• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Reading
 

Reading

on

  • 1,196 views

 

Statistics

Views

Total Views
1,196
Views on SlideShare
1,196
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • пролд

Reading Reading Presentation Transcript

  •  
  • «Я УМЕЮ ЧИТАТЬ» ОЗНАЧАЕТ, ЧТО:
    • Я могу произнести вслух любое написанное слово.
    • Я могу перевести текст.
    • Я могу понять основное содержание текста.
    • Я могу понять текст во всех подробностях.
    • Я могу понять для чего и как написан текст.
    • Я могу понять скрытый смысл текста («читать между строк»).
  • READ THE TEXT AND ANSWER THE QUESTIONS
    • What kind of map is this?
    • What is the Aseri for
    century? sea? Baku?
    • What is the Russian for BIZANS IMPERIYASI?
  • IS THIS TEXT ABOUT
    • Bizantine history?
    • Connections of ancient Biznatine culture and modern Aserbaijan?
    • A war between the Bizantine Empire and Aseri Republic?
  • КАКИЕ ВЫВОДЫ МОЖНО СДЕЛАТЬ ИЗ ПРОВЕДЕННОГО ЭКСПЕРИМЕНТА?
    • «Хороший читатель» умеет :
    • поставить цель для чтения
    • выбрать соответствующий цели вид чтения
    • компенсировать незнание с помощью различных приемов
  • MARK EACH STATEMENT ! IF YOU AGREE, X IF YOU DISAGREE, ? IF YOU ARE UNDECIDED
    • Texts are for presenting new language to students
    • Texts should be read aloud before other tasks are done
    • It is useful to ask some questions about a text before reading
    • Comprehension questions should use the language of the text
  • READ THE TEXT AND ANSWER THE QUESTIONS
    • Yesterday I saw palgish flester gollining begrunt the bruck. He seemed very chanderbil, sa l did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him.
    • What was the flester doing and where?
    • What sort of flester was he?
    • Why did the writer decide not to jorter him?
    • How did she deaple?
    • What did she hope would happen later?
  • READ THE TEXT AND ANSWER THE QUESTIONS
    • Yesterday I saw the new patienthurrying along the corridor. He seemed very sad, so I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.
    • What is the problem described in the text?
    • Is this event taking place indoors or outdoors?
    • Did the writer try to get near the patient?
    • What do you think she said when she called to him?
    • What might the job of the writer be?
    • Why do you think she wants to talk to the patient?
    • What conclusions about comprehension questions can be drawn from the tasks above?
    • КАК
    • САМОСТОЯТЕЛЬНЫЙ
    • ВРД
    КАК СРЕДСТВО ОБУЧЕНИЯ ДРУГИМ ВРД ВИДЫ ЧТЕНИЯ Основное содержание Необходимая информация Детальное понимание Эстетическое удовольствие
  • Овладение стратегиями чтения подразумевает следующие умения:
    • фокусироваться на цели чтения
    • декодировать невербальную информацию
    • игнорировать незнакомые слова, не являющиеся ключевыми
    • игнорировать нерелевантную информацию
    • догадываться о значении незнакомых слов по контексту, морфологическим признакам, месту слова в редложении, а также заимствованным корням
    • догадываться о значении незнакомых грамматических структур по контексту, месту структуры в предложении
    • сравнивать результаты своей предварительной догадки с прочитанным и корректировать дальнейшее восприятие.
  • КАКОЕ ИЗ ЭТИХ УТВЕРЖДЕНИЙ ВЫ СЧИТАЕТЕ ПРАВИЛЬНЫМ?
    • Я читаю каждую букву по отдельности
    • Я читаю по слогам
    • Я читаю все слово целиком
    • По рзеульаттам илссеовадний одонго англигйсокго унвиертисета, не иеемт занчнеия, в кокам пряокде рсапожолены бкувы с совле. Галвоне, чотбы преавя и пслоендяя бквуы блыи на мсете. Осатьлыне бкувы мгоут селдовтать в плоонм бсепродяке, все рвано тксет чтаитсея без побрелм. Пичрионй эгото ялвятеся то, что мы не чиататем кгдаужю бкуву по одтльентоси, а все солво цликеом.
  • PRE-READING (10 MIN)
    • Source the learner – prior knowledge of the text’s topic, attitude to reading, attitude to English, interest in the topic
    • Goals
    • to introduce the topic, and arouse learners interest in it
    • To motivate learners by giving them a reason for reading
    • To provide any necessary language preparation for the text
  • TASKS
    • Give the title, Ask Ss to write down three important factors related to the topic. Brief whole-class discussion.
    • Give the title. Ss write down 10 words related to the topic. Collect them on the board. Elicit meanings and pronunciation.
    • Give the title. Ask Ss to predict how the text begins.
    • Give the title. Display 4 or 5 statements based on the overall message of the text. Ss mark them true/false according to their prediction
    • Learners complete: Things I know Things I don’t know Things I’d like to know
    • Ss write questions they expect the text to provide answers to
    • Select 10 key words from the text, and give 12 L1 words in random order. Matching exercise
  • WHILE-READING
    • Source the text itself
    • Goals
    • To help Ss understand the author’s purpose
    • To help Ss understand how the text is structured
    • To clarify the content of the text
  • TASKS
    • Asking / answering questions
    • Categorising
    • Cloze
    • Completing
    • Correction
    • Diagrammatic display
    • Finding differences/similarities
    • Gap-filling
    • Information transfer
    • Jigsaw reading
    • Labelling
    • Listing
    • Matching
    • Mind-mapping
    • Multiple choice
    • Note-taking
    • Outlining
    • Paragraphing
    • Picture-completion
    • Quiz
    • Reordering
    • Table filling
    • True/false statements
    TASKS
  • POST-READING
    • Source learners’ reaction to the text, their changed views on the topic, their newly acquired knowledge
    • Goals
    • To enable Ss to consolidate or reflect upon what they have read
    • To relate the content of the text to learners’ own knowledge, experience, interests, views
    • Solving a problem with the aid of information from the text
    • Expressing a personal view on the topic
    • A debate/class discussion on the topic
    • Writing a letter to a newspaper
    • Personalizing the topic in the form of a diary entry
    • etc
    TASKS
  • PRODUCT LIST
    • Advertisement
    • Annotated biography
    • Art gallery
    • Blog
    • Board game
    • Book cover
    • Book report
    • Booklet
    • Brochure
    • Book mark
  • PRODUCT LIST
    • Card game
    • Cartoon
    • Collage
    • Collection with illustrations
    • Comic strip
    • Commercial
    • Computer programme
    • Crossword puzzle
  • PRODUCT LIST
    • Debate
    • Diary
    • Drama
    • Editorial
    • Essay
    • Fable
    • Fact file
    • Fairy tale
    • Family tree
    • Finger puppets
  • PRODUCT LIST
    • Glossary
    • Greeting card
    • Illustrated story
    • Journal
    • Labelled diagram
    • Lecture
    • Letter to the editor
    • Lyrics
    • Magazine article
    • Map
  • PRODUCT LIST
    • Museum exhibit
    • Musical composition
    • News report
    • New story ending
    • Pamphlet
    • Photo essay
    • Picture dictionary
    • Poem
    • Poster
  • PRODUCT LIST
    • Power Point Presentation
    • Quiz
    • Survey
    • Vocabulary list
    • Web-site
  •