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Premium member Presentation Transcript Slide 1: Innovative Techniques & Questions Reading Comprehension Ministry of Education Farwaniya Educational Area ELT Inspectorate Prepared by: Ms Sakina Ali - Helen Mohamed - Mohamed NagibSlide 2: “ Reading is to the mind what exercise is to the body” Joseph AddisonIn this workshop: In this workshop *Definitions of “ reading comprehension ” . *Factors hindering understanding. *Some general information about the topic *Discussing some innovative instructional Techniques and activities concerning the teaching of the skill. The following points will be consideredOur main aim:: Our main aim: 1)To provide the learners with strategies that would allow them to become efficient,fast and independent readers. 2)To make reading in the class similar to reading in real life.Slide 5: What is Reading Comprehension? 1)Reading and understanding. 2)Connecting ideas. 3)An interactive process of communication. 4)Encoding and decoding.Is the meaning in the text or in the reader’s mind?: Is the meaning in the text or in the reader’s mind? MeaningSlide 7: Psycholinguistic Model: ( reader’s mind) – Prior knowledge Top down processing -Linguistic Model: (text ) syntax & semantics Bottom up processing -Interactive Model: Interaction between the two. Is the meaning in the text or in the reader’s mind?Slide 8: Elements of understanding : *Analysis. *Inference-making. *Event connection. *Prediction & generation. *Goal tracking. *Thematic relationship. *Beliefs. *Access & utilizing raw facts. Elements of ComprehensionReading sub-skills: Reading sub-skills *Word recognition *Speed reading *Skimming *Scanning *Prediction & generation *Summarizing *Anticipation *Inference *AnalysisSlide 10: Factors hindering Reading Comprehension ( Reader ) *Limited perceptual span *Slow perceptual reaction time *Vocalization *Faulty eye movement *Regression ( habits of concentration ) *Lack of practice *Lack of interest *Poor evaluation of important and less important parts.Slide 11: Factors hindering Reading Comprehension ( Text ) *Incomprehensible language *Inaccessible content *Incomprehensible vocabularySlide 12: Types of Reading Letters Menus Invitations Timetables Road names & signs TV guide Newspapers InstructionsSlide 13: Question Types Questions based on entire text. Questions based on sections of the text. Questions based on words,phrases or sentences.Conditions Needed to Improve Reading & Understanding: Conditions Needed to Improve Reading & Understanding By choosing texts that tackle topics which may interest learners 1) Create motivation & InterestSlide 15: Appropriateness of language level depends on Learners’ levels and tasks provided. 2) Texts should be accessibleSlide 16: -Eliminate the habit of pronouncing words -Avoid regression (re-reading) -Develop a wider eye-span -Scan and skim. -Anticipate & predict. -Build a good vocabulary repertoire 3) Teach reading strategiesSlide 17: 4) Encourage selective & intelligent reading 5) Tasks should encourage selective and intelligent reading. 6) Texts may contain different points of views. 7) Most vocabulary items are known to learners. 8) Provide a wider variety of texts and tasks.Slide 18: 9) ask learners to select their own reading materials. 10) provide a wide variety of texts and Tasks. 11) give interesting tasks before learners read.Slide 19: Instructional Techniques Presentation Reading (timed ) DiscussionSlide 20: Instructional Techniques *Webbing *T-bar *Brainstorming PresentationSlide 21: - What you K now about the topic. - What you W ant to know about it. - What you have l earned. KWL : ( Comprehension Technique )Slide 22: The Role of The Teacher It should change from being a source of knowledge to someone who should.. *Organize the work *Facilitate the educational operation *Guide.Slide 23: Conclusion The main issue raised : * How to improve the learner’s reading comprehension *The lack of motivation in learners is due to the monotonous way in which teachers deal with texts. *The assigned tasks *Our main aim is only answering questions and scoring high marks.Slide 24: H.L.R. + I.T.Ts + S.I. = E.F.I Reader. In briefSlide 25: Task ( 1 ) 1-In your opinion,which visitor had the best guess as to what the painting represented? 2-What does the painting look like to you? 3-How would you describe Miss Culture? 4-Why do you think the curator decided to exhibit the painting?Slide 26: Task ( 2 ) Democracy : Freedom , rights , individualism, vote election , respect and decision making Freedom: Alive , human rights , free opinion,press speech , religion , vote , elect , life styleSlide 27: Task ( 3 ) Task ( 3 ) For discussion: This is obviously not a totally serious message. The author is trying to make some serious points, however. What might they be ?Slide 28: Task ( 4 ) 1-The title of the story was fashioned to sound almost like …….. a-It’s so much fun. b-A snow ball. c-It’s no fun. d-Summer sand. 2-Why do you think the author did that?Slide 29: Task ( 4 ) 3-Who would you prefer to be close friends with if you had to choose one of the four characters from this story? Why? 4-Why did Troubled think that Trogmire had been “very considerate”? 5-Why did Tantrum’s friends stare at him “in amazement”?Slide 30: Task ( 5) 1-The days have ----------kids altogether. 2-How many of their children are being home schooled? 3-What kind of person is Mrs. Day? Explain your answer. 4-Why do you think Mrs. Day is publishing her Website?Slide 31: Task ( 6) 1-You are the author now. Write the rest of the story. Don’t forget to give the story a title? 2-You are the teacher now.Make up at least six questions about your story. The first word is provided for you. *How *Where *When *Who *What *WhySlide 32: Task ( 7) 1 - K: What you know about it (fear of flying) -a kind of fear related to flying -many people don’t like flying. -they are afraid of crashing. 2 - W: What you want to know about it: -Definition – Causes and reasons -how to overcome it. 3-L: What you have learned: -Def.(Phobia =illogical fear. -Other types of phobia.Slide 33: Task ( 8) Past 1-No rights 2-don’t work 3-meager pay 4-arranged marriages 5-limited education Today 1-equal rights 2-work in any job 3-almost same wages as men 4-equal education chancesSlide 34: Task ( 9 ) 1-What was the same about the way Mr. El’s students and Miss Joan reacted to the blue jeans? 2-What was different about the way Miss Joan and the students reacted? 3-Does it matter if jeans are blue instead of some other colour? Should it matter?Slide 35: Task ( 10 ) 1-What do you think Trogmire should do? 2-What do you think he will do? Now you are the author. Write the final part of the story. You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Reading Comprehension nagib Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 123 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: October 30, 2011 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Slide 1: Innovative Techniques & Questions Reading Comprehension Ministry of Education Farwaniya Educational Area ELT Inspectorate Prepared by: Ms Sakina Ali - Helen Mohamed - Mohamed NagibSlide 2: “ Reading is to the mind what exercise is to the body” Joseph AddisonIn this workshop: In this workshop *Definitions of “ reading comprehension ” . *Factors hindering understanding. *Some general information about the topic *Discussing some innovative instructional Techniques and activities concerning the teaching of the skill. The following points will be consideredOur main aim:: Our main aim: 1)To provide the learners with strategies that would allow them to become efficient,fast and independent readers. 2)To make reading in the class similar to reading in real life.Slide 5: What is Reading Comprehension? 1)Reading and understanding. 2)Connecting ideas. 3)An interactive process of communication. 4)Encoding and decoding.Is the meaning in the text or in the reader’s mind?: Is the meaning in the text or in the reader’s mind? MeaningSlide 7: Psycholinguistic Model: ( reader’s mind) – Prior knowledge Top down processing -Linguistic Model: (text ) syntax & semantics Bottom up processing -Interactive Model: Interaction between the two. Is the meaning in the text or in the reader’s mind?Slide 8: Elements of understanding : *Analysis. *Inference-making. *Event connection. *Prediction & generation. *Goal tracking. *Thematic relationship. *Beliefs. *Access & utilizing raw facts. Elements of ComprehensionReading sub-skills: Reading sub-skills *Word recognition *Speed reading *Skimming *Scanning *Prediction & generation *Summarizing *Anticipation *Inference *AnalysisSlide 10: Factors hindering Reading Comprehension ( Reader ) *Limited perceptual span *Slow perceptual reaction time *Vocalization *Faulty eye movement *Regression ( habits of concentration ) *Lack of practice *Lack of interest *Poor evaluation of important and less important parts.Slide 11: Factors hindering Reading Comprehension ( Text ) *Incomprehensible language *Inaccessible content *Incomprehensible vocabularySlide 12: Types of Reading Letters Menus Invitations Timetables Road names & signs TV guide Newspapers InstructionsSlide 13: Question Types Questions based on entire text. Questions based on sections of the text. Questions based on words,phrases or sentences.Conditions Needed to Improve Reading & Understanding: Conditions Needed to Improve Reading & Understanding By choosing texts that tackle topics which may interest learners 1) Create motivation & InterestSlide 15: Appropriateness of language level depends on Learners’ levels and tasks provided. 2) Texts should be accessibleSlide 16: -Eliminate the habit of pronouncing words -Avoid regression (re-reading) -Develop a wider eye-span -Scan and skim. -Anticipate & predict. -Build a good vocabulary repertoire 3) Teach reading strategiesSlide 17: 4) Encourage selective & intelligent reading 5) Tasks should encourage selective and intelligent reading. 6) Texts may contain different points of views. 7) Most vocabulary items are known to learners. 8) Provide a wider variety of texts and tasks.Slide 18: 9) ask learners to select their own reading materials. 10) provide a wide variety of texts and Tasks. 11) give interesting tasks before learners read.Slide 19: Instructional Techniques Presentation Reading (timed ) DiscussionSlide 20: Instructional Techniques *Webbing *T-bar *Brainstorming PresentationSlide 21: - What you K now about the topic. - What you W ant to know about it. - What you have l earned. KWL : ( Comprehension Technique )Slide 22: The Role of The Teacher It should change from being a source of knowledge to someone who should.. *Organize the work *Facilitate the educational operation *Guide.Slide 23: Conclusion The main issue raised : * How to improve the learner’s reading comprehension *The lack of motivation in learners is due to the monotonous way in which teachers deal with texts. *The assigned tasks *Our main aim is only answering questions and scoring high marks.Slide 24: H.L.R. + I.T.Ts + S.I. = E.F.I Reader. In briefSlide 25: Task ( 1 ) 1-In your opinion,which visitor had the best guess as to what the painting represented? 2-What does the painting look like to you? 3-How would you describe Miss Culture? 4-Why do you think the curator decided to exhibit the painting?Slide 26: Task ( 2 ) Democracy : Freedom , rights , individualism, vote election , respect and decision making Freedom: Alive , human rights , free opinion,press speech , religion , vote , elect , life styleSlide 27: Task ( 3 ) Task ( 3 ) For discussion: This is obviously not a totally serious message. The author is trying to make some serious points, however. What might they be ?Slide 28: Task ( 4 ) 1-The title of the story was fashioned to sound almost like …….. a-It’s so much fun. b-A snow ball. c-It’s no fun. d-Summer sand. 2-Why do you think the author did that?Slide 29: Task ( 4 ) 3-Who would you prefer to be close friends with if you had to choose one of the four characters from this story? Why? 4-Why did Troubled think that Trogmire had been “very considerate”? 5-Why did Tantrum’s friends stare at him “in amazement”?Slide 30: Task ( 5) 1-The days have ----------kids altogether. 2-How many of their children are being home schooled? 3-What kind of person is Mrs. Day? Explain your answer. 4-Why do you think Mrs. Day is publishing her Website?Slide 31: Task ( 6) 1-You are the author now. Write the rest of the story. Don’t forget to give the story a title? 2-You are the teacher now.Make up at least six questions about your story. The first word is provided for you. *How *Where *When *Who *What *WhySlide 32: Task ( 7) 1 - K: What you know about it (fear of flying) -a kind of fear related to flying -many people don’t like flying. -they are afraid of crashing. 2 - W: What you want to know about it: -Definition – Causes and reasons -how to overcome it. 3-L: What you have learned: -Def.(Phobia =illogical fear. -Other types of phobia.Slide 33: Task ( 8) Past 1-No rights 2-don’t work 3-meager pay 4-arranged marriages 5-limited education Today 1-equal rights 2-work in any job 3-almost same wages as men 4-equal education chancesSlide 34: Task ( 9 ) 1-What was the same about the way Mr. El’s students and Miss Joan reacted to the blue jeans? 2-What was different about the way Miss Joan and the students reacted? 3-Does it matter if jeans are blue instead of some other colour? Should it matter?Slide 35: Task ( 10 ) 1-What do you think Trogmire should do? 2-What do you think he will do? Now you are the author. Write the final part of the story.