logging in or signing up Teaching Reading Part Three sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite 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: 1927 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: April 16, 2009 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: pearlharbin (7 month(s) ago) i need this ppt, it seems very helpful to me. Saving..... Post Reply Close Saving..... Edit Comment Close By: marwasamsam (12 month(s) ago) wonderful presentation, I will be grateful if I can download it Saving..... Post Reply Close Saving..... Edit Comment Close By: cgwatkin (13 month(s) ago) This is Part 3 Where might I find Parts1-2? We have a number of students coming into the facility and I need more information on how I can work with them. Being to download would be of great benefit to me. I need to be able to hear you and rewind to check my understanding. This is the first in my search that makes sense to me. Thanks, Saving..... Post Reply Close Saving..... Edit Comment Close By: cgwatkin (13 month(s) ago) Great presentation. I am working in a detention education program and I need to be able to help my students and collaborate with the other teachers. This information would be of GREAT help. Allowing me to download would be GREAT. Thanks, Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Teaching Reading: Teaching Reading Structuring the reading lessonA reading lesson: A reading lesson Your aims may be : To practice a reading strategy (remember Thornbury – do your students really need to practice reading strategies ???) To give practice in understanding one or more of the features which may block understanding – ie a subskills or text-attack aimExample subskills: Example subskills Ss will practise .. distinguishing between unknown words which are essential to understanding, and those which are not. distinguishing factual information from opinion. distinguish negative from positive opinions inferring meaning from word formation clues recognising cohesive links in the text identifying the chronological sequence of a series of events interpreting implied but non-explicitly stated meaning (See Grellet 1981 for many more) The reading lesson: The reading lesson Are you really teaching reading? Or do you want to practice it? Or test it? Or use the text as a stimulus for discussion, a roleplay, or language systems work? If you’re teaching reading will you … Find a text which is suitable for the strategy or subskill you want to focus on? Find an interesting text, analyse what difficulties it will cause your students, and base your lesson around those?A typical lesson sequence: A typical lesson sequence Pre-text work : Systems, skills or both Lead-in : Activation of schemata Reading for gist: getting an overview of the text Intensive reading : understanding detail; focus on specific subskill selected as aim of lesson Language systems work (optional follow up)Pre-text work: Pre-text work There are lots of multiword verbs formed with the verb break. Look at these examples. Can you deduce their meaning from the context? While we were away on holiday somebody broke into our house. They took the TV, the computer and some jewellery too. In Italy, the kids have three months holiday from school in the summer. But in Britain they don’t break up until the end of July, and they go back in early September. John was going to get married this summer, but he and his girlfriend argued so much that he decided to break off the engagement. Sorry, you can’t make any photocopies. The machine has broken down again. The hotel was evacuated after a fire broke out on the third floor.Activating Schemata: Activating Schemata Describe a parallel experience : Have you ever had an experience which you can’t explain rationally? Give your opinion : Do you believe in the paranormal or do you believe everything has a rational explanation? Predict the content of the text - Look at the picture – what do you think is happening / has happened - You’re going to read an article called “Spooky Stories” – what do you think it talks about? - Here are some words from the story. What do you think happened? Reading for gist : Reading for gist Gist tasks may be … Set by the teacher Generated by the Ss during the lead-in taskIntensive Reading: Intensive Reading Read the story again. Are these sentences true, probably true or false? The break-in happened in July Craig’s girlfriend wasn’t from Bristol. The neighbours saw someone had broken into the flat and called the police. Craig’s girlfriend drove back to Bristol. The flat was in a terrible mess. Craig doesn’t believe it was a paranormal experience.Task types for intensive reading: Task types for intensive reading True / false (negatives can involve mental gymnastics) Multiple choice (distractors can be hard to find or “give away” the answer) Focus questions Information transfer (to charts, diagrams etc.) Problem solving (using the information in the text) Jumbled paragraphs, sentences to delete, add sentence etc. etc …. (See Grellet 1981 for many more) And then … ?: And then … ? Language systems work and/or Further skills practice Don’t forget homework : Text recycling WritingSome reading. See the website for more …: Some reading. See the website for more … Nuttall, Teaching Reading Skills in a Foreign Language, Heinemann 1982 Grellet, Developing Reading Skills, CUP 1981 Thornbury : The End of Reading http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59754&docid=153904 You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Teaching Reading Part Three sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite 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: 1927 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: April 16, 2009 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: pearlharbin (7 month(s) ago) i need this ppt, it seems very helpful to me. Saving..... Post Reply Close Saving..... Edit Comment Close By: marwasamsam (12 month(s) ago) wonderful presentation, I will be grateful if I can download it Saving..... Post Reply Close Saving..... Edit Comment Close By: cgwatkin (13 month(s) ago) This is Part 3 Where might I find Parts1-2? We have a number of students coming into the facility and I need more information on how I can work with them. Being to download would be of great benefit to me. I need to be able to hear you and rewind to check my understanding. This is the first in my search that makes sense to me. Thanks, Saving..... Post Reply Close Saving..... Edit Comment Close By: cgwatkin (13 month(s) ago) Great presentation. I am working in a detention education program and I need to be able to help my students and collaborate with the other teachers. This information would be of GREAT help. Allowing me to download would be GREAT. Thanks, Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Teaching Reading: Teaching Reading Structuring the reading lessonA reading lesson: A reading lesson Your aims may be : To practice a reading strategy (remember Thornbury – do your students really need to practice reading strategies ???) To give practice in understanding one or more of the features which may block understanding – ie a subskills or text-attack aimExample subskills: Example subskills Ss will practise .. distinguishing between unknown words which are essential to understanding, and those which are not. distinguishing factual information from opinion. distinguish negative from positive opinions inferring meaning from word formation clues recognising cohesive links in the text identifying the chronological sequence of a series of events interpreting implied but non-explicitly stated meaning (See Grellet 1981 for many more) The reading lesson: The reading lesson Are you really teaching reading? Or do you want to practice it? Or test it? Or use the text as a stimulus for discussion, a roleplay, or language systems work? If you’re teaching reading will you … Find a text which is suitable for the strategy or subskill you want to focus on? Find an interesting text, analyse what difficulties it will cause your students, and base your lesson around those?A typical lesson sequence: A typical lesson sequence Pre-text work : Systems, skills or both Lead-in : Activation of schemata Reading for gist: getting an overview of the text Intensive reading : understanding detail; focus on specific subskill selected as aim of lesson Language systems work (optional follow up)Pre-text work: Pre-text work There are lots of multiword verbs formed with the verb break. Look at these examples. Can you deduce their meaning from the context? While we were away on holiday somebody broke into our house. They took the TV, the computer and some jewellery too. In Italy, the kids have three months holiday from school in the summer. But in Britain they don’t break up until the end of July, and they go back in early September. John was going to get married this summer, but he and his girlfriend argued so much that he decided to break off the engagement. Sorry, you can’t make any photocopies. The machine has broken down again. The hotel was evacuated after a fire broke out on the third floor.Activating Schemata: Activating Schemata Describe a parallel experience : Have you ever had an experience which you can’t explain rationally? Give your opinion : Do you believe in the paranormal or do you believe everything has a rational explanation? Predict the content of the text - Look at the picture – what do you think is happening / has happened - You’re going to read an article called “Spooky Stories” – what do you think it talks about? - Here are some words from the story. What do you think happened? Reading for gist : Reading for gist Gist tasks may be … Set by the teacher Generated by the Ss during the lead-in taskIntensive Reading: Intensive Reading Read the story again. Are these sentences true, probably true or false? The break-in happened in July Craig’s girlfriend wasn’t from Bristol. The neighbours saw someone had broken into the flat and called the police. Craig’s girlfriend drove back to Bristol. The flat was in a terrible mess. Craig doesn’t believe it was a paranormal experience.Task types for intensive reading: Task types for intensive reading True / false (negatives can involve mental gymnastics) Multiple choice (distractors can be hard to find or “give away” the answer) Focus questions Information transfer (to charts, diagrams etc.) Problem solving (using the information in the text) Jumbled paragraphs, sentences to delete, add sentence etc. etc …. (See Grellet 1981 for many more) And then … ?: And then … ? Language systems work and/or Further skills practice Don’t forget homework : Text recycling WritingSome reading. See the website for more …: Some reading. See the website for more … Nuttall, Teaching Reading Skills in a Foreign Language, Heinemann 1982 Grellet, Developing Reading Skills, CUP 1981 Thornbury : The End of Reading http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59754&docid=153904