2. POLIS I ARRESTIM WANPELA MAN I KARIM NAIF
Ibin gat bikpela wari ibin kamap long sait blong wok
sekuriti, long stat blong lukluk raun blong Queen
Elizabeth blong Britain ikam long Australia.
Niusman Michael Rowland, ibin ripot olsem polis ibin
arrestim wanpela man long em ibin karin naif.
Polis ibin tok, dispela man krismas blong em i moa
long 30-krismas blong en, Ibin traim long tok olsem
emi wanpela memba blong sekuriti blong Queen. Ol
wok painim long bodi blong en ibin painim dispela
naif. Oli bin kisim em igo long askim em sampela moa
samting. Na maski long dispela liklik asua, lukluk raun
blong Queen ikam long Australia ibin orait tasol.
3. Yesterday I saw the plagish flester
gollining begrunt the bruck. He seemed
very chanderbill, so I did not jorter him,
just deapled to him quistly. Perhaps later
he will besand cander, and I will be able to
rangel to him.
4. Yesterday I saw the plagish 1. What was the flester doing
flester gollining begrunt the and where?
bruck. He seemed very
2. What sort of flester was he?
chanderbill, so I did not
jorter him, just deapled to 3. Why did the writer decide
him quistly. Perhaps later he not to jorter him?
will besand cander, and I
4. How did she deaple?
will be able to rangel to him.
5. What did she hope would
happen later?
5. Why do you think she Is this event taking
wants to talk to the place indoors or
patient? outdoors?
What is the problem
described here?
What might the job Did the writer try
of the writer be? to get near the
patient?
What do you think
she said when she
called him?
6. 1. What is the problem described here?
Yesterday I saw new patient 2. Is this event taking place indoors or
hurrying along the corridor. outdoors?
3. Did the writer try to get near the
He seemed very upset, so I
patient?
did not follow him, just called
4. What do you think she said when she
to him gently. Perhaps later called to him?
he will feel better, and I will 5. What might the job of the writer be?
be able to talk to him. 6. Why do you think she wants to talk to
the patient?
7.
8. The Accident walked in, stopped, and said,
The surgeon
Jim´s father was driving himsonschool when the
“I can´t operate. That`s my to on the operating
table”.
accident happened. They were waiting to turn
onto the street that led to the school when a truck
hit them. They were both rushed to the hospital
and Jim was taken to the operating room. The
doctors called a famous surgeon, who rushed to
the hospital.
9. Race to the U.S.!
Eating for Good Luck
One race takes place in a
building. In the Empire
State Building Run-Up,
racers run up the stairs to
the top of New York City`s
Empire State Building. The
climb is 1,050 feet (320
meters) – 86 floors, or
1,575 steps.
In Spain and some Latin American countires, people
Winners can reach the top
Eat twelve grapes at midnight on New Year´s Eve - one
in just 10 or 11 minutes.
Grape for good luck in each month of the year.
10. Reading Comprehension Tasks - The three Stages of Reading
S
C
A
F
F
O
Pre-reading phase L
D I
N G
Everything the
While reading phase
learner does before
reading the text.
The learner is Post-reading phase
directly involved
with the text. Everything the learner
does with information
and language from the
text after reading it.
11. When I teach reading, I like my learners to use the other skills,
too. I do various things. For example, before reading a
passage, my learners learners discuss the topic or brainstorm
vocabulary they predict they will read; or they listen to a short
passage on a related subject and discuss it. At the reading
stage, I make sure to spell out why they are reading. We read a
passage more than once, each time with a new task. The
learners fill in a chart, or match pictures to paragraphs or
answer true/false questions. Finally, I have enough time for a
follow-up, like a role-play or group work where the learners
write a different ending or discuss the issue in the text.
Kate
12. When I prepare to teach a reading passage, I read it one or twice
and underline essential words that the learner might not know. I
circle the words which might be similar to the learner`s first language
or which might be easily explained by the context surrounding the
word;I then decide how many of the remaining underlined words to
pre-teach. I only pre-teach a few key worlds-maybe five in a passage
that´s two or three paragraphs long-because I don´t want my
learners relying on me for every single definition. With the circled
words, I often write the sentences in which they occur on the board
and the learners work in small groups to guess the meaning from the
context. After they´ve read the text, I often do an activity, such as a
role-play or a game, to practice the new vocabulary they have come
accross.
Lin
13. TASK TYPE DEFINITION
Predicting Making intelligent guesses about the content.
Scanning Reading a text quickly to find specific information.
Skimming Reading a text quickly to grasp the main idea (or gist).
Inferring lexical items
Making guesses about the meaning of words by looking at the
surrounding words or situation.
Identifying reference The reader is required to demonstrate recognition or
words references terms, e.g. it, etc.
Brainstorming Thinking of words or ideas related to the topic.
Working with titles Making use of different ways texts are organized.
Personalizing
Sharing their own opinions, feelings and ideas about a subject.
Making inferences Reading between the lines: the reader understands what is
about the content meant but not explicitly stated in a passage.
Sharing information Each learner has information that another learner needs in
order to complete the task.
The reader re-orders mixed-up pieces of a text to demonstrate
Reorganizing understanding of how a texts fits together.
14. Analysing a reading class
1. Watch the video and identify the three reading stages. Take notes
about what happened in each stage.
*What the teacher and students did?
Pre-reading While - reading Post - reading
15. Pre-reading While - reading Post - reading
*Match each task to one of the reading tasks you know.
16. a. Let´s analyse some reading activities from
some english coursebooks.
Which are the….
pre- reading,
while- reading and
post -reading tasks?
What task type is used in each stage?
b. Let´s design a reading class.
