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Stages of intensive reading and activities connected with reading texts.What it is
How it looks Characteristics:
Materials:
Skills developed:
-word attack skills
Activities: Intensive reading exercises may include:
1. Plain Sense - to understand the factual, exact surface meanings in the text 2. Implications - to make inferences and become sensitive to emotional tone and figurative language 3. Relationships of thought - between sentences or paragraphs 4. Projective - requiring the integration of information from the text to one's own background information Note that questions may fall into more than one category. Assessment: Assessment of intensive reading will take the form of reading tests and quizzes. When it is used
- logical argument
Role of the teacher
Advantages
Disadvantages
22.Teaching listening at school. Reasons for listening: ü Learners want to be able to understand what people are saying to them; ü Listening is good for SS’ pronunciation;
What kind of listening to teach?
Extensive listening - listening for pleasure or some other reason outside the classroom; Intensive listening - listening specifically in the classroom or laboratories.
Listening sources: 1. recorded extracts 2. live listening What listening skills should students acquire? ü for more general understanding (the main idea of the story, message of the conversation); ü for specific information (time, numbers, addresses). Listening principles: Principle1:Encourage students to listen as often and as much as possible; Principle 2: Help students to prepare to listen; Principle 3: Once may not be enough; Principle 4:Encourage students to respond to the content of a listening and express their feelings about it, not just to the language; Principle 5: Different listening stages demand different listening tasks; Principle 6: Good teachers use listening texts to the full.
Stages in teaching listening: There are 3 main stages in teaching reading: I. Pre-listening stage II. Listening stage: 1. First listening (for the gist or main idea); 2. Second listening (for details) 3. Third listening (to complete information they might have missed and check their answers). III. After listening stage or Follow Up.
Pre-listening stage activities:
ü Write the title of the listening text on the board. Have the students make predictions about the text based upon the title. ü Show a picture from the text. Have the students make predictions based upon the picture. ü Present vocabulary and then have students make predictions about the content of the listening text based on the vocabulary .
Listening stage: I. Main idea activities: ü Listen to the text quickly to find out if their prediction was correct. ü Show several photos. Have Ss listen to the text and decide which of these pictures is/are appropriate for the text. ü Listen to the text and match photos/titles to appropriate paragraphs in the text. ü Listen to the text and sequence pictures according to the sequence in the text. ü Listen to answer one or two general questions, T/F statements etc. about the content of the text (not too specific at this point). ü Listen in order to answer questions Ss formulated before knowing the exact content of the text. II. Detailed listening activities – more intensive comprehensive understanding: ü True/false questions ü Multiple choice questions ü Matching questions to answers ü Filling in a chart ü Putting items in order (words, phrases, sentences, pictures) ü Filling in blanks ü Gap filling ü Answering questions (more detailed than in Main idea part, the so called Why-questions) ü Categorizing (e.g. Advantages / Disadvantages) ü Jigsaw listening. After listening stage or Follow Up. Follow Up Activities: ü Role-play ü Discussion on the theme of the text ü Writing task (e.g. write a letter, ) ü Display the information in another form ü Select a function from the text and practice it (e.g. suggestions, making plans using the language in the text) ü Practice grammar points.
23.Teachers’ skills, attitude and knowledge that teachers need to acquire. 2. Teachers’ skills and attitude Attitudes Skills Adaptability Managing classes Recognising students Matching tasks and groups Listening to students Variety Respecting students
3. The knowledge that teachers need to acquire. 1. Knowing the subject i.e. the language system 2. Material and resources 3. Managing with classroom equipment 4. Keeping up-to-date
Date: 2015-01-02; view: 4672
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