This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when 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.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
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.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
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RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
PROGRAMA DE INGLÉS
CURSO: SEMINARIO DE INGLÉS PARA PROPÓSITOS ESPECÍFICOS
COURSE DESIGN BASED ON THE SKILL-CENTERED APPROACH
WITH EMPHASIS ON READING SKILLS
AUTHORS: WILLIAM BENJAMIN & MAURY RODRIGUEZ
2. WHAT IS READING?
According to Dechant (1991) cited by Macceca (2007,
p.4), reading is a visual process that begins with one´s ability
to use ones´s vision to interpret graphic symbols.
WHAT IS READING COMPREHENSION?
According to Dechant (1991) cited by Macceca (2007,
p.4), It refers to understand what is read, so readers must be
able to cognitively process the words by drawing meaning from
their own experience and knowledge to understand the author
´s message.
3. There are two approaches which describe the nature
of the reading learning process:
Bottom-up processing, readers must recognize a
variety of linguistic signals (letters, morphemes, syllables,
etc.), and impose some sort of order them, so as to make
them cohere.
Top-down processing, it focuses on the background
knowledge a reader uses to comprehend a written text.
4. SCHEMA THEORY AND READING
According to Nunan (1999,
201), "schema theory is based on
the notion that past experiences
lead to the creation of mental
frameworks that help us make sense
of new experiences."
Anderson (1994) presents research showing that recall
of information in a text is affected by the reader's schemata
and explains that "a reader comprehends a message when he is
able to bring to mind a schema that gives account of the
objects and events described in the message" (469).
Comprehension is "activating or constructing a schema that
provides a coherent explanation of objects and events
mentioned in a discourse" (473).
5. MICROSKILLS FOR READING COMPREHENSION
What do English students do in order to become
efficient readers?
• Discriminate among the distinctive graphemes and
orthographic patterns of English.
• Retain chunks of language of different lengths in short-term
memory.
• Process writing at an efficient rate of speed to suit the
purpose.
• Recognize a core of words, and interpret word order
patterns and their significance.
6. • Recognize grammatical word classes, patterns, rules and
elliptical forms.
• Recognize that a particular meaning may be expressed in
different grammatical forms.
• Recognize cohesive devices in written discourse and their
role in signaling the relationship between and among
clauses.
• Recognize the communicative functions of written texts,
according to form and purpose.
• Infer context that is not explicit by using background
knowledge.
7. • Infer links and connections between events, ideas, etc.,
deduce causes and effects, and detect such relations as
main idea, supporting idea, new information, given
information, generalization, and exemplification.
• Distinguish between literal and implied meaning.
• Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
• Develop and use a battery of reading strategies such as
scanning ans skimming, detecting discurse markers, guessing
the meaning of words from context, and activating
schemata for the interpretation of texts.
8. ACTIVATING AND BUILDING THE SCHEMATA
After selecting a text, the following three stages of
activities are typically used to activate and build students'
schemata:
Predicting
Semantic Mapping
Reconciled Reading
Skimming
Pre-reading Scanning
During-reading Note-taking
Post-reading Guess
Analize vocabulary
Questions
Mind-Mapping
Summarizing
9. PRINCIPLES FOR DESIGNING
INTERACTIVE READING TECHNIQUES
• Do not understimate the importance of specific instruction
in reading skills.
• Use techniques that are intrinsically motivating.
• Balance authenticity and readability in chosen texts.
• Encourage the development of reading strategies.
• Include both bottom-up and top-down techniques.
• Build in some evaluative aspects to your techniques.
10. BIBLIOGRAPHY
Brown, H. Douglas. ( 1994). Teaching by Principles: An
Approach to Language Pedagogy. 2nd ed. New Jersey, USA:
Prentice Hall.
Macceca, S. (2007). Reading Stategies for Science. Huntington
Beach, USA: Shell Education.