the
population of other marine life.
 Part Six Resubmission
Task level
Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are a diverse group of cartilaginous fish that have evolved over the course of more than 400 million
years. As apex predators, they play a crucial role in maintaining the balance of their marine environments.
While some species, such as the great white shark, can pose a threat to humans, the majority are not
dangerous. Many shark populations are at risk due to overfishing and habitat loss. It's important to protect
these magnificent creatures to ensure the overall health of our oceans.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are amazing sea creatures. They have been on Earth for millions of years. There are many kinds of
sharks, like the great white shark, hammerhead shark, and whale shark. Some sharks eat fish, while others
eat sea mammals. Sharks have a good sense of smell, which helps them find food.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks represent a highly diverse group of approximately 500 species, showcasing an extraordinary range
of adaptations and ecological roles within marine ecosystems. Occupying various tropic levels, from filter-
feeding planktivores such as the whale shark, to apex predators like the tiger shark, they contribute
significantly to maintaining oceanic equilibrium. Faced with numerous anthropogenic threats like
overfishing, bycatch, and habitat degradation, shark populations worldwide are experiencing steep
declines. As crucial components of ecological stability, their conservation not only benefits the oceans but
also benefits regional economies through activities like ecotourism.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are big fish. They live in the sea. There are different types of sharks. Some sharks are small, and
some are big. People are scared of sharks, but most sharks do not hurt people.

Read the following paragraph and try to predict the content of the rest of the passage.
Sharks are fascinating marine animals found in oceans all over the world. They are known for their sharp
teeth, and many people often feel scared when they think of sharks. However, most shark species are not
dangerous to humans. Sharks are an important part of ocean ecosystems, as they help to control the
population of other marine life.

Part Seven First submission

Explain how to target activities for learners at: :

Elementary Level

 Skills learners need to develop at this level:

Reading: students will read a suitable text with their level.

 Example:

First, I wake up. Then, I get dressed. I walk to school. I do not ride a bike. I do not ride the bus. I like
to go to school. It rains. I do not like rain. I eat lunch. I eat a sandwich and an apple. I play outside. I like
to play. I read a book. I like to read books. I walk home. I do not like walking home. My mother cooks
soup for dinner. The soup is hot. Then, I go to bed. I do not like to go to bed.

 Resource:
https://lingua.com/english/reading/my-day/
  Sub-skill targeted:

Scanning, I will give the students instruction to read the text to find specific information and which is a
useful skill for getting the main points.

 Activity Image:

Intermediate Level:

 Skills learners need to develop at this level:

Listening : I will make my students listen carefully to the audio.

 Example:

writing_activities.mp3

Do you like doing writing activities in class? I think they're quite interesting. It's not really like writing.
The way we write in my language is different from English. The sentence and paragraph structures
are different. My teacher gives us fun activities so we can do writing a bit at a time. Sometimes we
brainstorm and write, sometimes we speed write for ten minutes. One of my favourite activities is
writing in pairs. We have to agree on what to write. We even have to agree on the spelling and
punctuation. That makes us think about the best way. I think this is very good for me.
I also like doing online writing activities. It's good to help me practice typing. I need more writing
activities.

 Resource:
https://listenaminute.com/w/writing_activities.html

 Sub-skill targeted:
Intensive listening : students listen to the audio carefully to answer the questions.
  Activity Image:

Advanced level:

 Skills learners need to develop at this level:

Reading: I will start by asking my students a general question like “ what is the topic talking
about? “
Then they will read the passage to get the gist of it.

 Example:
In our modern world, there are many factors that place the wellbeing of the planet in jeopardy. While some people
have the opinion that environmental problems are just a natural occurrence, others believe that human beings have a
huge impact on the environment. Regardless of your viewpoint, take into consideration the following factors that
place our environment as well as the planet Earth in danger.

Global warming or climate change is a major contributing factor to environmental damage. Because of global
warming, we have seen an increase in melting ice caps, a rise in sea levels, and the formation of new weather
patterns. These weather patterns have caused stronger storms, droughts, and flooding in places that they formerly did
not occur.

Air pollution is primarily caused as a result of excessive and unregulated emissions of carbon dioxide into the air.
Pollutants mostly emerge from the burning of fossil fuels in addition to chemicals, toxic substances, and improper
waste disposal. Air pollutants are absorbed into the atmosphere, and they can cause smog, a combination of smoke
and fog, in valleys as well as produce acidic precipitation in areas far away from the pollution source.

In many areas, people and local governments do not sustainably use their natural resources. Mining for natural gases,
deforestation, and even improper use of water resources can have tremendous effects on the environment. While
these strategies often attempt to boost local economies, their effects can lead to oil spills, interrupted animal
habitats, and droughts.

Ultimately, the effects of the modern world on the environment can lead to many problems. Human beings need to
consider the repercussions of their actions, trying to reduce, reuse, and recycle materials while establishing
environmentally sustainable habits. If measures are not taken to protect the environment, we can potentially witness
the extinction of more endangered species, worldwide pollution, and a completely uninhabitable planet.
 Resource:
https://lingua.com/english/reading/my-day/

 Sub-skill targeted:

Skimming: the students will read the text, but this time, they'll read it quickly to grasp the general
information. This helps them get an overall understanding of the passage.
  Activity Image:

Part Seven Resubmission

Explain how to target activities for learners at:

Elementary Level

 Skills learners need to develop at this level:

 Example:
 Resource:
 Sub-skill targeted:
 Activity Image:

Intermediate Level

 Skills learners need to develop at this level:

 Example:
 Resource:
 Sub-skill targeted:
 Activity Image:

Advanced Level

 Skills learners need to develop at this level:

 Example:
 Resource:
 Sub-skill targeted:
 Activity Image:

Word count: ______

Recourses:
 https://lingua.com/english/reading/my-day/
 English File.
 https://www.utc.edu/enrollment-management-and-student-affairs/center-for-academic-
support-and-advisement/tips-for-academic-
success/skimming#:~:text=What%20Is%20Skimming%3F,you%20don't%20read%20everyth
ing
 Britishey.com