UNIT 3. TEACHING READING IN EFL and CLIL

Transcription

1 UNIT 3. TEACHING READING IN EFL ad CLIL IN THIS UNIT: 3.1. Readig subskills ad teachig strategies 3.2. Plaig itesive readig classes: the receptive skills procedure 3.3. Itesive ad extesive readig with youg learers Madatory assigmet 1: Usig authetic materials i itesive readig

2 Uit 3 Readig skills ad teachig strategies I this uit we will be lookig at: What the mai readig subskills are How to defie skills-based lesso aims The receptive skills procedure: pre / while / post-readig activities Whe ad how to preteach lexis How to select texts, especially authetic materials Itesive ad extesive readig with very youg learers

3 Whe plaig IR tasks, you eed to cosider Aims (defied i terms of subskills) Tasks (questios, graphic orgaizers, speakig ) Text (authetic or adapted)

4 3.1. Readig subskills ad teachig strategies Learig outcomes After this sectio, you will be able to Idetify the mai readig subskills ad techiques ad uderstad how we ca work o them i class. State skills aims for a lesso / uit i relatio to oe or more of those subskills.

5 Homework (preparatio of assigmet 1) Select a authetic text that you would like to use for a itesive readig class; prit it ad brig it to class o Friday - Criteria: motivatio, laguage level - You may pick texts for all ages / laguage levels, but you eed to specify target studets (e.g. Primary grade 5, youg adults itermediate level, etc.)

6 Skills ad subskills: Thik of examples of momets you Read quickly, to idetify a topic or mai idea Read slowly, to uderstad every sigle detail Read quickly, to obtai specific iformatio. Oce you fid it, you read slower Read to check a predictio or somethig that you thik is true Stop at a ukow word ad look up its meaig Read a ukow word but do t look up its meaig

7 Mai readig subskills Readig To idetify the topic For gist (mai idea). For specific iformatio For detail (eveythig) To cofirm predictios or guesses To check iformatio To ifer meaig from cotext Techiques: skimmig ad scaig Task: Give examples of the above subskills i real-life cases of listeig or readig

8 Listeig task Liste to the podcast o readig, here: - What problems did the teacher ecouter - How did he use skills developmet to overcome the problem? - What specific readig subskills are metioed? - How did the teacher ecourage the studets to use top-dow readig strategies? Refer also to sprig2002readig.pdf For more examples o readig skills

9 Week 4 objectives To review the mai readig subskills, ad focus o uderstadig how skimmig ad scaig work To idetify work o specific subskills i textbook sequeces To aalyze our proposed authetic texts i terms of their - Ability to motivate - Subskills that ca be developed - Gere-related potetial To itroduce the receptive skills procedure

10 Skimmig ad scaig: compare ad cotrast What do these two readig techiques have i commo? How do they differ? Complete a Ve diagram with your ideas

11 Skimmig ad scaig Skimmig ad scaig are speed readig techiques which we apply aturally i our mother togue Differece betwee skimmig ad scaig: Videos: Now give examples of skimmig ad scaig i your studies Scaig exercise:

12 Recogitio task 1 Cosider the readig developmet sessio o the text Ge stressed, stay youg (Upper-Itermediate level) Look at this readig lesso. a) What specific readig subskills are beig developed? b) Are skimmig / scaig readig techiques put ito practice? Where? c) Propose aother readig task to help develop a additioal subskill This sequece follows the receptive skills procedure, ad aims at developig studets readig skills i a itegrated way. a) Divide the procedure ito pre-readig / while-readig / post-readig b) What is the specific fuctio of each task that is proposed? See pdf, Receptive skills procedure, o webpage

13 Recogitio task 2 Source: New Headway Pre-Itermediate, 3rd editio Look at this readig lesso. a) What specific readig subskills are beig developed? b) Are skimmig / scaig readig techiques put ito practice? Where? c) Propose aother readig task to help develop a additioal subskill This sequece follows the receptive skills procedure, ad aims at developig studets readig skills i a itegrated way. a) Divide the procedure ito pre-readig / while-readig / post-readig b) What is the specific fuctio of each task that is proposed? See pdf, Receptive skills procedure, o webpage

14 How to pla a itesive readig (skillsbased) activity 1. State oe or two mai aims* i terms of the subskills formulated before. - To trai studets obtaiig specific iformatio from ewspaper articles - To help studets skim through a log text i order to fid the sectio they are iterested i. *These aims may also be stated as studet-cetered learig outcomes - Studets will use headlies, photos ad cotextual kowledge i order to make predictios about the cotets of ews stories ad the skim the text i order to check them. - Studets will use their iferece skills to guess the meaig of ukow words i a text. 2. Devise appropriate while readig / listeig tasks that help develop those subskills. 3. Itegrate the activity i other meaigful laguage work by followig the Receptive skills procedure. (See Hadout).

15 (agai) Whe plaig IR tasks, you eed to cosider Aims (defied i terms of subskills) Tasks (questios, graphic orgaizers, speakig ) Text (authetic or adapted)

16 Task your authetic text I cooperative groups, show your text to your classmates ad discuss the followig questios 1.- Why did you choose this specific text? What are its potetial beefits for the studets of the age ad level proposed? 2.- What readig subskills ca you develop usig it? 3.- Are there other opportuities for laguage developmet? - Speak i Eglish - Have a speaker report to the class

17 Pickig a authetic text Cosider: - Motivatio - Source (à gere awareess) - Topic - Laguage