Topic: Developing Reading Skills

Topic: Developing Reading Skills • General objectives: • Students will be able to give a lesson in developing reading skills. • Students will be able to integrate reading with listening, speaking, and writing.

Lesson OneGiving a Lesson in Developing Reading Skills • Pre-task activities • Step One: elicit Kinds of real-life reading • Step Two: elicit characteristics of Real-life listening • Step Three: discuss the factors affecting reading. • Step Four: identifying different types of listening texts. • Step Five: suggested activities in developing reading skills. • Step Six: tips in design a reading task • While-task activities • Step Seven: trainee giving lessons in developing reading skills. • Post-task activities • Step Eight: students evaluate the lessons.

Developing Reading Skills • What do we read? • Why do we read? • How do effective readers read? • Ways of reading • Skills of reading • How to design reading tasks? • Reading activities • Procedures of teaching reading

What do we read? • Calendars, addresses, phone books, name cards, bank statements, credit cards, maps, anecdotes,weather forecast, pamphlets , • product labels, washing instructions, short stories, novels, plays, poems, handbooks, • Clothes size labels, children’s scribbling, informal letters, business letters, rules and regulations, electronic mails, fax messages, • Junk mail, postcards, greeting cards, comic books, • Newspapers, diplomas, application forms, store catalogues, magazines, radio/ TV guides,

Advertisements posters, travel guides, cookbooks, repair manuals, memos, time schedules street signs syllabi, journal articles, song lyrics, film subtitles, diagrams, • Flowcharts, name tags

Why do we read? • Reading for pleasure • Reading for information

How do effective readers read? • They have a clear purpose in reading; • They read silently; • They read phrase by phrase, rather than word by word; • They concentrate on the important bits, skim the rest, and skip the insignificant parts; • They use different speeds and strategies for different reading tasks; • They perceive the information in the target language rather than mentally translate; • They guess the meaning of new words from the context, or ignore them; • They have and use background information to help understand the text.

Ways of reading • Skimming • Scanning • Extensive reading • Intensive reading

Reading skills • Recognizing the script of a language • Deducing the meaning and use of unfamiliar lexical items • Understanding explicitly stated information • Understanding information when mot explicitly stated • Understanding conceptual meaning • Understanding the communicative value of sentences and utterances • Understanding relations within the sentence • Understanding relations between the parts of a text through lexical cohesion devices • Understanding cohesion between parts of a text through grammatical cohesion devices

Interpreting text by going outside it • Recognizing indicators in discourse • Identifying the main point or important information in a piece of discourse • Distinguishing the main idea from supporting details • Extracting salient points to summarize(the text, an idea etc.) • Selective extraction of relevant points from a text • Basic reference skills • Skimming • Scanning to locate specifically required information • Transcoding information to diagrammatic display

How to design tasks? Accessible to students Pre-set purpose Top-down and bottom-up At discourse level Authentic texts Linking different skills Flexible an varied Developing reading skills rather than testing Using strategies Interesting Tangible result Immediate feedback

Reading comprehension exercise-types • Reading techniques • How the aim is conveyed • Understanding meaning • Assessing the text

Reading techniques • 1.Sensitizing • 2. Improving reading speed • 3. From skimming to scanning

1. Sensitizing • 1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues • Deducing the meaning and use of unfamiliar lexical items through understanding word formation • 1.2.Understanding relations within the sentence

1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues • Exercise1 • a) In paragraph 3, find two nouns meaning more or less the same as • killings' : …………… • b) In paragraphs 2 and 3, find the equivalents of the following words: • changing: ……………………. • Take place…………………… • Declare…………. • c) In paragraph 3 • - -find an adjective which means the opposite of `for short periods` • -- find a noun which means the opposite of `free and footloose young • people' (para. 4)……………….

Exercise 2 • In the text ‘Programming People’, one of the recurring ideas is the loss of one’s independence and personality. Read the text again to find all the words related to that idea and fill in the following table. • nouns adjectives verbs • dependence e.g. slaves • independence

Exercise 3 • Read the following paragraph and try to guess the meaning of the word ‘zip’.

Deducing the meaning and use of unfamiliar lexical items through understanding word formation • Exercise 4 • a)Two words with the suffix ‘-ible’ appear in the text. What are they? • What effect does the suffix have on the meaning of the word? • B) Underline the suffixes in the following words • -hypnotist • -predictable • -beautiful • -apparently • -observation

1.2.Understanding relations within the sentence • Exercise 1 • Read the following sentences and underline the subject and the main verb of each of them.. • Exercise 2 • In the following text, a number of link-words have been italicized. Replace them by other link-words, or rewrite the sentences, making sure the meaning remains the same

Exercise 3 • Look at the text and classify the italicized link-words according to their function: • Cause:……… • Consequence…………… • Time sequence:……………. • Concession ;…………… • Opposition:……………

Exercise 4 • Read the following text and select the mos6 appropriate link-words from the list given below. • a) because • b) although • c) for example • d) since

2. Improving reading speed • Exercise 1 • a)Underline the word which is the same as the first one given. • told bold told hold bolt

a)Find the word which means the same thing as the first word mentioned. • grab hold • snatch • leave • give

3. From skimming to scanning • 3.1 Predicting • 3.2 Previewing • 3.3 Anticipation • 3.4 Skimming • 3.5 Scanning

3.1 Predicting • Exercise 1 • After reading each of the sentences in column 1, link at column2 and choose the sentence which you think isl most likely to follow. Go on in the same way until you reach the end of the text. • Ss 1………………… Ss 2 a)……………. • b)…………… • c)……………. • d)…………… • ss 3………………… Ss4 a)……………. • b)…………… • c)……………. • d)…………… • ss5………………… Ss5 a)

3.2 Previewing • Exercise 1 • You have been given a page from a book to read. • It is entitled ‘The New Famines’, What do you think the passage is about? • Think of at least three possibilities. • The title of the book is The End of Affluence and here is the beginning of the table of contents. Does this lead you to reconsider your former opinion and make a more accurate guess at the contents of the passage?

3.3 Anticipation • Exercise 1 • Before studying a text about robots: • 1 What is a robot? • 2 Is there any difference between a robot and an automaton? • 3 What can robots be used for? • 4 Do you think they can ever completely replace human beings for some jobs? Which ones?

3.4 Skimming • Exercise 1 • Here is the beginning of a short story by Roald Dahl. Skim through it and underline the sentence or the words that best sym up the main idea of each paragraph.

Exercise 2 • Read the following articles as quickly as you can and decide which title is best suited to each of them. • ……………………………… A lucky meeting • …………………………….. Violence in Detroit • …………………………….. A clever policeman • …………………………….. A good detective • …………………………….

3.5 Scanning • Exercise 1 • You’re thinking of buying a cottage in the Cotswolds • This is what you want: • -three bedrooms or more • -an old house you could modernize yourself • -in a small village • - price unde$40000 • -Look at the following page and circle the advertisement corresponding to what you are looking for • - Try to do this as quickly as you can

How the aim is conveyed • 1. Aim and function of the text 2.Organization of the text: different thematic patterns

1.Aim and function of the text1.1Function of the text • Exercise1 • Match the following passages and their function: • …………………………………… Persuasion • …………………………………… Warning • …………………………………… Giving information • …………………………………… Giving direction • …………………………………… Invitation • …………………………………… Request

1.2 Functions within the text • Exercise1 • Read the following dialogue and match what the characters say and the functions listed underneath. • A ……………………B …………………… • C …………………….D …………………… • E ……………………..F …………………….. • G ……………………H …………………… • I ………………… J ……………………… • 1 Demand for evidence • 1Agreement • 2Farewell • 3Asking for information • 4Greeting • 5Evidence(explanation) • 6Giving information

2.Organization of the text: different thematic patterns2.1 Main idea and supporting details • Read the opening paragraphs of the suggested texts and decide which category they fall into • question to • hold the • summary of the reader’s • main point attention example ……………… ……

2.2 Chronological sequence • Exercise 1 • After reading the text complete the sentences with one of the following words ; before, after, when, since, while, during, as soon as

2.3 Descriptions • Exercise 1 • Read the following passages and decide which type of organization they represent

2.3 DescriptionsExercise 1Read the following passages and decide which type of organization they represent • Down up outside inside detail general • impression • general • Up down inside outside impression detail • 1 • 2 • 3 • 4

2.4 Analogy and contrast • Exercise 1 • Can you draw a tree diagram to represent the different types of vehicles? Think of as many branches as you can besides the ones mentioned in the text.

2.5 ClassificationExercise 1Read the text which describes eighteenth-century houses in London. Then complete the diagram below showing the different types of housing. • 18th century London house • along streets

Understanding meaning • 1.Non-linguistic response to the text • 2. Linguistic response to the text

1.Non-linguistic response to the text • 1.1Ordering a sequence of pictures • 1.2Comparing texts and pictures • 1.3 Matching

1.1Ordering a sequence of pictures • Exercise 1 • Here are the photos that Pat sent to Tom. Can you put them back in the order in which they were taken?

1.2Comparing texts and pictures • Exercise 1 • Now that you have read the short story, look at the following drawing. Are there any common points between the two? • In what way does the cartoon differ from the story?

1.3Matching • Exercise 1 • Read the letter and choose the family tree that corresponds to Gwenda’s family • Exercise 2 • Match the following comments with the photographs of the people who made them.

1.4 Mapping it out • Exercise 1 • Read the following passage and indicate on the diagram; • a)All that Iverson can see in Groot’s room • b) Groot’s movements(use arrows) • Iverson’s room door Groot’s room

1.5Jigsaw reading • Exercise1 • 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 kin the whole text • - discuss all this with the other groups until you can reconstitute the whole story, from beginning to end.

2.Linguistic response to the text 2.1 Reorganizing the information: Reordering events • Exercise 1 • Can you put these events back in their chronological order? • a)…………………………………… • b)……………………………….. • c)…………………………………… • d)……………………………………… • e)………………..…………….. • g)…………………………………

2.2 Reorganizing the information: Using tables • Exercise 1 • Read this article from Times and complete the table that follows • When? who? Where? What? Why?

2.2 Comparing several texts • Exercise 1 • The three texts that follow all relate to the same incident. Read them carefully and fill in the comparison table • Features Text No. 1 Text No. 2 Text No.3

2.3 Study skills: Summarizing • Exercise 1 • Read the following article and the summaries written by four students. • Then decide which of the summaries is the best. • …………….. ………………….. ……………….. • …………….. ………………… ………………. • …………….. ……………….. ……………. • …………….. …………………… ………………… • ………………. …………………… …………………

Topic: Developing Reading Skills