Topic: Developing Reading SkillsTopic: Developing Reading Skills

General objectives:Students will be able to give a lesson in dev

eloping reading skills. Students will be able to integrate reading wi

th listening, speaking, and writing.

Lesson OneLesson OneGiving a Lesson in Developing Reading SkillsGiving 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 SkillsDeveloping 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?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?Why do we read?

Reading for pleasureReading for information

How do effective readers read?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 readingWays of reading

SkimmingScanningExtensive readingIntensive reading

Reading skillsReading 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 piec

e 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?How to design tasks?Accessible to studentsPre-set purposeTop-down and bottom-upAt discourse levelAuthentic textsLinking different skillsFlexible an variedDeveloping reading skills rather than testingUsing strategiesInterestingTangible resultImmediate feedback

Reading comprehensionReading comprehension exercise-types exercise-types

I. Reading techniques

II. How the aim is conveyed

III. Understanding meaning

IV. Assessing the text

I.I. Reading techniquesReading techniques

1.Sensitizing2. Improving reading speed3. From skimming to scanning

1. Sensitizing1. 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 1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues unfamiliar lexical items through contextual clues

Exercise1 a) In paragraph 3, find two nouns meaning more or less the sa

me 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 peri

ods` -- 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 3Read the following paragraph and try to

guess the meaning of the word ‘zip’.

Deducing the meaning and use of unfamiliar Deducing the meaning and use of unfamiliar

lexical items through understanding word formationlexical items through understanding word formation

Exercise 4 a)       Two words with the suffix ‘-ible’ appear in t

he text. What are they? What effect does the suffix have on the meaning o

f the word? B) Underline the suffixes in the following words -hypnotist -predictable -beautiful -apparently -observation

1.2.Understanding relations1.2.Understanding relations within the sentence 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 4Read the following text and select the mos6

appropriate link-words from the list given below.

a) because b) althoughc) for example d) since

2. Improving reading speed2. Improving reading speed

Exercise 1a)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 scanning3. From skimming to scanning

3.1 Predicting3.2 Previewing3.3 Anticipation 3.4 Skimming 3.5 Scanning

3.1 Predicting3.1 Predicting Exercise 1 After reading each of the sentences in column 1, link at colu

mn2 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 Previewing3.2 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 Anticipation3.3 Anticipation Exercise 1Before 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 Skimming3.4 Skimming

Exercise 1Here is the beginning of a short story by Ro

ald 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 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 advertise

ment corresponding to what you are looking for - Try to do this as quickly as you can

II.II. How the aim is conveyedHow the aim is conveyed

1. Aim and function of the text

2.Organization of the text: different thematic patterns

1.1.              Aim and function of the textAim and function of the text1.11.1      Function of the textFunction of the text

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

1.2 Functions within the text1.2 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

2.Organization of the text: different thematic patterns2.Organization of the text: different thematic patterns2.1 Main idea and supporting details2.1 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 sequence2.2 Chronological sequence

Exercise 1After 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 Descriptions2.3 Descriptions Exercise 1Exercise 1

Read the following passages and decide Read the following passages and decide which type of organization they representwhich 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 contrast2.4 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 Classification2.5 Classification Exercise 1Exercise 1Read the text which describes eighteenth-century houses in Read the text which describes eighteenth-century houses in

London. Then complete the diagram below showing the different London. Then complete the diagram below showing the different types of housing.types of housing.

18th century London house

along streets

III.III. Understanding meaningUnderstanding meaning

1.       Non-linguistic response to the text2. Linguistic response to the text

1.1.              Non-linguistic response to the textNon-linguistic response to the text

1.1   Ordering a sequence of pictures1.2   Comparing texts and pictures1.3 Matching

1.11.1      Ordering a sequence of picturesOrdering a sequence of pictures

Exercise 1Here are the photos that Pat sent to Tom.

Can you put them back in the order in which they were taken?

1.21.2    Comparing texts and picturesComparing texts and pictures

Exercise 1Now 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?

1.31.3      MatchingMatching

Exercise 1 Read the letter and choose the family tree t

hat corresponds to Gwenda’s family Exercise 2Match the following comments with the pho

tographs of the people who made them.

1.4 Mapping it out1.4 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 reading1.5Jigsaw 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.Linguistic response to the text 2.1 Reorganizing the information: Reordering events 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 tables2.2 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 texts2.2 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: Summarizing2.3 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.  

…………….. ………………….. ……………….. …………….. ………………… ………………. …………….. ……………….. ……………. …………….. …………………… ………………… ………………. …………………… …………………    

Study skills: Note-takingStudy skills: Note-taking

Exercise 1Read the article and the notes taken by three

students below. Which of these notes is the best, according to you?

IV.IV. Assessing the textAssessing the text

1.Fact versus opinion2. Writer’s intention

1.Fact versus opinion1.Fact versus opinion

Exercise 1 Read the following statements and decide whether they are

facts or opinions. 1…………………………………………………………… 2…………………………………………………………….

. 3………………………………………………………. 4……………………………………………………. 5………………………………………………….

2. Writer’s intention2. Writer’s 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

2. The author’s intention

What is the author’s 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

3         The author’s attitude In this passage you can feel that the author’s attitude

towards the human beings he describes is one of Indifference Sympathy Pity Admiration Anxiety Detachment hiding concern Criticism

3    ToneWrite a,b, or c in front of the following

sentences according to what you think the tone of the sentence is

Matter of factHumorousIronic

Procedures of teaching readingProcedures of teaching reading

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