Language Skills During communication, while highlighting receptive skills learners may require to make verbal or non-verbal responses. For assessment of these receptive skills, learners need to respond to a written or a spoken text. Formal and informal feedback can also be used to provide information about the learners. Different listening materials are utilized by scholars in the course-line of learning; some materials contain all aspects of real spoken language hence they are authentic.

Recorded tapes, poems and songs, are authentic texts that can be used during learning. One of the complete texts that can be used during the learning process is a story. Stories involve emotions, ideas and hopes that shape the human life. A pleasant story is "Getting to the Wedding." [footnoteRef:2] It is a story that involves a boy trying to get home after school so that he can make it to a wedding. After he gets home, they leave with his family to the wedding, and they try using different means so that they can make to the wedding on time. It involves different emotions from different people in the family. It also involves different day-to-day activities, hence enabling the learner to know some things through observation and emotion involved. The story involves some images, which help the learner to understand further about the topic, what is discussed hence learning the language. [2: Dutta Brinda, Patterns of the Story Teller (Mumbai: Pearson Education India, 2007), 1.]

This story can enable learners to engage, as they are interested. This story is straightforward and easy to understand because it contains simplified English. It has different aspects of English, and it involves different emotions. The teacher should read the story to the learners as they follow with their own texts. Stories have conversations and language practice activities which the learner can use and repeat during learning.

Anxiety can cause a negative or positive force during the learning process. Positive anxiety facilitates the learning process it is also acknowledged as facilitative anxiety; this encourages students to make significant response during learning. Negative, deliberating anxiety causes learners to flee their learning tasks, as they perceive them as difficult. Language learners need to acquire cognitive skills to process the meaning of a text and the meaning of the text work. When selecting tasks teachers should make sure that the selected tasks help in vocabulary development. Receptive skills are also linked to productive skills development; hence, development of expression is valuable during learning and it is valuable for writing.
Receptive skills are developed through listening and reading. Speaking and writing tasks should be performed to facilitate learning; this tasks give students the transition from the classroom to the real world. While listening, different skills are used.[footnoteRef:3] One is the top-down processing skills, which require the student to use background knowledge, topic and situational context to know the meaning of the comprehension. In this situation, key words are used for predicting. Bottom up processing skills are inclusively utilized, however, in such circumstances, students are required to decode individual words from the text and derive meaning. These skills help in inferring meaning, listening for gist and listening for details.[footnoteRef:4] Listening tasks can involve the teacher reading as the students take notes. Listening task can involve the students been asked to infer meaning from the context. Sometimes the students can just be asked to listen in a relaxed manner, and they are not asked any questions or tasks. 2 [3: Richards Jack, Jonathan Hull and Susan Proctor, New Interchange; English For International Communication (New York: Cambridge University Press, 1998), 6.] [4: Mary Spratt, Alan Pulverness and Melanie Williams, The TKT Course: Teaching Knowledge Test (New York: Cambridge University, 2005), 30,31.]

Speaking skills tasks are then incorporated to facilitate learning. They focus on conversational fluency like opening and closing of speeches in English, punctuation, pronunciation, vocabulary and grammar functions. The teacher should introduce conversations from…