Task 1. Match different reading techniques with reading activities on p. 17- 19.
Task 2
Select a text appropriate to your students' level.
Define the aim of the task.
Choose appropriate types of activities (techniques) for pre- while- post reading stages.
Think about integration with other skills.
Present your design to your colleagues and explain your choice of materials and techniques.
Task
In this task you match different reading techniques with reading activities on p. 17 - p. 19. Read the description of reading techniques (1-12) in the table below.
Reading techniques and their purposes
Reading technique
|
Description and purpose Activity
|
1. Skimming
|
Reading a passage quickly to grasp the main idea (or gist)
|
2 Scanning
|
Reading a passage quickly to find specific information
|
3. Contextual guessing
|
Making guesses about the meaning of words by looking at the surrounding words or situation
|
4. Close exercise
|
Fill-in-the-blank exercise, in which some words are omitted, designed to measure how well the reader understands how a text is linked together
|
5.0utlining
|
Note-taking. technique designed to help the reader see the overall organization of a text
|
6 Paraphrasing
|
The ability to say or write ideas in other words: measures the reader's understanding of the main ideas of a text
|
7. Scrambled stories
|
Also known as 'jigsaw reading': the reader re-orders the mixed up pieces of a text to he understands how a text fits together
|
8. Information transfer
|
Exercise which requires readers to transfer information from the text into another form of related text or drawing (e.g. filling in a chart, tracing a route on a map), designed to measure comprehension
|
9.Making inferences
|
'Reading between the lines': the reader understands what is meant but not stated in a passage
|
10 Intensive reading
|
Reading carefully for complete, detailed comprehension, (e.g. main ideas, details, vocabulary)
|
11. Extensive reading
|
Reading widely in order to improve reading comprehension, reading speed and vocabulary
|
12. Passage completion
|
Finishing a reading passage (orally or in writing), involves Predicting a logical or suitable conclusion based on a thorough understanding of the text
|
Adapted from Tanner &Green, 199 8, pp.62-65.
Reading activity A
Read another story of your choice. Write a journal entry summarizing the main points of the plot
Adapted from Reading 2.
|
Reading activity В
How do you think the story ends Think about these questions to help you guess
l. Was Mr. Jones really blind and crippled?
2.Did people pay him just for giving them advice?
3. Why do you think he disappeared? 4.Where did he go?
Adapted from Reading 2.
|
Reading activity С
Read the first passage and choose the best meaning for these words and phrases from the passage.
Obsessed: a)worried b)interested c)shocked
weird: a)strange b)unhappy c) dead teased: a)made fun of b)dangerous c)scared everyday conventions: a)school lessons b)common phrases c)thoughts and behaviour.
Adapted from 'Reading 2.'
|
Reading activity D
Another feature of the article is
the images and similes the writer uses. What do you think he means by the following
1... drifting slowly westward toward Central Time. 2...his electrical system suddenly switched off... 3...he was the first man to land on the moon... Can you find any other images and similes? Can you work out what they mean?
Taken from 'Reading 3'
|
Reading activity E
Here are some more statements in which there are masculine-or feminine-gender words .Which of these refer only to men or women, and which refer to people in general?
Man who hesitates is lost.
The average working man earns almost twice as much as the average working woman.
Man can do several things which animal cannot do ...Eventually, his vital interests arc not only life, food, access to female, etc., but also values, symbols, institutions...
Englishmen are said to prefer tea or coffee.
Give a man a fish and he'll eat for a day. Teach him to fish and he'll eat forever.
Rewrite as many as you can, avoiding the words man and men.
• Adapted from Reading2
 Reading activity F
Now work in groups of two, each group
having only one of the passages that follow.
In your group follow these .steps:
Read the passage carefully;
Sum up what it is about for the other
groups;
Try to guess how it is situated in the
whole
text (e.g. does it come before or after the passage just summed up by one of the other groups? Why? What words,
expressions or ideas can help you to justify
your opinion?);
• Discuss with the other groups
until you can reconstitute the whole
story, from the beginning to the end.
Taken from Developing Reading Skills.
Reading activity G
You are thinking of buying a collage in the Cotswolds (or North Cotswolds). This is what you want
An old house you could modernize
yourself
In a small village
Price under 540,000
Look at the following раge and circle the advertisements corresponding [ to what you are looking for (if any). Try to do this as quickly as you can.
Taken from Developing Reading Skills.
   Reading activity HYou are skimming through an article in which most of the words are unknown to you. Here are the ones you can understand, however: professor institute of biochemistry hard-working man results of experiments published confession invention different results fraud Can you guess, from these few words, if the article is about □ a well-known professor who has just published his confessions a scientist who has admitted inventing the results of his experiments □ a scientist who has killed himself because he couldn't get the same results as everybody else  a scientist who regrets the publication of the results of his experiments Taken from 'Developing reading skills
Reading activity I
|
Reading activity J
|
Who or what did he see? What happened next
|
Read the next passage and decide which is
|
Read and guess what the missing words are.
|
the most extraordinary piece of information
|
|
Complete the chart with the information from
|
And there came an old (1) with two
|
the passages.
|
Cans of (2) He stood before the
|
|
(3)
|
|
The (4) said, 'Please I beg of you!'.
|
|
Carole
|
Philip
|
|
|
|
Bohanon
|
Coatcs-
|
|
|
|
|
Wright
|
|
Taken from 'Reading 2'.
|
When did
|
|
|
|
|
their obsessions
|
|
|
|
|
start?
|
|
|
|
|
What sort of
|
|
|
|
|
families do
|
|
|
|
|
they come from?
|
|
|
|
|
How do their
|
|
|
|
|
families react
|
|
|
|
to them?
|
|
|
|
|
How do older
|
|
|
|
|
people react
|
|
|
|
|
to them?
|
|
|
|
|
Taken from 'Reading 2'.
|
Reading activity К
|
Reading activity L
|
Read passage В and put these notes in
|
One of the strongest features of the
|
the right order.
|
article is the writer's love for and pride
|
a) technician came
|
.in his son. For example:
|
b) found other photos
|
When my son called, I sat down at the
|
c) noticed a bulge on photo
|
kitchen
|
d) further studies
|
table and leaned forward and hung on
|
e) looked carefully at photo
|
every word
|
f) measuring Pluto's orbit
|
|
g) stayed to help
|
Can you find other examples?
|
h) looked through archives
|
|
i) machine stopped working
|
Taken from Reading 3
|
j) using Star Scan
|
|
k) became interested
|
|
1) thought it was an error
|
|
Taken from 'Reading 3'
|
|
| 
Which reading strategies are effective?
Reading strategies
|
Effective or Ineffective
|
Reasons
|
a use my finger to help my eyes follow lines of text
|
|
|
b read each word very carefully in order to understand the entire text
|
|
|
с keep my eyes moving past the unfamiliar words and thus try to understand the main ideas
|
|
|
d say words quietly to myself
|
|
|
e write the meaning of new words in LI in margin of page
|
|
|
f look up unfamiliar words in a bilingual dictionary
|
|
|
g start reading without panicking or thinking Help! I'm not going to understand
|
|
|
h look for linking words that help explain relationship between sentences (e.g. in contrast, for example)
|
|
|
1 ask my teacher for help whenever I meet an unfamiliar word
|
|
|
/ use different reading strategies to rend different types of texts
|
|
|
к translate a difficult section of text into Ll
|
|
|
/ think of other words I already know that are similar to the unknown word(s) 1 come across
|
|
|
m find the sentence that contains the main idea
|
|
|
n read a lot of different things in order to expand my vocabulary and improve my general comprehension
|
|
|
о study or write vocabulary lists and translations of words into Ll
|
|
|
p try to understand the relationship between the main ideas and supporting details
|
|
|
q look at titles, subtitles, pictures and other visuals before reading
|
|
Can help orient the reader
|
r read a text very quickly the first time to get the gist (main idea)
|
|
|
s underline or highlight words 1 don't understand
|
|
|
f create some questions for myself before I read which I think or hope the text will answer
|
|
|
и limit myself to looking up in the dictionary only a few unknown words
|
|
|
v circle or highlight key words in a bright colour
|
|
|
Task 4
|
