ASSESSMENT OF READING ELT SUPERVISOR ABDUL HALIM HAMED

ASSESSMENT OF READING ELT SUPERVISOR ABDUL HALIM HAMED GHANDER • Click to edit Master subtitle style

Topic: Slide Title Developing Reading Skills • • Make Effective Presentations General objectives: Using Awesome Backgrounds l Trainees will be able to give a Engage your Audience Capture Audience Attention reading skills. lesson in developing l Trainees will be able to integrate reading with listening, speaking, and writing.

S Lesson One Giving a Lesson in Developing Reading Skills • • Title l Pre-task activities Make Effective Presentations l Step One: elicit Kinds of real-life reading Using Awesome Backgrounds Engage your Audience Capture Audience Attention l Step Two: elicit characteristics of Real-life listening l Step Three: discuss the factors affecting reading. l Step Four: identifying different types of listening texts. l Step Five: suggested activities in developing reading l l l skills. Step Six: tips in design a reading task While-task activities Step Seven: trainee giving lessons in developing reading skills. Post-task activities Step Eight: students evaluate the lessons.

Slide. Developing Title Reading Skills • • l What. Effective do we read? Make Presentations l Why. Awesome do we read? Using Backgrounds How do effective readers read? Engage your Audience l Ways of reading Capture Audience Attention l Skills of reading l How to design reading tasks? l Reading activities l Procedures of teaching reading l

Slide Title. What do we read? Calendars, addresses, phone books, name cards, • Make Effective Presentations bank statements, credit cards, maps, anecdotes , weather forecast, Backgrounds pamphlets , • Using Awesome productyour labels, washing instructions, short stories, • l. Engage Audience novels, plays, poems, handbooks, • l. Capture Audience Clothes size labels, Attention children’s scribbling, informal letters, business letters, rules and regulations, electronic mails, fax messages, l Junk mail, postcards, greeting cards, comic books, l Newspapers, diplomas, application forms, store catalogues, magazines, radio/ TV guides, l

Slide Title l Advertisements posters, travel guides, • • Make Effective Presentations cookbooks, repair manuals, memos, time. Awesome schedules street signs syllabi, Using Backgrounds journal Engage yourarticles, Audiencesong lyrics, film subtitles, diagrams, Capture Audience Attention l Flowcharts, name tags

Slide Title Why do we read? l Reading for pleasure l Reading for information

How do effective readers read? Slide Title l They have a clear purpose in reading; l l l l They read silently; They read phrase by phrase, rather than word by word; They concentrate on the important bits, skim the rest, and skip the insignificant parts; They use different speeds and strategies for different reading tasks; They perceive the information in the target language rather than mentally translate; They guess the meaning of new words from the context, or ignore them; They have and use background information to help understand the text.

Slide Title Ways of Reading l. Skimming l. Scanning l. Extensive reading l. Intensive reading

Reading skills l l l l l Recognizing the script of a language Deducing the meaning and use of unfamiliar lexical items Understanding explicitly stated information Understanding information when mot explicitly stated Understanding conceptual meaning Understanding the communicative value of sentences and utterances Understanding relations within the sentence Understanding relations between the parts of a text through lexical cohesion devices Understanding cohesion between parts of a text through grammatical cohesion devices Slide Title

Interpreting text by going outside it Recognizing indicators in discourse Identifying the main point or important information in a piece of discourse Distinguishing the main idea from supporting details Extracting salient points to summarize(the text, an idea etc. ) Selective extraction of relevant points from a text Basic reference skills Skimming Scanning to locate specifically required information Transcoding information to diagrammatic display Slide Title l l l l l

How to design tasks? Slide Title • • Accessible to students Make Effective l Pre-set purpose Presentations l Top-down and bottom-up Using Awesome Backgrounds l At discourse level Engage your Audience l Authentic texts l Linking Audience different skills Capture Attention l Flexible an varied l Developing reading skills rather than testing l Using strategies l Interesting l Tangible result l Immediate feedback l

Reading comprehension Slide Title exercise-types l Reading techniques l How the aim is conveyed l Understanding meaning l Assessing the text

Slide Title Reading techniques l. Sensitizing l. Improving reading speed l. From skimming to

Slide Title Sensitizing l 1. 1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues l Deducing the meaning and use of unfamiliar lexical items through understanding word formation l 1. 2. Understanding relations within the sentence

1. 1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues Slide Title Exercise 1 l a) In paragraph 3, find two nouns meaning more or less the same as killings' : ----------l b) In paragraphs 2 and 3, find the equivalents of the following words: Changing : -----------Take place : ----------Declare : ----------l c) In paragraph 3 find an adjective which means the opposite of `for short periods` find a noun which means the opposite of `free and footloose young people' (para. 4) -----------

l Exercise 2 Slide Title • In. Make Effective Presentations the text ‘Programming People’, one of the • recurring Using Awesome Backgrounds ideas is the loss of one’s independence and personality. Read the text again to find all the words • related Engagetoyour Audience that idea and fill in the following table. • Capture Audience Attention Nouns dependence e. g. slaves independence Adjectives Adverbs

Slide Title Exercise 3 l Read the following paragraph and try to guess the meaning of the word ‘zip’.

Deducing the meaning and use of unfamiliar lexical items through understanding word formation • • l l l l l Make Effective Presentations Using Awesome Backgrounds Engage your Audience Capture Audience Attention Exercise 4 a)Two words with the suffix ‘- ible’ appear in the text. What are they? What effect does the suffix have on the meaning of the word? B) Underline the suffixes in the following words hypnotist predictable beautiful apparently observation

1. 2. Understanding relations within the sentence Exercise 1 Read the following sentences and underline the subject and the main verb of each of them. . l Exercise 2 In the following text, a number of link-words have been italicized. Replace them by other link-words, or rewrite the sentences, making sure the meaning remains the same l

Exercise 3 • • Make at Effective Presentations Look the text and classify the italicized linkwords according to their function: Using Awesome Backgrounds l Cause: --------Engage your Audience l Consequence --------Capture Audience Attention l Time sequence: ---------l Concession : -------------l Opposition : ----------------

Exercise 4 Slide Title Read the following text and select the most appropriate link-words from the list given below: l a) because l b) although l c) for example l d) since

2. Improving reading speed Exercise 1 l a)Underline the word which is the same as the first one given. l told bold told hold bolt

b) Find the word which means the same thing as the first word mentioned. l grab l l l hold snatch leave give

3. From skimming to scanning l 3. 1 Predicting l 3. 2 Previewing l 3. 3 Anticipation l 3. 4 Skimming l 3. 5 Scanning

3. 1 Predicting Exercise 1 • After reading each of the sentences in column 1, link at column 2 and choose the sentence which you think isl most likely to follow. Go on in the same way until you reach the end of the text. • Ss 1………………… • • ss 3………………… • • ss 5………………… Ss 2 a)……………. b)…………… c)……………. d)…………… Ss 4 a)……………. b)…………… c)……………. d)…………… Ss 5 a)

3. 2 Previewing Exercise 1 l You have been given a page from a book to read. l It is entitled ‘The New Famines’, What do you think the passage is about? l Think of at least three possibilities. l The title of the book is The End of Affluence and here is the beginning of the table of contents. Does this lead you to reconsider your former opinion and make a more accurate guess at the contents of the passage

3. 3 Anticipation Exercise 1 Before studying a text about robots: l 1 What is a robot? l 2 Is there any difference between a robot and an automaton? l 3 What can robots be used for? l 4 Do you think they can ever completely replace human beings for some jobs? Which ones?

3. 4 Skimming Exercise 1 Here is the beginning of a short story by Roald Dahl. Skim through it and underline the sentence or the words that best sym up the main idea of each paragraph.

Exercise 2 Read the following articles as quickly as you can and decide which title is best suited to each of them. ------------------------l A lucky meeting Violence in Detroit A clever policeman A good detective

3. 5 Scanning Exercise 1 You’re thinking of buying a cottage in the Cotswold This is what you want: three bedrooms or more l an old house you could modernize yourself in a small village l price unde$40000 Look at the following page and circle the advertisement corresponding to what you are looking for Try to do this as quickly as you can l

How the aim is conveyed 1. Aim and function of the text 2. Organization of the text: different thematic patterns

Aim and function of the text 1. 1 Function of the text Exercise 1 Match the following passages and their function: l l l --------------------------------------------------------------------------------------- Persuasion Warning Giving information Giving direction Invitation Request

1. 2 Functions within the text Exercise: 1 Read the following dialogue and match what the characters say and the functions listed underneath. A …………B ………… C …………. D ………… E …………. . F …………. . G …………H ………… I ………………… J …………… 1 - Demand for evidence 2 - Agreement 3 - Farewell 4 - Asking for information 5 - Greeting 6 - Evidence(explanation) 7 - Giving information

2. Organization of the text: different thematic patterns 2. 1 Main idea and supporting details Read the opening paragraphs of the suggested texts and decide which category they fall into

2. 2 Chronological sequence Exercise 1 After reading the text complete the sentences with one of the following words ; before, after, when, since, while, during, as soon as

2. 3 Descriptions Exercise 1 Read the following passages and decide which type of organization they represent

2. 3 Descriptions Exercise 1: Read the following passages and decide which type of organization they represent Down 1 2 3 4 Up ↓ ↓ up down Outside ↓ inside Inside Detail ↓ ↓ outside impression General impression ↓ detail

2. 4 Analogy and contrast Exercise 1 Can you draw a tree diagram to represent the different types of vehicles? Think of as many branches as you can besides the ones mentioned in the text.

2. 5 Classification Exercise : 1 Read the text which describes eighteenth-century houses in London. Then complete the diagram below showing the different types of housing. 18 th century London house along streets

Understanding meaning l Non-linguistic response to the text l Linguistic response to the text

Non-linguistic response to the text l 1. 1 Ordering a sequence of pictures l 1. 2 Comparing texts and pictures l 1. 3 Matching

1. 1 Ordering a sequence of pictures Exercise 1 Here are the photos that Pat sent to Tom. Can you put them back in the order in which they were taken?

1. 2 Comparing texts and pictures Exercise 1 l Now that you have read the short story, look at the following drawing. Are there any common points between the two? l In what way does the cartoon differ from the story?

1. 3 Matching l Exercise 1 Read the letter and choose the family tree that corresponds to Gwenda’s family l Exercise 2 Match the following comments with the photographs of the people who made them.

1. 4 Mapping it out Exercise 1 Read the following passage and indicate on the diagram; l a) All that Iverson can see in Groot’s room l b) Groot’s movements(use arrows) Iverson’s room door Groot’s room

1. 5 Jigsaw reading Exercise 1 Work in groups of two, each group having only one of the passages that follow. In your group, follow these steps: l read the passage carefully l sum up what it is about for the other groups l try to guess how it is situated in the whole text l discuss all this with the other groups until you can reconstitute the whole story, from beginning to end.

2. Linguistic response to the text 2. 1 Reorganizing the information: Reordering events Exercise 1 Can you put these events back in their chronological order? l a) ---------------------l b) ---------------------l c) ---------------------l d) ---------------------l e) ---------------------l g) ----------------------

2. 2 Reorganizing the information: Using tables Exercise 1 Read this article from Times and complete the table that follows When Who Where What Why

2. 2 Comparing several texts Exercise 1 The three texts that follow all relate to the same incident. Read them carefully and fill in the comparison table Features Text No. 1 Text No. 2 Text No. 3

2. 3 Study skills: Summarizing Exercise 1 Read the following article and the summaries written by four students. Then decide which of the summaries is the best. -------------------------------- -------------------------------- -------------------------------

Study skills: Note-taking Exercise 1 Read the article and the notes taken by three students below. Which of these notes is the best, according to you?

Assessing the text l Fact versus opinion l Writer’s intention

1. Fact versus opinion Exercise 1 Read the following statements and decide whether they are facts or opinions. l --------------------------------------------l -----------------------

2. Writer’s intention Exercise 1 Recognizing type of texts After reading this passage, can you tell whether it is : l A letter to the editor l A passage from a novel l A passage from a science-fiction story l A passage from a textbook on sociology l A satire on modern society l A passage from a horror story

2. The author’s intention What is the author’s intention in this passage? l To amuse the reader l To predics what the future will be like l To shock the reader l To reassure the reader about the future l To criticize society l To teach us something about life in the future

3 : The author’s attitude In this passage you can feel that the author’s attitude towards the human beings he describes is one of l l l l Indifference Sympathy Pity Admiration Anxiety Detachment hiding concern Criticism

3: Tone Write a, b, or c in front of the following sentences according to what you think the tone of the sentence is : l Matter of fact l Humorous l Ironic

Procedures of teaching reading l Pre-reading activities l While-reading activities l Post-reading activities

Pre- Text 1 Slide Title • Product A • Product B • Feature 1 • Feature 2 • Feature 3 2 • Feature 1 • Feature 2 • Feature 3

Pre- Text 1 Introduction and lead in , eg get the learners interested in the topic initial discussion of key themes, make an explicit link between the topic Slide Title of the text and the students' own lives and • Product A • Product B experiences , focus on important language that • Feature will 1 come in the text. • Feature 1 • Feature 2 • Feature 3 2 • Feature 2 • Feature 3 First task ( pre – reading ), eg prediction from some extracted information (illustration , key words , headlines), read questions about the text , students compose their own questions.

Text 3 4 5 6 7

Text 3 4 Tasks to focus on fast reading for gist ( skimming ) , eg check text against predictions made beforehand , guess the title from a choice of three options , put events ( all illustrations )in the correct order Tasks to focus on fast reading to locate specific information ( scanning ) 5 Tasks to focus on meaning ( general points ). eg answer questions about meaning , make use of the information in the text to do something (make a sketch , fill out a form, find out which picture is being described , etc) , discuss issues , summarise arguments, compare viewpoints 6 Tasks to focus on meaning ( finer points of detail , more intensive comprehensive understanding ) Tasks to focus on individual language items , eg vocabulary or grammar exercises , use of dictionaries , work our meaning of words from context 7

Post- Text 8 9

Post- Text 8 Follow – on task , e g role play , debates writing task( e g with a letter in reply), personalization ( e g , Have you ever had an experience like this one? ) 9 Closing , eg draw the lesson to a conclusion, tie up loose ends review what has been studied and what has been learned.

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