Product integrator 3 rd parcial
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This document contains a discussion between students in a class on understanding English language documents. It includes students' opinions on intensive and extensive reading. For intensive reading, one student notes it is done to read a text with great attention and focus on details to understand the main idea or find specific information. It can help with tasks like answering questions or resolving problems. Another student says intensive reading is useful for research requiring technical and visual details. The document also includes definitions of intensive and extensive reading provided by different students.
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TEACHING&TESTING READING.ppt
The document discusses reading comprehension and provides guidance on teaching reading. It makes several key points:
1. Reading involves both bottom-up processing of decoding words and sentences, as well as top-down processing using prior knowledge and expectations. Effective reading uses both approaches.
2. When teaching reading, it is important to start with the overall meaning and structure of a text before focusing on details. This helps build confidence and awareness of how texts are organized.
3. Authentic texts should be used from the beginning. Simplifying texts can make them more difficult by removing context clues.
4. Reading comprehension should be linked to other skills like writing, listening, and speaking through integrated activities.
TEACHING&TESTING READING.ppt
The document discusses reading comprehension and provides guidance on teaching reading. It makes several key points:
1. Reading involves both bottom-up processing of decoding words and sentences, as well as top-down processing using prior knowledge and expectations. Effective reading uses both approaches.
2. When teaching reading, it is important to start with the overall meaning and structure of a text before focusing on details. This builds confidence and awareness of how texts are organized.
3. Authentic texts should be used from the beginning. Simplifying texts can make them more difficult by removing context clues.
4. Reading comprehension should be linked to other skills like writing, listening, and speaking through integrated activities.
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TEFL_Teaching Reading
The document provides strategies for improving students' reading abilities. It recommends setting aside 15 minutes per day for reading, checking comprehension by asking questions about what was read, and using dictionaries sparingly for words that are truly unknown. Additional tips include paying attention to paragraph structure, skimming to understand the overall idea, scanning to find specific information, and using context clues to determine word meanings. Listening to reading aloud is also emphasized as an important foundation for literacy development.
Reading types
Reading, in very simple words, is the process of looking at a piece of written work, make out what is written on the page or sheet and understand what is written there.
Here, we have to make a distinction between reading silently and reading aloud. These two ways of reading have different purposes. Primarily, reading aloud is done to make others listen and understand and reading silently is to read "in the mind", so that we can understand, what we are reading, better. The teacher reading out a lesson or a story or a poem in the classroom is a good example for reading aloud. People reading the newspaper or a magazine at home or elsewhere is a good example of reading silently. In other words, reading aloud is aimed at improving our pronunciation while reading silently helps in improving our comprehension.
Teaching reading
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
Entry 5 lee4- reading
This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing within and outside of texts, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use ongoing questions to guide understanding, and integrate top-down and bottom-up approaches. Metacognition and combining old and new strategies are highlighted as well. Comprehension problems can arise from mismatches between reader and writer perspectives or expectations.
Reading Comprehension
The document outlines an agenda for a Monday meeting that includes:
- A mini-lesson on the inner voice when reading silently
- Pointing out struggling/dependent readers
- A video clip on teaching reading comprehension
- Discussing what good and struggling readers do
- Practicing thinking aloud when reading
- Moving dependent readers toward independence
Reading powerpoint
The document discusses strategies for effective reading at the college level. It emphasizes that college reading requires metacognition and the ability to orchestrate one's own learning by changing reading strategies to meet different text challenges. It provides numerous reading strategies such as surveying before reading, taking notes, reciting summaries, and reviewing ideas after reading. The goal is to give students a larger repertoire of strategies to help them read less but get more out of what they read.
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TEACHING&TESTING READING.ppt
The document discusses reading comprehension and provides guidance on teaching reading. It makes several key points:
1. Reading involves both bottom-up processing of decoding words and sentences, as well as top-down processing using prior knowledge and expectations. Effective reading uses both approaches.
2. When teaching reading, it is important to start with the overall meaning and structure of a text before focusing on details. This helps build confidence and awareness of how texts are organized.
3. Authentic texts should be used from the beginning. Simplifying texts can make them more difficult by removing context clues.
4. Reading comprehension should be linked to other skills like writing, listening, and speaking through integrated activities.
TEACHING&TESTING READING.ppt
The document discusses reading comprehension and provides guidance on teaching reading. It makes several key points:
1. Reading involves both bottom-up processing of decoding words and sentences, as well as top-down processing using prior knowledge and expectations. Effective reading uses both approaches.
2. When teaching reading, it is important to start with the overall meaning and structure of a text before focusing on details. This builds confidence and awareness of how texts are organized.
3. Authentic texts should be used from the beginning. Simplifying texts can make them more difficult by removing context clues.
4. Reading comprehension should be linked to other skills like writing, listening, and speaking through integrated activities.
5
TEFL_Teaching Reading
The document provides strategies for improving students' reading abilities. It recommends setting aside 15 minutes per day for reading, checking comprehension by asking questions about what was read, and using dictionaries sparingly for words that are truly unknown. Additional tips include paying attention to paragraph structure, skimming to understand the overall idea, scanning to find specific information, and using context clues to determine word meanings. Listening to reading aloud is also emphasized as an important foundation for literacy development.
Reading types
Reading, in very simple words, is the process of looking at a piece of written work, make out what is written on the page or sheet and understand what is written there.
Here, we have to make a distinction between reading silently and reading aloud. These two ways of reading have different purposes. Primarily, reading aloud is done to make others listen and understand and reading silently is to read "in the mind", so that we can understand, what we are reading, better. The teacher reading out a lesson or a story or a poem in the classroom is a good example for reading aloud. People reading the newspaper or a magazine at home or elsewhere is a good example of reading silently. In other words, reading aloud is aimed at improving our pronunciation while reading silently helps in improving our comprehension.
Teaching reading
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
Entry 5 lee4- reading
This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing within and outside of texts, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use ongoing questions to guide understanding, and integrate top-down and bottom-up approaches. Metacognition and combining old and new strategies are highlighted as well. Comprehension problems can arise from mismatches between reader and writer perspectives or expectations.
Reading Comprehension
The document outlines an agenda for a Monday meeting that includes:
- A mini-lesson on the inner voice when reading silently
- Pointing out struggling/dependent readers
- A video clip on teaching reading comprehension
- Discussing what good and struggling readers do
- Practicing thinking aloud when reading
- Moving dependent readers toward independence
Reading powerpoint
The document discusses strategies for effective reading at the college level. It emphasizes that college reading requires metacognition and the ability to orchestrate one's own learning by changing reading strategies to meet different text challenges. It provides numerous reading strategies such as surveying before reading, taking notes, reciting summaries, and reviewing ideas after reading. The goal is to give students a larger repertoire of strategies to help them read less but get more out of what they read.
The Practice of English Language Teaching
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object. Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print. Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
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This document discusses different types of reading skills: skimming, scanning, intensive reading, and extensive reading. It provides definitions and examples of each skill. Skimming involves rapidly reading a text to understand the main idea, while scanning means quickly locating specific information. Intensive reading requires more time and focuses on achieving a higher level of understanding. Extensive reading is reading as much as possible for pleasure to increase reading fluency and proficiency. The document also compares and contrasts skimming vs scanning and intensive vs extensive reading.
How to teach reading
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
English reading tips
Here are some tips for improving English reading skills:
1. Prepare your mind before reading by reviewing previous material. Practice vocabulary, words, phrases for at least 10 seconds beforehand.
2. Get comfortable reading like you're interacting with a friend. Break the text into segments like phrases to help comprehension.
3. Preview the text by reading the title, subtitles, and activating prior knowledge on the topic. Ask questions about the who, what, when, where, why and how.
4. Skim to get the main ideas and focus on content words like nouns, verbs, adjectives. Skip grammar words. Identify the text type and structure.
5. Read regularly for at least 30
Reading
The document provides guidance on developing reading skills for ESL students, recommending that teachers start students with short, interesting texts in their areas of interest and gradually increase the length and complexity of texts. It also offers various post-reading activities, such as comprehension questions, graphic organizers, role plays, and creative projects, to check students' understanding and keep them engaged. Additionally, the document reviews theories and research on second language reading development and effective reading instruction strategies.
Teaching receptive skills.pdf
The document discusses methods for teaching receptive language skills like reading and listening. It describes a basic procedure that teachers often use which involves both general (Type 1) comprehension tasks and more detailed (Type 2) tasks. For Type 1 tasks, students read or listen for overall understanding rather than details. This allows them to get a sense of the text before analyzing it in more detail. The document also discusses factors that influence text difficulty, the benefits of extensive reading and listening, and how to choose comprehension tasks that promote understanding rather than testing.
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The document discusses three aspects of learning experiences and their effects on brain structures and functions:
1) Learning to whittle requires hand-eye coordination and attention to the wood grain, handled by areas like the cerebellum, motor cortex, and parietal lobe.
2) Learning a new language changes the brain's response to language input over time, with language processing handled by areas like Wernicke's and Broca's zones.
3) Learning a musical instrument stimulates the brain in different ways than other skills, activating sensory and auditory areas while learning coordination.
Improving Reading
This document discusses improving reading comprehension for ESL learners online. It notes that second language readers face more challenges than first language readers due to limited linguistic knowledge and differences in cultural/social knowledge. The document reviews theories on top-down and bottom-up reading processes and the interactive approach. It also discusses strategies for teaching reading comprehension, including activating prior knowledge, allowing for sustained silent reading, and using visual representations and group discussions after reading.
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This document provides an overview of Plain Language 2.0 strategies. It discusses considering the audience's needs and context through strategies like Active Passive Voice, Text Flow using sections and structure, and Text Content focusing on parsing and coherence. The history and evolution of plain language is reviewed, noting its origins in citizen information and consumer needs. Motivations for plain language include accessibility, compliance, and productivity. Key figures who advanced plain language are also mentioned.
LEE4 Reading skill
This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
Reading skills
The document discusses reading skills and how to improve them. It defines reading skills as the abilities to read written language meaningfully, independently, and fluently. It describes different types of reading skills like word attack, comprehension, and critical reading. It then discusses orientation reading, which involves general scanning, versus project reading, done to solve a specific problem. It recommends using different eye movement patterns to take in groups of words, and reading more selectively by scanning first and then focusing on relevant sections.
13084938.ppt
1) Receptive skills like reading involve extracting meaning from written text using background knowledge and comprehension strategies.
2) When reading, people employ top-down and bottom-up processing. Top-down uses prior knowledge to get the overall meaning while bottom-up builds understanding from individual words and phrases.
3) Reading can be extensive for pleasure or intensive to achieve a specific goal, with extensive usually more relaxed and intensive more concentrated on tasks with teacher guidance.
Using context clues workshop days 1-3
This document provides strategies and examples for determining the meaning of unknown words using context clues. It discusses 9 different strategies:
1. A sentence may contain the definition of the word.
2. Additional context helps understand the word's meaning even without an explicit definition.
3. Unknown words can be understood by their relationship to known synonyms or antonyms.
4. Prior knowledge about a topic can provide context for understanding a word.
5. Word roots, prefixes and suffixes provide clues to a word's meaning.
6. A word's part of speech provides limitations on possible meanings.
7. Punctuation like commas and semicolons can indicate definitions or explanations.
Reading skills
This document discusses reading skills and the reading process. It covers several key points:
- There are different types of reading including scanning, skimming, intensive reading, and extensive reading that employ different strategies.
- The reading process involves both bottom-up processing of individual words and grammar as well as top-down processing using background knowledge.
- Readers use eye movements to focus on words in short fixations and jumps to read text.
- Successful reading requires knowledge of text structure and genres, language elements, topics, and formal language skills like spelling and grammar.
- Readers deploy different skills depending on the text and their purpose in reading.
Reading skill
Reading is a process that involves recognizing words and developing comprehension through negotiating meaning between text and reader. There are different types of reading including skimming, scanning, intensive reading, and extensive reading. Skimming involves quickly reading to get the general idea, while scanning specifically searches for a word or fact. Intensive reading involves close reading with learning aims, while extensive reading is for enjoyment to develop skills without focusing on unknown words. Improving reading requires making time, choosing appropriate books, asking questions, improving fluency, slowing down, reading various texts, and rereading.
Improve reading skill
The document discusses strategies for improving reading skills. It defines reading as a complex process involving comprehension. Some key strategies discussed include identifying reading purposes, finding helpful materials, using suitable reading styles like skimming and scanning, following instructions carefully, and increasing reading speed. The document emphasizes practicing extensive reading from a variety of sources to develop vocabulary and background knowledge for better reading comprehension.
3 bab ii
Reading is an important skill that allows people to communicate effectively in English and obtain information. There are several purposes of reading including to gain information, understand instructions, stay informed of current events, and for enjoyment. Reading comprehension involves understanding and interpreting the main ideas and supporting details of a text. There are different models of the reading process, including bottom-up where readers decode individual letters, top-down where readers use background knowledge to aid comprehension, and interactive models that combine both approaches. Comprehension can be assessed at the literal, interpretive, and critical levels.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
A LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
TRS601.PART 1-76-103.pdf in english ban5.0
1. Aristotle tutored Alexander the Great from ages 13 to 16, having a significant influence on him through lessons in logic, rhetoric, science, and ethics emphasizing moderation and balance.
2. However, Alexander went on to conquer over 10,000 miles of territory ruthlessly, contradicting Aristotle's teachings of virtue through moderation. Alexander may have failed to understand or renounced Aristotle's philosophy, instead following an ethic of heroic conquest.
3. While Aristotle taught Alexander to view foreigners as inferior, Alexander's vast conquests had far-reaching consequences, causing death, displacement, and upheaval throughout Europe and Asia.
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BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdMore Related Content
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The Practice of English Language Teaching
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object. Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print. Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
Reading fluency
This document discusses different types of reading skills: skimming, scanning, intensive reading, and extensive reading. It provides definitions and examples of each skill. Skimming involves rapidly reading a text to understand the main idea, while scanning means quickly locating specific information. Intensive reading requires more time and focuses on achieving a higher level of understanding. Extensive reading is reading as much as possible for pleasure to increase reading fluency and proficiency. The document also compares and contrasts skimming vs scanning and intensive vs extensive reading.
How to teach reading
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
English reading tips
Here are some tips for improving English reading skills:
1. Prepare your mind before reading by reviewing previous material. Practice vocabulary, words, phrases for at least 10 seconds beforehand.
2. Get comfortable reading like you're interacting with a friend. Break the text into segments like phrases to help comprehension.
3. Preview the text by reading the title, subtitles, and activating prior knowledge on the topic. Ask questions about the who, what, when, where, why and how.
4. Skim to get the main ideas and focus on content words like nouns, verbs, adjectives. Skip grammar words. Identify the text type and structure.
5. Read regularly for at least 30
Reading
The document provides guidance on developing reading skills for ESL students, recommending that teachers start students with short, interesting texts in their areas of interest and gradually increase the length and complexity of texts. It also offers various post-reading activities, such as comprehension questions, graphic organizers, role plays, and creative projects, to check students' understanding and keep them engaged. Additionally, the document reviews theories and research on second language reading development and effective reading instruction strategies.
Teaching receptive skills.pdf
The document discusses methods for teaching receptive language skills like reading and listening. It describes a basic procedure that teachers often use which involves both general (Type 1) comprehension tasks and more detailed (Type 2) tasks. For Type 1 tasks, students read or listen for overall understanding rather than details. This allows them to get a sense of the text before analyzing it in more detail. The document also discusses factors that influence text difficulty, the benefits of extensive reading and listening, and how to choose comprehension tasks that promote understanding rather than testing.
Brain Structures and Functions Essay Discussion Paper.docx
The document discusses three aspects of learning experiences and their effects on brain structures and functions:
1) Learning to whittle requires hand-eye coordination and attention to the wood grain, handled by areas like the cerebellum, motor cortex, and parietal lobe.
2) Learning a new language changes the brain's response to language input over time, with language processing handled by areas like Wernicke's and Broca's zones.
3) Learning a musical instrument stimulates the brain in different ways than other skills, activating sensory and auditory areas while learning coordination.
Improving Reading
This document discusses improving reading comprehension for ESL learners online. It notes that second language readers face more challenges than first language readers due to limited linguistic knowledge and differences in cultural/social knowledge. The document reviews theories on top-down and bottom-up reading processes and the interactive approach. It also discusses strategies for teaching reading comprehension, including activating prior knowledge, allowing for sustained silent reading, and using visual representations and group discussions after reading.
Plain Language 2.0
This document provides an overview of Plain Language 2.0 strategies. It discusses considering the audience's needs and context through strategies like Active Passive Voice, Text Flow using sections and structure, and Text Content focusing on parsing and coherence. The history and evolution of plain language is reviewed, noting its origins in citizen information and consumer needs. Motivations for plain language include accessibility, compliance, and productivity. Key figures who advanced plain language are also mentioned.
LEE4 Reading skill
This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
Reading skills
The document discusses reading skills and how to improve them. It defines reading skills as the abilities to read written language meaningfully, independently, and fluently. It describes different types of reading skills like word attack, comprehension, and critical reading. It then discusses orientation reading, which involves general scanning, versus project reading, done to solve a specific problem. It recommends using different eye movement patterns to take in groups of words, and reading more selectively by scanning first and then focusing on relevant sections.
13084938.ppt
1) Receptive skills like reading involve extracting meaning from written text using background knowledge and comprehension strategies.
2) When reading, people employ top-down and bottom-up processing. Top-down uses prior knowledge to get the overall meaning while bottom-up builds understanding from individual words and phrases.
3) Reading can be extensive for pleasure or intensive to achieve a specific goal, with extensive usually more relaxed and intensive more concentrated on tasks with teacher guidance.
Using context clues workshop days 1-3
This document provides strategies and examples for determining the meaning of unknown words using context clues. It discusses 9 different strategies:
1. A sentence may contain the definition of the word.
2. Additional context helps understand the word's meaning even without an explicit definition.
3. Unknown words can be understood by their relationship to known synonyms or antonyms.
4. Prior knowledge about a topic can provide context for understanding a word.
5. Word roots, prefixes and suffixes provide clues to a word's meaning.
6. A word's part of speech provides limitations on possible meanings.
7. Punctuation like commas and semicolons can indicate definitions or explanations.
Reading skills
This document discusses reading skills and the reading process. It covers several key points:
- There are different types of reading including scanning, skimming, intensive reading, and extensive reading that employ different strategies.
- The reading process involves both bottom-up processing of individual words and grammar as well as top-down processing using background knowledge.
- Readers use eye movements to focus on words in short fixations and jumps to read text.
- Successful reading requires knowledge of text structure and genres, language elements, topics, and formal language skills like spelling and grammar.
- Readers deploy different skills depending on the text and their purpose in reading.
Reading skill
Reading is a process that involves recognizing words and developing comprehension through negotiating meaning between text and reader. There are different types of reading including skimming, scanning, intensive reading, and extensive reading. Skimming involves quickly reading to get the general idea, while scanning specifically searches for a word or fact. Intensive reading involves close reading with learning aims, while extensive reading is for enjoyment to develop skills without focusing on unknown words. Improving reading requires making time, choosing appropriate books, asking questions, improving fluency, slowing down, reading various texts, and rereading.
Improve reading skill
The document discusses strategies for improving reading skills. It defines reading as a complex process involving comprehension. Some key strategies discussed include identifying reading purposes, finding helpful materials, using suitable reading styles like skimming and scanning, following instructions carefully, and increasing reading speed. The document emphasizes practicing extensive reading from a variety of sources to develop vocabulary and background knowledge for better reading comprehension.
3 bab ii
Reading is an important skill that allows people to communicate effectively in English and obtain information. There are several purposes of reading including to gain information, understand instructions, stay informed of current events, and for enjoyment. Reading comprehension involves understanding and interpreting the main ideas and supporting details of a text. There are different models of the reading process, including bottom-up where readers decode individual letters, top-down where readers use background knowledge to aid comprehension, and interactive models that combine both approaches. Comprehension can be assessed at the literal, interpretive, and critical levels.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
A LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
TRS601.PART 1-76-103.pdf in english ban5.0
1. Aristotle tutored Alexander the Great from ages 13 to 16, having a significant influence on him through lessons in logic, rhetoric, science, and ethics emphasizing moderation and balance.
2. However, Alexander went on to conquer over 10,000 miles of territory ruthlessly, contradicting Aristotle's teachings of virtue through moderation. Alexander may have failed to understand or renounced Aristotle's philosophy, instead following an ethic of heroic conquest.
3. While Aristotle taught Alexander to view foreigners as inferior, Alexander's vast conquests had far-reaching consequences, causing death, displacement, and upheaval throughout Europe and Asia.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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- 1. AUTONOMOUS UNIVERSITY OF SINALOA ARCHITECTURE FACUILTY UNDERSTANDING OF DOCUMENTS IN ENGLISH PRODUCT INTEGRATOR TEACHER: TANIA SARAHÍ RAMIREZ FLORES STUDENTS: KEVIN PEREZ GAXIOLA REYES ANGULO RAÚL ANDRÉ CARRILLO BELTRÁN RUBÉN ALFONSO GROUP: 8 SATURDAY, MAY
- 2. Intensive reading. La lectura extensiva es aquella que se realiza por iniciativa propia, porque existe interés en hacerlo o por puro entretenimiento. El lector elije qué, cuánto y cómo lee. Lectura extensiva. Pone el énfasis en el significado del texto y este simple hecho la diferencia de cualquier otro tipo de lectura. Opinion. In my opinion, I recommend intensive reading to stay focused on the text and to understand perfectly what you are reading. (Pérez Gaxiola)
- 3. Intensive reading. The main reason for this reading is to read a text with great attention, always keeping in mind to focus on what kind of detail in order to get to the main idea of the text or to get some specific information. This way of carrying out the reading, helps us a lot for different situations that come our way, and can give us great support. Intensive reading can be carried out for different situations such as: -Answer very specific questions such as yes or no, or multiple choice. -resolve logical problems. - resolve differences between texts and illustrations (images). Opinion. I think that this reading is a great tool when you carry out a very specific or very specific research work, which has many technical and visual details, it is a great support to prepare for example an essay, which are very demanding texts when taking acanbo. (Carrillo Beltrán)
- 4. 1 What is "intensive reading"? Intensive reading consists of reading a text paying special attention to the meaning of the words and their context. Intensive reading is presented as a more reflective, cognitively demanding exercise, performed more slowly, more carefully, on shorter and much more complex texts than our current level allows us to understand. 2 How to do it and when to do it? In order to know which of the readings is the most appropriate in a given situation, the reader's objectives and the type of text must be taken into account. The instructions for use of a device are usually read through intensive reading to find out its operation and avoid it to spoil Intensive reading aims to capture a large number of data and relate them in large units of meaning, the one that aims to appropriate knowledge, is the reading that is done when studying. This type of reading is done with the purpose of developing the skills related to reading comprehension. (Reyes Angulo)
- 10. (Reyes Angulo)
- 11. (Pérez Gaxiola)
- 12. (Reyes Angulo)
- 13. What is “Extensive Reading?” Extensive reading is one that is done on your own initiative, because there is interest in doing it or for pure entertainment. The reader chooses what, how much and how he reads. Extensive reading. Itemphasizes the meaning of the text and this simple fact sets it apart fromany other type of reading. How to do it and when to do it? Extensive reading is simply reading as much as possible, without worrying about the minutiae of meaning and the occasionalunknown word. This is done by reading for large amounts of time and searching for words only when you consider it absolutely necessary for your understanding of the text. (Pérez Gaxiola)
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- 18. (Reyes Angulo)
- 19. GLOSSARY Capable Enhancing Recognize Knowledge Given Change Conscience Incites:Necessary AestheticHoweverBachelor building establish Evaluate Auto-Assessment Development Understanding Predefined Result rubenmade an aestheticcut rubenisdesigningabuilding self-assessmentmustbe answeredwell was improvedtoenhance the place capable andthat buildingfalls
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