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8/7/2019 Teaching reading - inference Latest
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Making use of syntactic, logical and
cultural clues to discover the meaning
of unknown elements.When encounter with new text better
not explain the words
Student should be encouraged to guessthe meaning of the words withoutreferring to the dictionary.
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Specific aim:Specific aim: To train the students to read faster
and to recognize words more quickly
Skills involved:Skills involved:
Inferring the meaning of incompletewords. Predicting.
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Inability to infer the meaning of unknown
elements often causes
Discouragement Apprehension (synonym of dread)
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A similar problem also arrives when
student are unable to get an immediate
grasp of sentence structures which willbring a problem to the student whendealing with:-
Texts with relative clause
x My mother bought the cookies from the store,she bring it to our grandmother house (in caseof anaphoric relative).
Embedded clauses (Subordinate clause)
x The boy who came is his cousin.
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Complex structures
When he handed in his homework, heforgot to give the teacher the last page
but the teacher marked his work without
noticing the error.
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Therefore it is important for the teacher totrain the student to look first for the core of
the sentence which is the (subject +verb)
They played football
She ate Nasi Lemak
In order to do that, the learner can beasked to
Divide passage into sense group (Verb,adjective, noun, antonym, synonym and etc)
And try to categorize it into a group by
underline, box or highlight the word
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Example:-
They committed random murders in the Los
Angeles area. When a number..they
wanted to protect Charlie, who was always
somewhere else when the butcheries
occurred.
VV
V
V
ADJ N
N
N
N
PRO
PRO
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To gain students understanding on
textual cohesion are by the use of;
Referencing Linking words
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It covers all the devices that permit
lexical relationship within a text.
Anaphora : Element previously mentioned Cataphora : one to be mentioned below
Synonymy
Hyponymy
comparison
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Barbara couldn't take it any more. Her
upstairs neighbor was blasting his stereo
again. She had asked him twice alreadyto turn the volume down.
Herand she refer to Barbara.
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If you want them, there are cookies in
the kitchen.
Them is referring to the cookies
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Text is not made up of
independent clauses or sentences
BUT
it is a web of related ideas that
announced, introduced throughout thepassage with the help references.
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When student fails to understand some
words in a passage, he will not
understand some ideas of the text.
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The yardman comes every two weeks.
He drives a gray pickup truck. The truck is
a Ford. It is about 15 years old, but it runswell. It doesn't burn oil, and it gets
decent gas mileage. The yardman's
name is Byron. In the back of his truck
are a lawn mower, a leaf blower, a rake,and a shovel
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Students that do not understand inter- or
intra sentential connectors, he will fail torecognize the communicative value of
the passage since those words arefunction as Signals indicating the
function of what follows.
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I always get up at seven o'clock. Then I
eat breakfast. I usually eat bread and
drink a glass of milk. Then I feed the cat. Ialways eat lunch at eleven forty five. At
lunch time I usually drink coke and eat a
bowl of rice. I usually have dinner at six
o'clock in the evening. Later,I do myhomework and go to bed. I often go to
bed at nine o'clock.
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"See," Martin pointed out to Jane,"if you
want to use the cart, you can just rent
one for the whole day from the rack."