Reading more than ever - englishglobalcom · 5. Skimming to get the main idea Carla Bruni nude...
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Reading More Than Ever Key skills for tomorrow’s world Robin Walker Trinity Trainer, Spain www.englishglobalcom.com [email protected] Assessing English language since 1938 [email protected]
Transcript of Reading more than ever - englishglobalcom · 5. Skimming to get the main idea Carla Bruni nude...
Reading More Than Ever Key skills for tomorrow’s world
Robin Walker Trinity Trainer, Spain
www.englishglobalcom.com
Assessing English language since 1938 [email protected]
Assessing English language since 1938 [email protected]
Read • the ISE exam
• school
• the internet
• image captions
• instructions
• what’s app
• Harry Potter
1. Why ‘more than ever’?
Assessing English language since 1938 [email protected]
Extensive reading (= for pleasure)
1. Why ‘more than ever’?
Assessing English language since 1938 [email protected]
1. Free choice of titles 2. No dictionaries 3. No ‘testing’ understanding
1. Why ‘more than ever’?
Assessing English language since 1938 [email protected]
Narrative versus Expository texts
Expository texts, also known as non-fictional or information texts, present some different comprehension challenges for readers.
… the syntax is often more complex, the
information density is higher in expository texts than in narrative texts (Geva, 2007), and the text also assumes relevant background knowledge.
(Geva & Ramírez, 2015: 21)
1. Why ‘more than ever’?
Assessing English language since 1938 [email protected]
Session contents 2. what happens in reading – skills and strategies
3. lower-level reading skills
4. prior / background knowledge
5. skimming – getting the main ideas
6. intensive reading – going the detail
7. vocabulary – breadth and depth
Reading more than ever – key skills for tomorrow’s world
2. The (sub-)skills and strategies of reading
Assessing English language since 1938 [email protected]
Term Definition 1. skimming a. reading longer texts for pleasure and global understanding
2. scanning b. higher-level skills and strategies to read more efficiently
3. intensive reading c. non-fiction reading material that provides facts
4. extensive reading d. guesses about contents based the title, layout, visuals, etc.
5. inference e. quickly going through a text to find a piece of information
6. top-down f. knowing a word's multiple meanings, its antonyms, etc.
7. prediction g. the different grammatical or semantic relationships
8.metacognitive strategies
h. the ability understand ideas or points of view that are not stated explicitly by the author
9. cohesion i. quickly going through a text to identify the main ideas
10. vocabulary depth j. using the knowledge in our head to understand the text
11. expository text k. focusing on individual words to reach detailed understanding
12. word-level reading skills
l. decoding skills, knowledge of sound-spelling relationships, sight word recognition, the ability to read words fluently
2. The (sub-)skills and strategies of reading
Assessing English language since 1938 [email protected]
Term Definition 1. skimming i. quickly going through a text to identify the main ideas
2. scanning e. quickly going through a text to find a piece of information
3. intensive reading k. focusing on individual words to reach detailed understanding
4. extensive reading a. reading longer texts for pleasure and global understanding
5. inference
6. top-down
7. prediction
8.metacognitive strategies
9. cohesion
10. vocabulary depth
11. expository text
12. word-level reading skills
2. The (sub-)skills and strategies of reading
Assessing English language since 1938 [email protected]
Term Definition 1. skimming i. quickly going through a text to identify the main ideas
2. scanning e. quickly going through a text to find a piece of information
3. intensive reading k. focusing on individual words to reach detailed understanding
4. extensive reading a. reading longer texts for pleasure and global understanding
5. inference h. the ability understand ideas or points of view that are not stated explicitly by the author
6. top-down j. using the knowledge in our head to understand the text
7. prediction d. guesses about contents based the title, layout, visuals, etc.
8.metacognitive strategies
b. higher-level skills and strategies that allow us to read more efficiently
9. cohesion
10. vocabulary depth
11. expository text
12. word-level reading skills
2. The (sub-)skills and strategies of reading
Assessing English language since 1938 [email protected]
Term Definition 1. skimming i. quickly going through a text to identify the main ideas
2. scanning e. quickly going through a text to find a piece of information
3. intensive reading k. focusing on individual words to reach detailed understanding
4. extensive reading a. reading longer texts for pleasure and global understanding
5. inference h. the ability understand ideas or points of view that are not stated explicitly by the author
6. top-down j. using the knowledge in our head to understand the text
7. prediction d. guesses about contents based the title, layout, visuals, etc.
8.metacognitive strategies
b. higher-level skills and strategies to read more efficiently
9. cohesion g. the different grammatical or semantic relationships
10. vocabulary depth f. knowing a word's multiple meanings, its antonyms, etc.
11. expository text c. non-fiction reading material that provides facts
12. word-level reading skills
l. decoding skills, knowledge of sound-spelling relationships, sight word recognition, the ability to read words fluently
Assessing English language since 1938 [email protected]
Session contents 2. what happens in reading – skills and strategies
3. lower-level reading skills
4. prior / background knowledge
5. skimming – getting the main ideas
6. intensive reading – going the detail
7. vocabulary – breadth and depth
Reading more than ever – key skills for tomorrow’s world
Assessing English language since 1938 [email protected]
3. Lower–level reading skills
• decoding skills – skills needed to convert orthographic symbols into meaningful language
• rules governing the regular correspondence between letters and sounds
• accurate, fluent reading of frequent words that cannot be decoded because of their irregular spelling (= sight words, e.g. ‘was’, ‘through’, etc.)
• orthographic depth – how transparent or ‘opaque’ the letter-sound correspondences are
Assessing English language since 1938 [email protected]
3. Lower–level reading skills
Yamashita, 2013: 53
… lower-level processes inform the operations of higher-level processes; therefore, if the former is slow and laborious and unable to provide quality information to the latter, then passage-level reading comprehension may not be successful.
http://www.readingmatrix.com/files/12-n27et627.pdf
Assessing English language since 1938 [email protected]
3. Lower–level reading skills
(Geva & Ramírez, 2015: 43)
Across these different studies, a consistent finding is that aspects of word reading skills – including accurate and
fluent word recognition and the ability to decode – make an important contribution to reading comprehension.
Similarly, various components of language comprehension skills – including vocabulary depth and breadth … – make
substantial contributions to L2 reading comprehension.
Assessing English language since 1938 [email protected]
Some researchers claim that a reader needs to know at least 95% of the words on a page to read a text instructionally ...
Vasantha Dhanapala & Yamada. http://www.readingmatrix.com/files/12-n27et627.pdf
Assessing English language since 1938 [email protected]
3. Lower–level reading skills
evaluating author position
elaborating inferences
identifying text structure
prediction of contents
activating & applying background knowledge
syntactic parsing
accessing lexical meaning
sight word recognition
letter and word decoding
higher-level reading skills
lower-level reading skills
(word reading fluency)
(text reading fluency)
Assessing English language since 1938 [email protected]
Session contents 2. what happens in reading – skills and strategies
3. lower-level reading skills
4. prior / background knowledge
5. skimming – getting the main ideas
6. intensive reading – going the detail
7. vocabulary – breadth and depth
Reading more than ever – key skills for tomorrow’s world
Assessing English language since 1938 [email protected]
4. Background knowledge and reading comprehension
• hocked gems • our hero • an egg not a table • three sturdy sisters • turbulent peaks and valleys • rumours about the edge • welcome winged creatures
Assessing English language since 1938 [email protected]
4. Background knowledge and reading comprehension
Assessing English language since 1938 [email protected]
Session contents 2. what happens in reading – skills and strategies
3. lower-level reading skills
4. prior / background knowledge
5. skimming – getting the main ideas
6. intensive reading – going the detail
7. vocabulary – breadth and depth
Reading more than ever – key skills for tomorrow’s world
Assessing English language since 1938 [email protected]
5. Skimming to get the main idea
Carla Bruni nude picture auctioned at Christie's
A nude photo of the French First Lady Carla Bruni has been put up for auction at Christie's New York, just hours ahead of her and her husband President Nicolas Sarkozy's state visit to Britain.
The image, by photographer Michel Comte, shows a younger Miss Bruni facing the camera wearing no more than a thoughtful expression, her hands crossed at waist height to cover her modesty. It is expected to fetch around £2,000 when it goes under the hammer on April 10. The couple are to arrive in the UK on Wednesday for the start of their two-day state visit, and will be meeting the Queen and the Prime Minister, Gordon Brown. Mr Sarkozy has faced criticism that his flashy, Rolex-wearing image belies a lack of substance, and he had hoped that the visit would add some much-needed gravitas to his public persona. Meanwhile Mr Sarkozy is said to be concerned about his English-speaking ability ahead of his visit. While the Italian Miss Bruni, who has also appeared naked in the pages of this month's GQ magazine, is fluent in both French and English as well as her native tongue, Mr Sarkozy is rarely heard to speak English in public.
(5) (2) (4) (6) (3)
Task 1: Long reading
Q1-5 Title matching Understand main
idea of a paragraph
Revised ISE: Reading
Task 2: Multi-text reading
Revised ISE: Reading
Task 2 Q11-16 Multi-text reading Understand main
idea of a short text
Assessing English language since 1938 [email protected]
5. Skimming to get the main idea
1. Match titles to short texts.
2. Match headings to paragraphs.
3. Jigsaw reading (Carla Bruni)
4. Read a text / paragraph and suggest a title / heading
Assessing English language since 1938 [email protected]
Session contents 2. what happens in reading – skills and strategies
3. lower-level reading skills
4. prior / background knowledge
5. skimming – getting the main ideas
6. intensive reading – going the detail
7. vocabulary – breadth and depth
Reading more than ever – key skills for tomorrow’s world
Assessing English language since 1938 [email protected]
6. Intensive reading
Intensive reading is the close study of a text in order to extract the full meaning of all its parts: words, groups of words, syntax, cohesion, etc. Intensive reading is appropriate where the aim is to study language.
EPER Guide, 1992: 9
Assessing English language since 1938 [email protected]
6. Intensive reading
Intensive reading is also appropriate where the aim is to grapple with, for example, dense arguments, difficult propositions, etc. Outside the classroom, such texts are found in instruction manuals, textbooks, and articles in learned journals.
EPER Guide, 1992: 9
Assessing English language since 1938 [email protected]
6. Intensive reading
Task 1: Long reading Q6-10 Select true statements Understand
specific information at sentence level
Q11-15 Gap fill Understand
factual information at
word/ phrase level
Task 2: Multi-text reading
Q21-25 Selecting true statements
Understand specific information at sentence level
Assessing English language since 1938 [email protected]
6. Intensive reading
Q26-30 Completing summary notes
Understand factual information at word or
phrase level across texts.
Task 2: Multi-text reading
Assessing English language since 1938 [email protected]
6. Intensive reading
Assessing English language since 1938 [email protected]
6. Intensive reading
1. Jigsaw reading.
2. True/ False or Multiple choice.
3. Identify true statements
4. Gap fill / Cloze.
5. Note-taking on a thread
Assessing English language since 1938 [email protected]
6. Intensive reading
Skimming is the process of reading the headings and __(1)__ sampling the text of each paragraph in order to __(2)__ the gist of the contents. Probably less than __(3)__ % of the text is read and the __(4)__is to get a broad outline of the __(5)__ and to find out which passages need careful __(6)__ . It is most widely used in ordinary life when reading __(7)__ . Scanning on the other hand is the __(8)__ of looking down the pages of a __(9)__ for a specific word, phrase or figure. __(10)__ any of the text is actually read.
Gap-fill / Cloze
Assessing English language since 1938 [email protected]
6. Intensive reading
(1) – rapidly / quickly (2) – get / obtain (3) – five (4) – purpose / aim (5) – contents / text (6) – reading / study (7) – newspapers (8) – skill / strategy / process (9) – document / text / article (10) – hardly
Gap-fill / Cloze
Assessing English language since 1938 [email protected]
Session contents 2. what happens in reading – skills and strategies
3. lower-level reading skills
4. prior / background knowledge
5. skimming – getting the main ideas
6. intensive reading – going the detail
7. vocabulary – breadth and depth
Reading more than ever – key skills for tomorrow’s world
Assessing English language since 1938 [email protected]
7. Dealing with vocabulary
droogs – rossoodocks –
flip – mesto – skorry –
vesches – moloko –
peet – velocet – morzg –
friends minds really / very cafeteria / bar quickly drugs non-alcoholic drink modify / adulterate a type of drug brain / skull
Assessing English language since 1938 [email protected]
7. Dealing with vocabulary
1. Nonsense words in place of problem vocabulary
2. Offer multiple-choice options for key problem words
3. Ignoring problem words
4. Practice in using the context to guess meanings
5. Practice analysing problem words linguistically
6. Does the word look like a Spanish word? (Beware of false friends!)
Assessing English language since 1938 [email protected]
7. Dealing with vocabulary
4. Practice in using the context to guess meanings
5. Practice analysing problem words linguistically
6. Does the word look like a Spanish word?
limba / este / din / Şi / al cincea/ vorbitori / urma
Reading More Than Ever Key skills for tomorrow’s world
Robin Walker Trinity Trainer, Spain
www.englishglobalcom.com
Assessing English language since 1938 [email protected]
