Topic: Developing Reading Skills

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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.

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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.

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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

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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, childrens 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,

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

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Why do we read?

• Reading for pleasure
• Reading for information

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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.

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Ways of reading

• Skimming
• Scanning
• Extensive reading
• Intensive reading

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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

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• 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

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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

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Reading comprehension exercise-types

• Reading techniques
• How the aim is conveyed
• Understanding meaning
• Assessing the text

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Reading techniques

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

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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

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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).

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• Exercise 2
• In the text Programming People, one of the
  recurring ideas is the loss of ones 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
•  

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

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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

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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
•  

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

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• 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

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2. Improving reading speed

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

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

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3. From skimming to scanning

• 3.1 Predicting
• 3.2 Previewing
• 3.3 Anticipation
• 3.4 Skimming
• 3.5 Scanning

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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)

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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?

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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?

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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.
•  

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• 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
• .

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3.5 Scanning

• Exercise 1
• Youre 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 unde40000
• -          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

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How the aim is conveyed

• 1. Aim and function of the text
• 2.Organization of the text different
  thematic patterns

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1.       Aim and function of the text1.1  
Function of the text

• Exercise1
• Match the following passages and their function
• Persuasion
• Warning
• Giving
  information
• Giving direction
• Invitation
• Request

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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
• 1         Agreement
• 2         Farewell
• 3         Asking for information
• 4         Greeting
• 5         Evidence(explanation)
• 6         Giving information

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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 readers
• main point attention
  example 

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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

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

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2.3 Descriptions Exercise 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
•  
•  

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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.

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2.5 Classification Exercise 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

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Understanding meaning

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

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1.       Non-linguistic response to the text

• 1.1   Ordering a sequence of pictures
• 1.2   Comparing texts and pictures
• 1.3 Matching

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1.1   Ordering 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?

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1.2  Comparing 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?

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1.3   Matching

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

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1.4 Mapping it out

• Exercise 1
• Read the following passage and indicate on the
  diagram
• a)All that Iverson can see in Groots
  room
• b)   Groots movements(use arrows)
•  
•  
•  
•  
•  
• Iversons room door
  Groots room
•  
•  
•  
•  
•  

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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.

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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)
•  

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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?
•  
•  
•  
•  
•  
•  
•  

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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
•  
•  
•  
•  
•  
•  
•  
•  
•  

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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.
•  .. .. ..
• .. .
• .. .. .
• ..
• .
•  
•  

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Study skills Note-taking

• Exercise 1
• Read the article and the notes taken by three
  students below. Which of these notes is the best,
  according to you?

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Assessing the text

• 1.Fact versus opinion
• 2. Writers intention

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1.Fact versus opinion

• Exercise 1
• Read the following statements and decide whether
  they are facts or opinions.
• 1
• 2..
• 3.
• 4.
• 5.

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2. Writers intention

• Exercise 1
• 1 Recognizing type of texts
• After reading this passage, can you tell whether
  it is
• A letter to the editor
• A passage from a novel
• A passage from a science-fiction story
• A passage from a textbook on sociology
• A satire on modern society
• A passage from a horror story

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• 2. The authors intention
• What is the authors intention in this passage?
• To amuse the reader
• To predic5 what the future will be like
• To shock the reader
• To reassure the reader about the future
• To criticize society
• To teach us something about life in the future

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• 3         The authors attitude
• In this passage you can feel that the authors
  attitude towards the human beings he describes is
  one of
• Indifference
• Sympathy
• Pity
• Admiration
• Anxiety
• Detachment hiding concern
• Criticism

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• 3    Tone
• Write a,b, or c in front of the following
  sentences according to what you think the tone
  of the sentence is
• Matter of fact
• Humorous
• Ironic

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Procedures of teaching reading

• Pre-reading activities
• While-reading activities
• Post-reading activities