This document provides an overview of reading skills and strategies for teaching reading. It defines reading as an active process of making sense of text that involves using one's background knowledge and understanding vocabulary, grammar, and text structure. It describes different purposes for reading, such as for pleasure or to find specific information. Key reading subskills discussed include scanning, skimming, reading for detail, and extensive reading. The document also outlines activities and considerations for designing effective reading lessons, including using introductory, main, and post-reading activities with appropriate texts and comprehension tasks.
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
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.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
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.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
Информационная система по учету аффилированных лиц компании.
Основной эффект от внедрения системы - снижение времени обработки одной деклараций с 1 час до 1 минуты. При использовании системы в крупных компаниях информация о бенефициарах, контрагентах, о физических и юридических лицах будет всегда в актуальном состоянии.
Интеграция с 1С, Спарк и другими системами.
Аффилированность,бенефициар,проверка,информационная система,контрагент.
The Power of Facebook Ads - Target Specific Demographics | Facebook Marketing...Jeff VanDrimmelen
There are over a BILLION people ACTIVE on Facebook. That's a lot of people. What is so powerful about Facebook is that you can target specific demographics! That means you don't have to pay for people clicking on your ads that are not going to convert.
YouTube Presentation of Slides - https://www.youtube.com/watch?v=mypt19fdW1c
Want to only show and pay for ads to people that are moving soon in Dallas? Want to only show ads to soccer moms in Frisco? Want to only show ads to gamers in the DFW area? All of this is possible and Facebook. And cost is super cheap as well for clicks.
We'll cover setting up an ad, best practices, and get you going with your own Facebook ads.
Teacher Info: Jeff VanDrimmelen (MBA) is a serial web entrepreneur, educator, and national presenter. He has started multiple successful web development companies and is currently the CEO at CedarWaters (http://cedarwaters.com) a custom software company based in Frisco, TX
Introduction to distributed systems
Architecture for Distributed System, Goals of Distributed system, Hardware and Software
concepts, Distributed Computing Model, Advantages & Disadvantage distributed system, Issues
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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, 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.
Here you will find; What is Reading skill? What is the Purpose of reading? Obstacles (barriers) of effective reading. Techniques of effective reading. Strategies of reading. Methods of reading. Types of reading.
Speaking, Writing, and Listening skills, it is one among the four primary language learning skills. So, it is looking at a collection of written symbols and deriving meaning from them. When we read, our brains translate the written symbols/letters, punctuation, and spaces that our eyes see into words, sentences, and paragraphs that make sense to us. We can read aloud or silently (in our heads).
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. “Reading a book is like re-writing it for yourself. You bring to a
novel, anything you read, all your experience of the world. You
bring your history and you readit in your own terms.”
--Angela Carter
LANGUAGEREFLECTION
4. INTRODUCTION
ASSUMPTIONS ABOUT THE NATURE OF READING
How do you feel about these statments?
I Agree
I Partially agree
I’m not sure
I Strongly disagree
Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
5. Can you read this?
Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
6. How long does it take you to read this?
Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
7. Now, read this quickly.
Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
8. Can you read this?
Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
10. READING
WHAT IS READING?
Reading is one of the 4
language skills.
It is a receptive skill; the learner
receives information through
written form
It is the process of making
sense of a text.
11. READING
WHAT IS READING?
the meaning of the letters or symbols of
writing (ie. the English alphabet)
individual words
their meaning in connected speech
their meaning in discourse
In order to read, we must understand
12. There has to be a relationship between the reader and the text, in
which the reader performs various cognitive tasks and combines
his/her knowledge with the information in the text to make sense of
it.
READING
MORE THAN JUST KNOWING THE LANGUAGE
We are stimulated by
words, patterns or
discourse based on what
we already know. Such
knowledge is referred to as
schema (pl. schemata).
In order to make sense of any text, we must have a pre-
existing knowledge of the world. This is known as
interactive reading: when the reader brings his/her
knowledge to the text.
Cook: 1989
Hedge: 2000
13. READING
MORE THAN JUST KNOWING THE
LANGUAGE
When schemata is activated, we are able to
recognize what we read or hear because it fits into
the patterns of what we already know.
Dear son,
We regret to inform you…
Congratulations….
Unemployment increase…
14. READING
COHERENCE
We read text at word level, sentence level and text
level.
The connection between words
and sentences into a
comprehensible text is called
coherence.
15. READING
HOW WE RECEIVE LANGUAGE
We receive language in different ways, for different
reasons. These ways can be classified in two broad
categories:
Instrumental reading/listening:
language is received for a utilitarian
purpose
Pleasurable reading/listening:
language is received for personal reasons
16. READING
COHESION
We construct text using vocabulary and grammar.
Cohesion is the grammatical
links between the sentences
that help us understand the
text.
17. READING
HOW WE READ
What we read is almost always affected by “how” and
“why” we read.
We do not always read the
entire text. Sometimes we
read for specific information
and at others, we read for
detailed information.
We read different types of
texts for different reasons.
19. SUB-SKILLS
HOW WE READ
We read language in different ways, for different
reasons. These ways can be classified in two broad
categories:
Instrumental listening
Pleasurable reading
20. SUB-SKILLS
STRATEGIES FOR READING
Our reasons for reading influence the way we read.
The different ways of reading are called
SUBSKILLS (a skill that is part of a main
skill).
Scanning
Skimming
Reading for detail
Extensive reading
21. SUB-SKILLS
SCANNING
This subskill is used for reading through a text for
specific information.
When we look through the
phone book for a specific
number or business, we
usually don’t read the
entire text. We focus on a
specific piece of
information.
22. SUB-SKILLS
SKIMMING
This subskill is used for reading through a text to get
the gist of it, or to learn about the overall idea.
When we first open a newspaper,
we might read the headlines of all
the articles and sections to get an
idea of what is going on and what
we will want to read before we
start reading it in detail.
23. SUB-SKILLS
READING FOR DETAIL
This subskill is used for reading in a text with the
intent to get the meaning out of every word.
Someone reading a letter from
a loved one will read the letter
for detail.
24. SUB-SKILLS
EXTENSIVE READING
EXTENSIVE READING involves reading long pieces
of texts, although you may read in detail through
some parts and skim through others.
When we read on a specific
topic from a textbook for
academic purposes, we may
read using extensive reading.
25. READINGACTIVITIES
READING ACTIVITIES & TASKS
In the language classroom, students perform reading
activities which develop different outcomes
(comprehension, identify grammar structure,
vocabulary etc.) using a variety of material.
Identifying topics
predicting and
guessingreceptive reading
interpreting text
intensive reading
26. READINGACTIVITIES
IDENTIFYING TOPICS
In order to better comprehend text, students should
identify the topic of the paragraphs as they read
along. They can do this by constantly asking, “What
is this about?”.
Identifying the topics of
the paragraphs aids
students in getting the
main idea.
27. READINGACTIVITIES
PREDICTING & GUESSING
Predicting will allow students to react with the text by
having expectations and ideas about the purpose of
the text, as well as ideas about possible outcomes.
This is where schemata
most affects reading
outcomes.
Predicting is used
throughout the reading
task on many different
levels.
28. READINGACTIVITIES
RECEPTIVE READING
Students may read or research a text for sheer
enjoyment or entertainment. There is significant
reading based on his/her desire to learn more about
a topic.
Reading for pleasure is
considered receptive
reading.
29. READINGACTIVITIES
INTERPRETING TEXT
This type of reading involves critical reading/critiquing
content.
Critiquing is common in
advanced reading
activities such as in
comparative literature.
30. READINGACTIVITIES
INTENSIVE READING
This type of tasks requires students to read text to
examine language based on its grammar or lexical
constructions with the objective of furthering
language development through reading.
31. READINGACTIVITIES
READING MATERIAL
We use different types of material for different tasks
in reading.
Authentic material
Material that L1 users read.
Simplified or graded
materialMaterial written especially for
language learners.
33. READINGACTIVITIES
INTRODUCTORY ACTIVITIES
This phase provides an introduction to the topic of the
text and activities focusing on the language of the
text.
These activities can be:
• pre-teaching vocabulary
• lead-in to introduce the topic
• identifying the title
• predicting
34. READINGACTIVITIES
MAIN ACTIVITIES
This phase focuses on a series of comprehensive
activities developing different reading sub-skills and
tasks.
These activities can be:
• scanning
• getting the main idea
• reading for detail
35. READINGACTIVITIES
POST ACTIVITIES
This final phase develops activities which asks
learners to talk about how a topic in the text relates to
their own lives or gives opinions on parts of the text.
These activities may require that the learner use
language from the text.
These activities can be:
• giving an opinion
• reflexive reading
• interpreting text
36. REMEMBER
POINTS TO CONSIDER
To successfully carry out a reading activity, consider
the following:
It is important that students receive lots of extensive
reading practice in order to develop fluency in
reading.Reading sub-skills are taught based on the
learner’s age and first language reading ability.
Sometimes it will be necessary to teach the
alphabet first (as in the case of very young learners
or learners using other scripts, such as Chinese).
We must choose appropriate texts for our learners
which increase their interests for reading and
motivate them.
37. REMEMBER
Different reading comprehension tasks and
exercises focus on different reading sub-skills.
Teachers need to identify which sub-skill a task
should be focused on.
L2 learners must be taught the different strategies
to apply when evaluating different types of texts.
38. authentic material
coherence
cohesion
deduce meaning from
content
extensive
intensive
prediction
read for detail
read for gist
read for specific information
receptive skill
scan
These are some important terms on the
exam, but not limited to.
KEY VOCABULARY FOR READING
schema/schemata
skill
skim
subskill
task
text structure
topic sentence
top down / bottom up
39. END OF PRESENTATION
This presentation is designed for the exclusive use by
The Kennedy Institute for the
Teaching Knowledge Test
Preparation and Certification Course
All rights reserved. 2012