the preparation course
Post on 22-Mar-2016
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DESCRIPTIONTKTP1 UNIT 6 Presentation
Unit 6 ReadingTKT PREPARATION COURSE
Task 1Write down different types of reading material you knowFor example: magazines
What is readingIt is a receptive skillit involves responding to text, rather than producing it.it involves making sense of text. To do this we need to understand the language of the text at word level, sentence level and whole-text level. (bottom-up process)
We also need to connect the message with our knowledge of the world. (top-down process)
Consider:The boy was surprised because the girl was much faster runner than he was.
KEY CONCEPTSCoherence refers to the logical connection between sentences of a text. Coherence involves using the knowledge of the world to make sense of text.The boy was surprised because the girl was much faster runner than he was. Then he found out that her mother won a medal for running at the Olympic Games
Cohesion refers to the grammatical link that exists between sentences.That is, being able to identify reference words. That is to know that he refers to the boy and her to the girl.
Reading skills, subskills, and strategies
Reading sub-skillsReading for gist or skimming is about reading quickly a text to get the general idea of it.Reading for detail
Reading for specific information or scanning, we use this sub-skill to find quickly the piece(s) of information we need. Reading for detail involves reading in order to get meaning out of every word.
Language learning activities Extensive reading involves reading long pieces of texts such as books, articles, etc. Intensive reading refers to the use of texts to see how language is used.
Summarizingreading involvesUnderstanding letters, words, and sentencesUnderstanding the connection between sentences (coherence and cohesion)Understanding different types of textsMaking sense of the text
Read quickly to get the general idea
Task 2 Answer true or false for the following statements1. Giving learners lots of opportunities for extensive reading, in or out of class, does not help them to develop their fluency in reading.
2. Tasks need to be of an appropriate level of difficulty and practice relevant reading sub skills.
3. Reading comprehension tasks and exercises focus always on the same reading subskills.
4. It is not necessary that teachers recognize which subskill a task focuses on.
5. Teachers need to choose comprehension tasks very carefully.
Answer key Giving learners lots of opportunities for extensive reading, in or out of class, does not help them to develop their fluency in reading. FALSE Tasks need to be of an appropriate level of difficulty and practice relevant reading subskills. TRUE
Reading comprehension tasks and exercises focus always on the same reading subskills. FALSE It is not necessary that teachers recognize which subskill a task focuses on. TRUETeachers need to choose comprehension tasks very carefully. TRUE
End of the presentation!
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