reading presentation
TRANSCRIPT
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Reading Task Cycles
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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.
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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.
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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?
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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?
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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?
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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”.
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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.
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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
C
A
F
F
O
L
D
I
N
G
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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
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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
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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
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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
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Pre-reading While - reading Post - reading
*Match each task to one of the reading tasks you know.
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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.