Listening and Reading comprehensions
•Download as PPTX, PDF•
1 like•1,026 views
This document discusses testing reading and listening comprehension. It outlines three main levels of reading comprehension strands: literature comprehension, interpretive comprehension, and critical reading. It also discusses how listening comprehension is assessed through having students retell texts, answer questions, and take notes after a teacher reads aloud. The document provides strategies for improving listening comprehension such as reading aloud texts and having students take notes, take bulleted notes, or discuss ideas to support note-taking.
Report
Share
Report
Share
Recommended
Reading and listening comprehension
The document discusses reading and listening comprehension. It provides strategies to help children become active readers, including setting purposes, making predictions, visualizing, asking and answering questions. It also discusses the importance of writing, including that writing is a way for children to think and express ideas. Elements of good writing instruction are modeling, opportunities to practice, and feedback. Spelling is important for reading comprehension and writing. Listening comprehension involves perception and comprehension of spoken language and relies on skills like attention, memory, and making connections. Brain imaging studies show both common and modality-specific brain activation patterns during reading and listening comprehension.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Levels of comprehension-LET Review
The document discusses the three levels of comprehension when reading: literal, interpretive, and applied. At the literal level, readers understand the primary meaning directly from the text. The interpretive level involves deeper understanding, such as inferences. The applied level requires understanding both the literal and interpretive levels and using analysis and reasoning to draw conclusions. The document provides strategies for readers such as anticipating the material and questions to improve comprehension at all three levels.
Factors Involved in Reading and Writing Difficulties Ch. 2
The document discusses several factors that can contribute to reading and writing difficulties, including cognitive, linguistic, emotional, physical, and socioeconomic factors. It focuses on several specific cognitive factors like overall cognitive ability, memory, attention, and associative word learning. Language deficits in areas like vocabulary and phonological skills are also discussed. Emotional and social factors like learned helplessness from repeated failure can impact reading progression or be both a cause and effect of challenges. The document stresses the importance of teachers seeking help for struggling readers by getting to know the student, encouraging literacy at home, tapping school resources, reflecting on teaching practices, and advocating for additional support.
Content Area Reading Strategies
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Reading aloud
This document discusses the importance of reading aloud. It notes that reading is a complex skill involving many components like decoding, vocabulary, comprehension, and fluency. While some argue certain factors like intelligence or visual problems cause reading difficulties, evidence shows these claims are unsupported. The document emphasizes that all languages are not equal in difficulty and it takes English students longer to become fluent readers. It argues comprehension depends on reading speed and fluency. The document advocates making reading engaging for students and practicing fluency through listening to improve reading abilities.
Lecture 8 Reading Materials
The document discusses key topics related to reading materials for second language learners. It covers 4 stages of reading, factors to consider when selecting texts, the role of texts in the classroom, differences between simplified and authentic texts, channel conversion, and implications for teachers. Texts can be used to teach language structures, develop reading skills, and provide interesting content. Both simplified and authentic texts have advantages, and teachers should consider learners' language levels and exposure to natural language forms. Channel conversion involves transferring information between mediums like text and graphics.
Recommended
Reading and listening comprehension
The document discusses reading and listening comprehension. It provides strategies to help children become active readers, including setting purposes, making predictions, visualizing, asking and answering questions. It also discusses the importance of writing, including that writing is a way for children to think and express ideas. Elements of good writing instruction are modeling, opportunities to practice, and feedback. Spelling is important for reading comprehension and writing. Listening comprehension involves perception and comprehension of spoken language and relies on skills like attention, memory, and making connections. Brain imaging studies show both common and modality-specific brain activation patterns during reading and listening comprehension.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Levels of comprehension-LET Review
The document discusses the three levels of comprehension when reading: literal, interpretive, and applied. At the literal level, readers understand the primary meaning directly from the text. The interpretive level involves deeper understanding, such as inferences. The applied level requires understanding both the literal and interpretive levels and using analysis and reasoning to draw conclusions. The document provides strategies for readers such as anticipating the material and questions to improve comprehension at all three levels.
Factors Involved in Reading and Writing Difficulties Ch. 2
The document discusses several factors that can contribute to reading and writing difficulties, including cognitive, linguistic, emotional, physical, and socioeconomic factors. It focuses on several specific cognitive factors like overall cognitive ability, memory, attention, and associative word learning. Language deficits in areas like vocabulary and phonological skills are also discussed. Emotional and social factors like learned helplessness from repeated failure can impact reading progression or be both a cause and effect of challenges. The document stresses the importance of teachers seeking help for struggling readers by getting to know the student, encouraging literacy at home, tapping school resources, reflecting on teaching practices, and advocating for additional support.
Content Area Reading Strategies
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Reading aloud
This document discusses the importance of reading aloud. It notes that reading is a complex skill involving many components like decoding, vocabulary, comprehension, and fluency. While some argue certain factors like intelligence or visual problems cause reading difficulties, evidence shows these claims are unsupported. The document emphasizes that all languages are not equal in difficulty and it takes English students longer to become fluent readers. It argues comprehension depends on reading speed and fluency. The document advocates making reading engaging for students and practicing fluency through listening to improve reading abilities.
Lecture 8 Reading Materials
The document discusses key topics related to reading materials for second language learners. It covers 4 stages of reading, factors to consider when selecting texts, the role of texts in the classroom, differences between simplified and authentic texts, channel conversion, and implications for teachers. Texts can be used to teach language structures, develop reading skills, and provide interesting content. Both simplified and authentic texts have advantages, and teachers should consider learners' language levels and exposure to natural language forms. Channel conversion involves transferring information between mediums like text and graphics.
Strategies of teaching englishppt
This document discusses various teaching strategies including narration, description, exposition, review, group discussion, role playing, dramatization, brainstorming, buzz session, simulation, debate, symposium, and seminar. It provides details on the purpose and process for each strategy. For example, it states that narration involves giving oral accounts of events to pupils, description provides a mental picture through vivid language, and exposition gives new information and clarifies details to promote thinking.
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
Teaching reading (2)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
Strategies and Methodology In Teaching Speaking
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
Improving reading skills(ali)
The document discusses strategies for improving reading skills. It recommends reading materials that interest you on topics that are at your level or slightly challenging. It suggests reading in depth on a subject by reading multiple books on the same topic to build familiarity with ideas and vocabulary. For difficult material, it advises listening to audio versions first to become familiar with the rhythm and content. The key is to read a lot and recognize that understanding everything is not necessary to enjoy reading. Regular reading leads to improved reading ability over time.
Mathewson's model of attitude influence
This document presents a model of how attitude influences reading and learning to read. The model proposes that attitude is one factor among others that influences a person's intention to read and the outcomes of a reading experience then provide feedback to further influence attitude. It emphasizes the important role of attitude and motivation towards reading. Attitude has three components: cognitive beliefs, affective feelings, and conative readiness for action. Major influences before reading include personal values, goals, self-concepts, and persuasive communications. Minor influences during and after reading are cognitive feedbacks from evaluation and affective feedbacks from acquired feelings in response to ideas and the reading process itself.
Teaching reading
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Revised bloom`s taxonomy ppt
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
Reflective Teaching powerpoint mkdds
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
THE ART OF QUESTIONING
This document outlines objectives and guidelines for effective questioning in the classroom. It discusses the purposes of questioning, principles of good questioning, Bloom's Taxonomy of cognitive levels, types of questions, and strategies for developing and critiquing questions. The objectives are to understand principles of questioning, Bloom's levels, write questions at each level, justify question categorizations, create a lesson with different question types, and analyze used questions.
Reading as a Cognitive Process
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Reading Skills
Reading is one of the most important skills amongst the four skills of English Language. In this video you will be able to know all about reading comprehension skills from scratch. For more such videos subscribe my You tube channel Bisma Usman - The Language Instructor
Developmental Reading Program
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Learning Literacy Skills
This document discusses literacy skills and learning to read and write in English as a foreign language. It defines literacy and explains that literacy skills must continually expand to new forms of communication. It then discusses the importance of literacy for life, learning, and career success in the 21st century. The document outlines key competencies and categories of literacy skills like receptive and productive skills. It examines factors that influence foreign language literacy learning like differences between the first language and target language. Finally, it provides objectives and strategies for starting to read and write in English as a foreign language for children up to age 7 and 10.
Fluency Presentation
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
Reading models
This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
Speaking Skills Teaching
Speaking Skills TeachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.Phonics and Teaching Activities
This document discusses phonics instruction and activities for teaching phonics. It begins by explaining what phonics is and why it is important to teach. It then outlines the scope and sequence of phonics, including single consonants, short vowels, blends, digraphs, long vowels, and more. Different approaches to phonics instruction are described such as direct, integrated, and embedded. The rest of the document provides examples of hands-on games and activities that can be used to teach various phonics concepts in a fun way, including alphabet sets, sound discrimination games, word games, and online songs and games.
Teaching Listening and Reading
This document discusses teaching listening and reading skills. It provides perspectives from language teachers and students in Vietnam on approaches to teaching listening. There is a need for more authentic listening materials that expose students to informal styles and different accents to better prepare them for real-life situations. For reading, the document emphasizes using authentic texts and technology to support pre-reading, while-reading and post-reading activities. Fluent reading requires understanding 95-98% of words, so teachers should select comprehensible content and provide strategies to infer unknown vocabulary. Extensive reading can improve fluency when students read independently for pleasure from easy texts.
Presentation reading and listening
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
More Related Content
What's hot
Strategies of teaching englishppt
This document discusses various teaching strategies including narration, description, exposition, review, group discussion, role playing, dramatization, brainstorming, buzz session, simulation, debate, symposium, and seminar. It provides details on the purpose and process for each strategy. For example, it states that narration involves giving oral accounts of events to pupils, description provides a mental picture through vivid language, and exposition gives new information and clarifies details to promote thinking.
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
Teaching reading (2)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
Strategies and Methodology In Teaching Speaking
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
Improving reading skills(ali)
The document discusses strategies for improving reading skills. It recommends reading materials that interest you on topics that are at your level or slightly challenging. It suggests reading in depth on a subject by reading multiple books on the same topic to build familiarity with ideas and vocabulary. For difficult material, it advises listening to audio versions first to become familiar with the rhythm and content. The key is to read a lot and recognize that understanding everything is not necessary to enjoy reading. Regular reading leads to improved reading ability over time.
Mathewson's model of attitude influence
This document presents a model of how attitude influences reading and learning to read. The model proposes that attitude is one factor among others that influences a person's intention to read and the outcomes of a reading experience then provide feedback to further influence attitude. It emphasizes the important role of attitude and motivation towards reading. Attitude has three components: cognitive beliefs, affective feelings, and conative readiness for action. Major influences before reading include personal values, goals, self-concepts, and persuasive communications. Minor influences during and after reading are cognitive feedbacks from evaluation and affective feedbacks from acquired feelings in response to ideas and the reading process itself.
Teaching reading
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Revised bloom`s taxonomy ppt
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
Reflective Teaching powerpoint mkdds
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
THE ART OF QUESTIONING
This document outlines objectives and guidelines for effective questioning in the classroom. It discusses the purposes of questioning, principles of good questioning, Bloom's Taxonomy of cognitive levels, types of questions, and strategies for developing and critiquing questions. The objectives are to understand principles of questioning, Bloom's levels, write questions at each level, justify question categorizations, create a lesson with different question types, and analyze used questions.
Reading as a Cognitive Process
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Reading Skills
Reading is one of the most important skills amongst the four skills of English Language. In this video you will be able to know all about reading comprehension skills from scratch. For more such videos subscribe my You tube channel Bisma Usman - The Language Instructor
Developmental Reading Program
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Learning Literacy Skills
This document discusses literacy skills and learning to read and write in English as a foreign language. It defines literacy and explains that literacy skills must continually expand to new forms of communication. It then discusses the importance of literacy for life, learning, and career success in the 21st century. The document outlines key competencies and categories of literacy skills like receptive and productive skills. It examines factors that influence foreign language literacy learning like differences between the first language and target language. Finally, it provides objectives and strategies for starting to read and write in English as a foreign language for children up to age 7 and 10.
Fluency Presentation
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
Reading models
This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
Speaking Skills Teaching
Speaking Skills TeachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.Phonics and Teaching Activities
This document discusses phonics instruction and activities for teaching phonics. It begins by explaining what phonics is and why it is important to teach. It then outlines the scope and sequence of phonics, including single consonants, short vowels, blends, digraphs, long vowels, and more. Different approaches to phonics instruction are described such as direct, integrated, and embedded. The rest of the document provides examples of hands-on games and activities that can be used to teach various phonics concepts in a fun way, including alphabet sets, sound discrimination games, word games, and online songs and games.
What's hot (20)
Viewers also liked
Teaching Listening and Reading
This document discusses teaching listening and reading skills. It provides perspectives from language teachers and students in Vietnam on approaches to teaching listening. There is a need for more authentic listening materials that expose students to informal styles and different accents to better prepare them for real-life situations. For reading, the document emphasizes using authentic texts and technology to support pre-reading, while-reading and post-reading activities. Fluent reading requires understanding 95-98% of words, so teachers should select comprehensible content and provide strategies to infer unknown vocabulary. Extensive reading can improve fluency when students read independently for pleasure from easy texts.
Presentation reading and listening
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
I C ANALYSIS
This document provides information about Immediate Constituent (IC) analysis, including:
- IC analysis breaks down sentences into constituent groups of words.
- Constituents are joined by horizontal lines to show their relationship.
- The analysis continues breaking down constituents until reaching individual morphemes.
- Examples demonstrate analyzing sentences with vertical lines and brackets.
- Limitations include not indicating grammatical functions, which labeling systems address.
Test Developers Panel Discussion (2010) Full
The Center for Applied Linguistics is moderating the Test Developers Panel Discussion with several assessments represented including ACT, CASAS, TABE, and BEST Plus and BEST Literacy.
Receptive skills: Listening
The principles of teaching listening emphasize that the technology used for listening is important, preparation is vital, one listen is not enough for comprehension, students should respond to content not just language, different listening stages require different tasks, and good teachers make full use of listening texts.
British english
This document summarizes the history and development of the English language from its origins to modern varieties. It begins with Old English from 450-1100 AD, followed by Middle English from 1100-1500 AD which saw influence from Norman French. Next was Early Modern English from 1450-1750 characterized by the Great Vowel Shift and influence from the Renaissance. Modern English emerged from 1750 onward and saw the rise of American English and other varieties due to colonization and global influence. The document outlines models of language change over time and discusses some distinguishing features of varieties like American, Australian, and Indian English that developed from historical events.
The London School of Linguistics
The London School of Linguistics studies language descriptively, distinguishing structural and systemic concepts. It focuses on semantics and contributed the situational theory of meaning and prosodic analysis in phonology. The school considers the distinctive function the primary phoneme function and rejects concepts like the speech collective. Its main representatives were Henry Sweet, Daniel Jones, and J.R. Firth. Firth established the London School tradition and questioned dividing speech into segments, focusing on larger phonetic elements. He developed a contextual theory of meaning influenced by Malinowski and emphasized use in context. Firth's ideas were developed by students like M.A.K. Halliday into systemic functional grammar.
Receptive skills
Reading is an active skill that requires understanding vocabulary, critical thinking, and engagement with the content. Students should be encouraged to respond to both the language and meaning of a text. Effective reading instruction incorporates prediction, uses activities appropriate for students' levels, matches tasks to topics, and exploits texts through integration into interesting class sequences.
Pkn Identitas nasional
Dokumen tersebut membahas tentang identitas nasional Indonesia. Unsur-unsur penting identitas nasional Indonesia meliputi sejarah, kebudayaan, suku bangsa, agama, dan bahasa. Nasionalisme Indonesia bersifat inklusif dan berwawasan kemanusiaan, mempengaruhi konsep negara dan warga negara Indonesia. Integrasi nasional adalah proses penyatuan bangsa dalam berbagai aspek kehidupan.
European linguistics in the 20th century
The Prague School was an influential linguistic circle established in 1926 in Prague. It studied language as a system of functionally related units and emphasized the functions that linguistic elements fulfill. The Prague School's major contributions included its conception of linguistic function, the concept of phonological opposition, the theory of markedness, and the distinction between theme and rheme. The general approach of the Prague School can be described as a combination of structuralism and functionalism.
Grammatical components
The document defines several grammatical components of the English language including nouns, verbs, pronouns, adverbs, conjunctions, interjections, prefixes, and suffixes. Nouns name people, places, things, and ideas. Verbs indicate actions. Other parts of speech like pronouns, adverbs, conjunctions modify or connect other words.
Stages to a receptive skills lesson
This document outlines the stages of a receptive skills lesson to improve students' reading abilities. It involves 4 main stages: [1] Lead-in to engage students and make predictions; [2] First reading for the gist or specific information; [3] Feedback on tasks; [4] Second reading for deeper understanding. Each stage aims to make students more confident and independent readers through tasks focused on global comprehension before details. Follow-up often involves productive speaking or writing skills related to the reading topic. The overall goal is to fully exploit the text and have students learn in a personally meaningful way.
Structural grammar iii
This document provides an overview of structural grammar. It defines structural grammar, lists its main representatives like Saussure and Bloomfield, and describes its main objectives as analyzing, describing and limiting language. It discusses the conception of language as langue and parole and lists basic principles like descriptiveness vs. prescriptiveness. The document also outlines contributions, limitations, grammatical organization involving phonology, morphology and syntax, and provides an example of sentence analysis.
Economic Activity
The document introduces the three main types of employment: primary involves gathering raw materials like farming, forestry, mining, and fishing. Secondary involves manufacturing products from raw materials, such as the Ford engine plant. Tertiary provides services, which is the largest employment sector in the UK including retailing, armed forces, and entertainment. A fourth category of quaternary activities was later added for high-tech research and development. Examples are given of different industries and which sector they fall under. The summary concludes that employment structures change over time with economic development levels.
Immediate Constituents - Dr. Shadia Y. Banjar- presentation
This document discusses the morphology of words and their immediate constituents. It explains that words can be composed of one, two, or more morphemes. When a word has multiple morphemes, it has a hierarchical structure where morphemes are grouped into twosomes. This hierarchical structure can be represented using tree diagrams that show the steps of word formation. When analyzing words, they are broken down into their immediate constituents, which are the smallest meaningful parts the word is divided into. There are recommendations for how to divide words, such as separating suffixes first or ensuring the immediate constituents are related in meaning. Some words can also have ambiguous structures and meanings.
Story grammar
The document discusses story grammar, which is a technique used in remedial reading to improve comprehension. It classifies the components of a story into setting, theme, plot, and resolution. Setting establishes the time, location, and characters. Theme introduces the initiating event and internal response. Plot includes the goal, attempt, and outcome of the protagonist's actions. Resolution provides the conclusion. An example analysis of "Goldilocks and the Three Bears" is provided to illustrate how story grammar breaks down the elements of a narrative.
Beginning concepts in psycholinguistics
This document provides an overview of psycholinguistics and related topics. It defines psycholinguistics as the study of how people acquire, use, and process language in the brain. It discusses how psycholinguistics relates to other fields like psychology, linguistics, and neuroscience. It also covers key concepts like linguistic competence vs performance, the relationship between speech sounds and meaning, and the origins of modern psycholinguistics as a field of study.
Viewers also liked (20)
Immediate Constituents - Dr. Shadia Y. Banjar- presentation
Immediate Constituents - Dr. Shadia Y. Banjar- presentation
Similar to Listening and Reading comprehensions
Teaching Listening
The document discusses different types of listening such as discriminative, aesthetic, efferent, and critical listening and provides examples of each. It also provides strategies for teaching listening skills to students, including reading aloud to students, using anticipation guides and note taking. The document emphasizes that teaching students critical listening skills is important to help them evaluate messages and identify persuasion techniques.
Teaching literacy learners in the
The document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich environment, getting to know individual students' interests and abilities through assessments, and selecting appropriate texts. Emergent learners are just learning concepts of print and letter naming, while beginning learners are beginning phonics and can use previously taught strategies. Lessons should incorporate the five pillars of reading instruction, engage students, and include writing. Both emergent and beginning readers need support from knowledgeable teachers to develop into proficient readers.
Teaching literacy learners in the
This document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich classroom environment and getting to know individual students' interests, abilities, and literacy needs through assessments. The document outlines characteristics of emergent and beginning readers and recommends selecting texts at appropriate levels across genres. Sample lessons targeting vocabulary, comprehension, and writing skills are described. The reflection emphasizes supporting students' language development over time through evidence-based instruction.
P.S.Nelson
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Through the My Learning Essentials Looking Glass - Theis & Aston
Through the My Learning Essentials Looking Glass - Theis & AstonIL Group (CILIP Information Literacy Group)
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.Some Ideas about effective teaching and assessment
The document discusses principles of effective teaching and assessment, outlining models of instruction and assessment, the importance of lesson planning and reflection, and characteristics of effective teachers such as having a sound understanding of their content, learners, and using a variety of teaching strategies like direct instruction, individual study, and indirect instruction.
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...
The document summarizes the acknowledgements and dedication of a research paper. It thanks Allah, the researcher's family, friends, teachers and school principal for their support and encouragement during the research. It is dedicated to the researcher's father and mother for their love, support and guidance. It also dedicates the work to the researcher's teacher for her scholarly guidance.
Planning How to Teach
This document discusses the key steps in planning English language lessons, including pre-preparation, preparation, teaching class, and reflection. As part of pre-preparation, teachers should gather ideas/materials, understand student characteristics and needs, and consider starting points. In preparation, teachers make lesson plans considering goals, profiles, problems/solutions. They decide on methodology, assessments, and models of instruction. When teaching class, teachers consider aspects like class size, abilities, and rapport. Assessment involves formative and summative evaluation. Teachers conclude with self-evaluation, Q&A, and using feedback to improve future lessons.
Active learning startegies 2
This document discusses various active learning techniques to make students more engaged and independent learners. It defines surface learning as rote memorization and deep learning as making meaningful connections. Techniques described include the three-step interview where students take turns interviewing and reporting on each other, three-minute reviews where students summarize lessons in pairs, and book ends where students teach topics to partners. The goal is to encourage deep learning through discussion and problem-solving rather than just memorization.
8 principles of effective teaching and assessment
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
Literate environment analysis for week 7
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...
This document summarizes an action research project aimed at enhancing reading abilities of primary students. It includes an introduction outlining the problem of students' lack of reading skills and objectives to explore teacher struggles and develop reading strategies. The methodology involved teacher interviews, pre and post observations using checklists, and reading activities. Findings showed initial difficulties in reading were improved after strategies were implemented. In conclusion, the research demonstrated enhanced reading comprehension and abilities in students. Recommendations included facilitating effective reading teaching strategies.
Teaching Techniques for Immediate Impact
This document provides an overview of teaching techniques for immediate impact, focusing on the Common Core shifts in English Language Arts and math. It discusses asking text-dependent questions to facilitate evidence-based conversations and keeping students focused on the text. For math, it emphasizes developing a deep understanding of concepts. The document also provides examples of creating text-dependent questions, engaging students in discussions, and questioning techniques to involve all learners.
Pedagogy reading skill development 111 Krishna Veni BATCH 3
This document discusses strategies and methods for teaching reading. It outlines various strategies for developing reading skills such as using prior knowledge and making inferences. It then describes different methods for teaching reading, including the alphabetic, phonic, word, phrase, and sentence methods. It concludes by discussing developing reading activities, assessing reading comprehension through various testing methods, and the types of questions used to test reading skills.
Reading assessment
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
MRLC dec 2014
This document summarizes a presentation on using reading assessments to guide instruction. The learning intentions included better understanding how to use assessment data, implementing performance assessments, and using formative assessment daily. The presentation covered selecting statements about assessment, formative assessment, feedback, and creating engaged learning environments. It also discussed frameworks like UDL and backwards design. Key recommendations were that every child reads accurately, understands what they read, writes about something meaningful, talks with peers, and listens to adult read alouds daily.
Literate environment analysis presentation
This document discusses literacy instruction for beginning readers. It covers assessing students' backgrounds, motivation to read, and attitudes towards reading. When selecting texts, the teacher considers factors like readability, illustrations, length, and print size. Literacy lessons should teach reading strategies through activities like read-alouds, word walls, and modeling. Students need opportunities to think critically about texts and connect with them on a personal level. Assessments like reading surveys, interviews, and "Me stews" provide insight into students as whole learners.
Jan 30 2017 Delta CI Day
January 30, 2017 Curriculum Implementation Day for K-5 Teachers. Literacy and the New Curriculum: Success, Engagement and Joy for All
Guided reading in the Elementary
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Akhavan comprehension matters ideas slideshare
This document outlines the goals and structure of language and reading workshops for primary grades. The goals are to develop students' reading abilities including accuracy, fluency, comprehension strategies, and motivation. Workshops are constructed by students and facilitated by teachers through units of study focused on ideas, strategies or genres. Learning is shared between students through peer interactions and collective between the class. Teachers design units, participate in discussions, and assess students to teach to their needs. The mini-lesson structure includes engaging students, explicit teaching, guided practice during read alouds, and sharing of student thinking.
Similar to Listening and Reading comprehensions (20)
Through the My Learning Essentials Looking Glass - Theis & Aston
Through the My Learning Essentials Looking Glass - Theis & Aston
Some Ideas about effective teaching and assessment
Some Ideas about effective teaching and assessment
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...
Pedagogy reading skill development 111 Krishna Veni BATCH 3
Pedagogy reading skill development 111 Krishna Veni BATCH 3
More from Ina Qzero
Annotated Bibliography
This document presents an annotated bibliography on how to make students autonomous learners. It includes 6 annotations summarizing research on autonomous learning and the relationship between autonomy, technology, teacher roles, and student success. The introduction asks how to make autonomous learners and what relates autonomy to language success. The conclusion synthesizes that student motivation/responsibility, teacher knowledge, changing teacher roles, critical thinking, self-efficacy, and technology can support autonomous learning.
Describing teachers
The document discusses the roles of teachers. It describes teachers as controllers who lead classroom activities, organizers who structure student work, and assessors who provide feedback and evaluate students. Teachers also act as prompters to motivate students, participants to join activities, and resources to help students with questions. Additionally, the document states that teachers take on different roles depending on the situation and act as teaching aids by modeling language, using gestures, and providing comprehensible input to students.
Student Perception of Learner Centered Teaching
The document summarizes research on student perceptions of learner-centered teaching. The research involved surveying 21 graduate students about their experiences in a psychology class taught with learner-centered methods. Key findings included that students appreciated being treated as capable learners responsible for their own education. They also valued formative feedback on assignments and choosing their own topics and due dates. The learner-centered approach helped students think critically about course material rather than just memorizing facts. Overall, the study suggests learner-centered teaching promotes deeper learning by giving students responsibility and flexibility in their education.
Kontrak belajar
Kontrak belajar ini menjelaskan jadwal dan peraturan kelas bahasa Inggris di SMP Muhammadiyah Yogyakarta kelas VII G. Terdapat jadwal waktu pelajaran, sanksi keterlambatan, penilaian untuk siswa yang nilainya tidak lengkap, dan larangan mengikuti remedial bagi siswa yang absen tanpa alasan jelas.
How to measure language skills
This document outlines how to measure four key language skills: speaking, reading, writing, and listening. It discusses evaluating speaking skills through presentation arrangement, pronunciation, content, and turn-taking. Reading is measured by reading aloud and silent reading comprehension. Writing is assessed based on subskills and levels. Listening is evaluated through various tests. Overall, the document provides guidance on testing proficiency in the main components of language ability.
Iam a muslim
The document discusses the challenges of following religious rules as a Muslim. It notes that while there are only five points, they can be difficult to do. It feels hard and like the system traps one. However, it notes that God promised evil will exist only until the end of the world, and life is a choice where one can choose what life to live, with every choice having consequences. The overall message is to focus on one's own choices and path rather than what others plan.
Enterpreneurship - Relationship between IQ EQ SQ, AFFECTIVE COGNITIVE PSYCHMO...
This document outlines entrepreneurship concepts presented by a group. It defines intelligence quotient (IQ), emotional quotient (EQ), and spiritual quotient (SQ). It then discusses cognitive, affective, and psychomotor learning domains and 13 entrepreneurial competencies. It explains the relationships between these concepts, noting they influence each other and no single concept can stand alone - balance among them is important. The document aims to show connections between personal qualities, learning styles, and skills relevant for entrepreneurship.
Brain Based Learning
This document discusses brain-based learning and its 12 basic principles. It begins by asking the reader to imagine what their brain is like, such as a cabbage or grapefruit. It then discusses that learning engages the entire physiology, including food, water and nutrition. It also notes that the brain is social and searches for meaning through patterns and simultaneous parts and wholes. Emotions are critical to learning, which involves both conscious and unconscious processes. Memory is organized in different ways and learning is developmental, enhanced by challenge and unique to each individual brain. The conclusion discusses applying these brain-based learning strategies in the classroom to maximize learning through the five learning primers of emotional, social, cognitive, physical and reflective learning.
More from Ina Qzero (9)
Enterpreneurship - Relationship between IQ EQ SQ, AFFECTIVE COGNITIVE PSYCHMO...
Enterpreneurship - Relationship between IQ EQ SQ, AFFECTIVE COGNITIVE PSYCHMO...
Recently uploaded
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Recently uploaded (20)
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Listening and Reading comprehensions
- 1. Listening and Reading Comprehension Presented By : Group 1 Anna Wuryani | Athina Rokhmah Arsyaf Erwin Wicaksono | Dody Setiadi | Anas | Dova Dwi Yanti | Cahya Surya Saputra | Ayu Mulianti | Abdullah Fidad Ailatat | Yudi Anggara
- 2. The Outline What and How Do We Test Reading Comprehension? What and How Do We Test Listening Comprehension?
- 3. What and How Do We Test Reading Comprehension?
- 4. A. Preparing Assessments: (Mohamad, Akmar 1999)
- 5. B. Three Main Level of Strands of Comprehension • Literature Comprehension vocabulary
- 6. B. Three main level of strands of comprehension • Interpretive or Referential Comprehension Read critically Analyze carefully to be able too see the relationship among ideas to find the predicting result and conclusion
- 7. B. Three main level of strands of comprehension • Critical Reading Evaluation idea identify between fact and opini Identify persuassive statement accuracy of information
- 8. What and How Do We Test Listening Comprehension?
- 9. A. Listening Comprehension Assessed • The ability to understand words what are spoken aloud • Involve teacher reading a text aloud and asking student to retell the text & answer comprehension question • Idea classroom teacher seat with the student individually and listen their retell text • Assessed by having student listen to a text read a load & used their written skill to communicate their understanding
- 10. B. Here are 4 things you can do in your classroom • Balance Reading Comprehension with Listening Comprehension • Model Note-Taking for Students • Collect and Offer Feedback on Student’s Note • Teach Students How to Create Their Own Simple Graphic Organizer:
- 11. C. Strategies to Improve Listening Comprehension • Read aloud a story • Read aloud a non-fiction text and have students take notes on a graphic organizer to practice fact-collecting.
- 12. • Read aloud a non-fiction text and teach students how to take bulleted notes without a graphic organizer for efficient fact collecting. • Doing a science experiment? Read aloud the procedure and have students take notes in sequential order. C. Strategies to Improve Listening Comprehension
- 13. • Practice re-phrasing ideas through group discussions to support students with their note-taking. C. Strategies to Improve Listening Comprehension
- 14. That’s All Thank You