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IELTS Reading Skills Workshop_Emel Ortac

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IELTS Reading Skills Workshop_Emel Ortac

  1. 1. IELTS READING SKILLS WORKSHOP BY EMEL ORTAC
  2. 2. GLOBAL READING SKILLS  Never read without a purpose  Not every main idea is at the beginning or end of a paragraph  Use the heading, subheading, introduction and conclusion to understand the gist of the topic. DO NOT read all of the passage as soon as you see it.  Go directly to the questions.
  3. 3. GLOBAL READING SKILLS  Identify the type of question (to remember the tactic needed) and pay attention to the instructions.  Start underlining key words, think of possible synonyms for them.  Unknown words can sometimes be guessed from context, form or can be skipped in order to save on time.
  4. 4. GLOBAL READING SKILLS  Skimming: for a general understanding  Scanning: for specific detail  Detailed reading: for the idea
  5. 5. TYPES OF PASSAGES  Narrative  Descriptive  Discursive / argumentative  At least one text contains detailed logical argument.  Texts may contain non-verbal materials such as diagrams, graphs or illustrations.  If texts contain technical terms then a simple glossary is provided. Takenfrom:https://www.teachers.cambridgeesol.org
  6. 6. QUESTIONS AND COMMENTS FROM CANDIDATES 1. Can I start from whichever passage I want? 2. I don’t like some of the question types, can I do the ones I like first? 3. I have to understand EVERYTHING, so I will read the text in detail before I look at the questions. Will this save me time? 4. I really hate reading. Everything is boring. 5. I feel like I have to be an expert to understand these passages, what can I do to change that?
  7. 7. WHILE TEACHING: TASK FOCUS  Multiple choice: tests a wide range of reading skills including detailed understanding of specific points or an overall understanding of the main points of the text.  Identifying information: assesses the candidate’s ability to recognise particular points of information conveyed in the text.  Views/claims: assesses the candidate’s ability to recognise opinions or ideas. Takenfrom:https://www.teachers.cambridgeesol.org
  8. 8. WHILE TEACHING: TASK FOCUS  Matching information: assesses the candidate’s ability to scan for specific information.  Matching headings: tests the candidate’s ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones.  Matching features: assesses the candidate’s ability to recognise relationships and connections between facts in the text and their ability to recognise opinions and theories. Takenfrom:https://www.teachers.cambridgeesol.org
  9. 9. WHILE TEACHING: TASK FOCUS  Matching sentence endings: assesses the candidate’s ability to understand the main ideas.  Sentence completion: assesses the candidate’s ability to locate detail/specific information.  Summary, note, table, flowchart completion: assesses the candidate’s ability to understand details and/or the main ideas of a section of the text. Takenfrom:https://www.teachers.cambridgeesol.org
  10. 10. WHILE TEACHING: TASK FOCUS  Diagram label completion: assesses the candidate’s ability to understand a detailed description, and to relate it to information presented in the form of a diagram.  Short-answer questions: assesses the candidate’s ability to locate and understand precise information in the text. Takenfrom:https://www.teachers.cambridgeesol.org
  11. 11. BEFORE EACH TACTIC, REMEMBER TO…  Identify the type of question (to remember the tactic needed) and pay attention to the instructions.  Start underlining key words, think of possible synonyms for them.  Unknown words can sometimes be guessed from context, form or can be skipped in order to save on time.
  12. 12. FINDING INFO, MATCHING HEADINGS  Go directly to the questions. Check instructions: Can you use a letter more than once? (NB)  Start underlining key words, think of possible synonyms for them.  Read a paragraph, check list for possible answers.  If you cannot find something in that paragraph, skip to the next paragraph. You can always come back later when your list is shorter.  Go paragraph by paragraph
  13. 13. SUMMARY (WITH/WITHOUT BOX)  Go directly to the questions. Check instructions: What is the word count?  Check title: Does it refer to the whole text or a part of it?  This type usually follows other questions; you need to have read the area to activate your short-term memory.  (with a box) Look at words in the box, try to find one or two alternatives for each space.  Start underlining key words, think of possible synonyms for them.  Start scanning for words/ideas.  Careful of grammatical clues. Copy-paste directly, do not change the word(s)  Read your answer: Does it make sense?
  14. 14. SENTENCE COMPLETION  Go directly to the questions. Check instructions: What is the word count?  Start underlining key words, think of possible synonyms for them.  Start scanning for words/ideas.  Careful of grammatical clues. Copy-paste directly, do not change the word(s)  Read your answer: Does it make sense?
  15. 15. SHORT ANSWER QUESTIONS  Go directly to the questions. Check instructions: What is the word count?  Start underlining key words, think of possible synonyms for them.  Start scanning for words/ideas.  Copy-paste directly, do not change the word(s)  Read your answer: Does it make sense?
  16. 16. DIAGRAMS, FLOWCHARTS, TABLES  Go directly to the questions. Check instructions: What is the word count?  Look at the title and/or categories: Those words will help you locate a starting point in the text.  Scan for those words. Once located, start underlining key words, think of possible synonyms for them. Be careful of grammatic clues.  Start scanning for words/ideas.  Copy-paste directly, do not change the word(s)
  17. 17. TRUE/FALSE/NOT GIVEN, YES/NO/NOT GIVEN  Go directly to the questions. Check instructions: Is it T/F/NG or Y/N/NG?  Start underlining key words, think of possible synonyms for them.  Start scanning for words/ideas.  TRUE/YES = The same (paraphrased) idea.  FALSE/NO = The opposite idea.  NOT GIVEN = a) it is not mentioned, b) only partially mentioned (the word/s, not the idea)  If you have read it twice, and are still unable to answer: a) in might not be there, b) skip it and come back later.
  18. 18. CLASSIFICATION  Go directly to the questions. Check instructions: Which categories do I have?  Start underlining key words, think of possible synonyms for them.  Go to the text, underline names/ words of categories.  Read around these found words scanning for keywords/ideas.
  19. 19. PICKING FROM A LIST  Go directly to the questions. Check instructions: How many do I need to find?  This is like a hidden T/F/NG, but you only need to find the TRUE answers.  Start underlining key words, think of possible synonyms for them.  Start scanning for words/ideas.
  20. 20. MULTIPLE CHOICE  Go directly to the questions.  Start underlining key words, think of possible synonyms for them.  Start scanning for words/ideas.  There is almost always an option that is the opposite to what is stated in the passage, another which is completely unrelated and another which may look correct because it may mention the same or a similar word, but is lacking the idea (a “False Friend”).  Never leave an answer unfilled, if need be, make an educated guess.
  21. 21. OUTSIDE THE CLASSROOM  Encourage reading from academic/formal sources:  Wikipedia  BBC Learning English  TIME Magazine  National Geographic  www.myenglishpages.com > Reading  www.ielts-exam.net > IELTS Practice Tests  http://www.marshalladulteducation.org > Reading Skills for Today’s Adult

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