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Flashcards do conjunto (10)
- 1reading students need to be involved in extensive and intensive reading to get maximum benefit from their readingextensive reading :
we need to offer to our students to programme which include appropiate materials,guidance, tasks and facilities such as permanent or portable libraries of books .
- 2not only suggest them to read one of the fundamental option to successful extensive reading is that students should be reading material which they can understand if they are struggling to understand every word, they can hardly be reading for pleasure .to encourage to read this kind of learner literature or any other texts to read this kind of learner literature or any other texts which may be comprenhensible in the same way - we need to act in the following ways .
- 3setting up a library: we need to build up a library of suitable books although this may appear costly, it will be money well spent we should make the students aware of what the library contains and explain our clasification system to themthe role of extensive reading programmes :
most of students will not do a lot of extensive reading by themselves unless they are encuraged to do so by their teachers our role as teachers is crucial that we can organise reading programmes where we indicate to them how many books we expect to read over a given period . - 4externsive reading tasks: we should encourage them to report back on their reading in a number of ways we can ask them each to keep a weekly reading , students also can write a short book.orginiser: we need to tell students exactly what their reading purpose is, once we have said you have four minutes for this, we should not change that time unless observation suggests that it is necessary
- 5observer : while students are reading we can observe their progress since this will give us valuable information about how well they are doing individually and collectively .feedback organiser: when our students have completed the tasks, we can lead a feedback session to check that they have completed it successdully when we ask students to give answers, we should always ask them to say where in the text they found the relevant information.
- 6prompter : when students have read a text, we can prompt them clarifying ambiguities and making them aware of issues of text structure which they had not come across previouslyintensive reading :
the vocabulary question
while teachers are encouraging students to read for general understanding without worrying about the meaning of every single word the studens on the other hand are desperate to know what each individual word means . - 7if students ask for the meanig of all the words they do not know we need to explain them of different word meanig limit the amount of time spent on vocabulary checking in the following ways: 1.time limit 2 word /phrase limit.3. meaning consensus:
we can get to work together to search for and find word meaning, individual students write down three to five word meaning, individual students write down three to five words from the text they most want to know the meaning of - 8students can look for meaning of their words in dictionaries and/or we can answer questions about the words which the groups have decided on. in responding to a natural hunger for vocabulary meaning, both teachers and students will have to compromiselettering the students in:
one of the most important questions we can ever get students to answer is Do you like the text? we are denying them any affective response to the content of the text. by lettering them give voice (if they wish) to their feeling about what they have read. - 9another way of lettering the students in is to allow them to create their own comprenhension task. another involving way of reading is to have students read different texts and then share the information they have gathered in order to piece together the whole story. this is called jigsaw reading .reading lesson sequences: we may want to have students practise specific skills such as skimming/reading for general undestanding or gist or scannin/reading to extract specific information most reading sequences involve more than one reading skill, they may start by identifying the topic of a text before scanning the text quickly to recover specific information.
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- Descrição
- FlashCards sobre Sem título, criado por ARISON YESSENIA CORADO SOTO em 05-10-2021.
- Criado por
- ARISON YESSENIA CORADO SOTO · out 2021
- Atualizado
- 5 out 2021
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- 14
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