Reading Task Cycles

POLIS I ARRESTIM WANPELA MAN I KARIM NAIF

Ibin gat bikpela wari ibin kamap long sait blong wok

sekuriti, long stat blong lukluk raun blong Queen

Elizabeth blong Britain ikam long Australia.

Niusman Michael Rowland, ibin ripot olsem polis ibin

arrestim wanpela man long em ibin karin naif.

Polis ibin tok, dispela man krismas blong em i moa

long 30-krismas blong en, Ibin traim long tok olsem

emi wanpela memba blong sekuriti blong Queen. Ol

wok painim long bodi blong en ibin painim dispela

naif. Oli bin kisim em igo long askim em sampela moa

samting. Na maski long dispela liklik asua, lukluk raun

blong Queen ikam long Australia ibin orait tasol.

Yesterday I saw the plagish flester

gollining begrunt the bruck. He seemed

very chanderbill, so I did not jorter him,

just deapled to him quistly. Perhaps later

he will besand cander, and I will be able to

rangel to him.

Yesterday I saw the plagish

flester gollining begrunt the

bruck. He seemed very

chanderbill, so I did not

jorter him, just deapled to

him quistly. Perhaps later he

will besand cander, and I

will be able to rangel to him.

1. What was the flester doing and where?

2. What sort of flester was he?

3. Why did the writer decide not to jorter him?

4. How did she deaple?

5. What did she hope would happen later?

What is the problem described here?

Did the writer try to get near the

patient?

Is this event taking place indoors or

outdoors?

What do you think she said when she

called him?

What might the job of the writer be?

Why do you think she wants to talk to the

patient?

Yesterday I saw new patient

hurrying along the corridor.

He seemed very upset, so I

did not follow him, just called

to him gently. Perhaps later

he will feel better, and I will

be able to talk to him.

1. What is the problem described here?

2. Is this event taking place indoors or

outdoors?

3. Did the writer try to get near the

patient?

4. What do you think she said when she

called to him?

5. What might the job of the writer be?

6. Why do you think she wants to talk to

the patient?

The Accident

Jim´s father was driving him to school when the

accident happened. They were waiting to turn

onto the street that led to the school when a truck

hit them. They were both rushed to the hospital

and Jim was taken to the operating room. The

doctors called a famous surgeon, who rushed to

the hospital.

The surgeon walked in, stopped, and said, “I can´t operate. That`s my son on the operating table”.

Eating for Good Luck

In Spain and some Latin American countires, peopleEat twelve grapes at midnight on New Year´s Eve - oneGrape for good luck in each month of the year.

Race to the U.S.!

One race takes place in a building. In the Empire State Building Run-Up, racers run up the stairs to the top of New York City`s Empire State Building. The climb is 1,050 feet (320 meters) – 86 floors, or 1,575 steps. Winners can reach the top in just 10 or 11 minutes.

Reading Comprehension Tasks - The three Stages of Reading

Pre-reading phase

While reading phase

Post-reading phase

Everything the learner does beforereading the text.

The learner isdirectly involved with the text. Everything the learner

does with informationand language from thetext after reading it.

S

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When I teach reading, I like my learners to use the other skills,

too. I do various things. For example, before reading a

passage, my learners learners discuss the topic or brainstorm

vocabulary they predict they will read; or they listen to a short

passage on a related subject and discuss it. At the reading

stage, I make sure to spell out why they are reading. We read a

passage more than once, each time with a new task. The

learners fill in a chart, or match pictures to paragraphs or

answer true/false questions. Finally, I have enough time for a

follow-up, like a role-play or group work where the learners

write a different ending or discuss the issue in the text.

Kate

When I prepare to teach a reading passage, I read it one or twice

and underline essential words that the learner might not know. I

circle the words which might be similar to the learner`s first language

or which might be easily explained by the context surrounding the

word;I then decide how many of the remaining underlined words to

pre-teach. I only pre-teach a few key worlds-maybe five in a passage

that´s two or three paragraphs long-because I don´t want my

learners relying on me for every single definition. With the circled

words, I often write the sentences in which they occur on the board

and the learners work in small groups to guess the meaning from the

context. After they´ve read the text, I often do an activity, such as a

role-play or a game, to practice the new vocabulary they have come

accross.

Lin

TASK TYPE DEFINITION

Making intelligent guesses about the content.

Reading a text quickly to find specific information.

Reading a text quickly to grasp the main idea (or gist).

Making guesses about the meaning of words by looking at the surrounding words or situation.

The reader is required to demonstrate recognition or references terms, e.g. it, etc.

Thinking of words or ideas related to the topic.

Making use of different ways texts are organized.

Sharing their own opinions, feelings and ideas about a subject.

Reading between the lines: the reader understands what is meant but not explicitly stated in a passage.

Each learner has information that another learner needs in order to complete the task.

The reader re-orders mixed-up pieces of a text to demonstrate understanding of how a texts fits together.

Predicting

Scanning

Skimming

Inferring lexical items

Identifying reference words

Brainstorming

Working with titles

Personalizing

Making inferences about the content

Sharing information

Reorganizing

Analysing a reading class

1. Watch the video and identify the three reading stages. Take notes about what happened in each stage.

*What the teacher and students did?

Pre-reading While - reading Post - reading

Pre-reading While - reading Post - reading

*Match each task to one of the reading tasks you know.

a. Let´s analyse some reading activities from some english coursebooks.

Which are the….

pre- reading,

while- reading and

post -reading tasks?

What task type is used in each stage?

b. Let´s design a reading class.