Chacua Nelly, Algorithms

6.4 Implications for teaching

reading, listening and viewing

Practising on diferent levels

Process-oriented text reception

Components of

a curriculum

for reading:

1. Interest in

reading

Yes

Develop reading skill

No

No motivationto read

2. Reading

skills

Yes

Capturing text elements

No

Listening, writing-Speaking

3. Reading

fluency

No

misunderstanding of what has been read

Yes

Improve reading skills

Paired reading

Oral reading

4. Reading

strategies

Yes

Promote effective reading processes.

Read the title

No

skip any reading step

5. Reflective

skills

Yes

Set goals for the

reading progress

No

Leave to practice reading

3 phases

1. Pre-reading/-listening/-viewing activities

Prepare learners for the topic.

Activate prior knowledge

Predictions of the topic.

2. While-reading/-listening/

-viewing activities

Provide structure and

support for text reception.

3. Post-reading/-listening/

-viewing activities

help learners to

evaluate the reception process,

and take a deeper l

ook at the text

Dos and Don’ts:

Helpful instrument

for planning classes

Too much a mechanical application

boredom

+

--

Reference: Surkamp, C., & Yearwood, T. (2018). Teaching English as a Foreign Language. An introduction.

Methodology II: Teaching the four skills

Algorithm perceptive skills

Student: Nelly Chacua

Teacher: Msc. Marcia Mantilla

Date: 04-12-2020

8th Level