This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. Point to discuss
• Introduction
• Research on Reading A second Language
• Types of Written Language
• Characteristics of Written Language
• Strategies for Reading Comprehension
• Types of Classroom Reading Performance
• Principles for Designing Interactive Reading
Techniques
3. Introduction
• Reading ability will be developed best in
association with writing, listening, and
speaking.
• Even in those courses that may be labeled
“reading,” your goals will be best achieved by
capitalizing on the interrelationship of skills,
especially the reading-writing connection.
4. Research on Reading A second
Language
1. Bottom-up and Top-down processing
A combination of both processes is called interactive
reading, is almost always a primary ingredient &
important ingredient in successful teaching
methodology
2. Schema theory & Background knowledge
The hallmark of which is that a text does not by itself
carry meaning. Readers bring information,
knowledge, emotion, experience and culture.
Schemata is plural.
5. Cont.
3. The role of affect and culture
Reading is subject to variability the affective domain. Culture
plays an active role in motivating and rewarding people for
literacy.
4. The power of extensive reading
A key to student gains in reading ability, linguistics competence,
vocabulary, spelling, and writing
5. Adult literacy training
Methods continue to apply both bottom-up (skill-based) and
top-down (strategies-based)
6. Types of Written Language
• A genre of written language. there are literally
hundreds of different types of written texts.
• Non-fiction (report, dictionary, essay, article)
• Fiction (novel, shirt stories, jokes, drama)
• Academic writing
• Journals
• Memos
• Ads and etc
7. Characteristics of Written
Language
1. Permanence
Such as paper and computer disks
2. Processing time
A corollary is the processing time, is time-conscious
society, which is good or bad news.
3. Distance
Two dimensions: physical distance and temporal
distance. It was written in some other place at
some other time.
8. Cont.
4. Orthography
Writing’s graphemes. Readers must do their
best to infer, to interpret, and to “read between
the lines.”
5. Complexity
Writing is more complex than speech. It has
longer clauses and more subordination.
9. Cont.
6. Vocabulary
Written English utilizes a greater of variety of
lexical items. Learners should refrain from the
frequent use of a bilingual dictionary.
7. Formality
Writing is quite formal frequently more formal
than speech. Formality refers to prescribed
forms.
10. Strategies for Reading
Comprehension
1. Identify the purpose of reading
Make sure the students know their purpose in
reading something
2. Use graphemic rules and patterns to aid in
bottom-up decoding (especially for beginning
level learners). One of difficulties students
encounter in learning to read is making
correspondence between spoken and written
English.
3.
11. Cont.
3. Use efficient silent reading techniques for
relatively rapid comprehension (for
intermediate to advanced levels). Academic
reading, for example, is something most
learners manage to accomplish the material.
4. Skim the text for main ideas
It consists of quickly running one’s eye across a
whole text.
12. Cont.
5. Scan the text for specific information
It is quickly searching for some particular piece
of information in a text. such as looking for
names, dates, definition, and key concept.
6. Use semantic mapping or clustering
The strategy of semantic mapping or grouping
ideas into meaningful clusters helps reader to
provide some order to the chaos.
13.
14. Cont.
7. Guess when you aren’t certain
The key to successful guessing is to make it
reasonably accurate. They fill in the gaps in their
competence by intelligent attempts to use
whatever clues.
8. Analyze Vocabulary
One way for learners to make guessing pay off.
15. Cont.
9. Distinguish between literal and implied
meanings
Literal meaning is syntactically surface structure.
Implied meaning is derived from pragmatics
information.
10. Capitalize on discourse markers to process
relationships. English signal relationships among
ideas as expressed through phrases, clauses,
and sentences.
18. Cont.
1. Oral and Silent reading
2. Intensive and Extensive reading
Intensive reading, analogous to intensive listening
which students focus on the linguistic or
semantic details of a passage.
Extensive reading is carried out to achieve a general
understanding of a usually somewhat longer
text such as pleasure reading (book, long article,
essays, etc)
19. Principles for Designing Interactive Reading
Techniques
1. In an interactive curriculum, make sure that
you don’t overlook the importance of specific
instruction in reading skills.
2. Use techniques that are intrinsically
motivating. When students create their own
material for reading and select reading
material offer
3. Balance authenticity and readability in
choosing texts
20. Cont.
4. Encourage the development of reading
strategies
5. Include both bottom-up and top-down
techniques
6. Follow the “SQ3R”
-Survey: skim the text
-Question: ask question
-Read: read the text
21. Cont.
- Recite: reprocess the salient points of the text
- Review: assess the importance of what one
has just read
7. Subdivide your technique into pre-reading,
during reading, and after-reading phases.
8. Build in some evaluative aspect to your
techniques.