Teaching reading at an advanced level
Курсовой проект - Педагогика
Другие курсовые по предмету Педагогика
he teacher may ask the questions concerning the story, or ask the students their opinion about the events in the story. The reading here is purposal and communicative. Those who read know that they they will have to answer some questions in order to communicate [10,p.204].type of reading is usually supplied with different activities:. For each paragraph or part of the story, students find the words or the sentences, that are the most important. This encourages them to not read the whole text in details.. Read the text and note down the most important information about the main hero in the form of the table or the chart. Then compare this information with the information that your partner put down. Discuss the criteria which you use while choosing the information.. Before the students start reading the text they are supplied with questions, true or false statements, multiple-choice items or matching items. They should read the text and find the right answer for the tasks.two minutes to noon on 1 September 1923, the great clock on Tokyo stopped. Tokyo Bay shook as if a huge rug had been pulled from under it. Towering above the bay the 4,000 Mount Fuji stood above the deep trench in the sea. It was from this trench that the earthquake came, at a magnitude of 8.3 on Richter scale.sea drew back for a few moments. Then, a huge wave swept over the city. Boats were carried inland, and buildings and people were dragged out to sea.The tremors dislodged part of the hillside, which gave way, brushing trains, stations and bodies in the water below. Large sections of sea-bed sank 400 metres; the land rose by 250 metres in some places and sank in others. The causalities were enormous, but there were also some lucky survivors. The most remarkable was a woman who was having bath in her roon at the Tokyo Grand Hotel. [6, p.174]to the text:
. What time did the earthquake start?time did it finish?
. Did it start: a) in the mountains?) in the sea?) in the city?) in the desert?
. Beside each statements write T(true), F(false) or DK (do not know)) Parts of the sea became deeper.) A hillside slid down onto the city.) Most people died by drowning.) The Ground Hotel survived the earthquake. [6, p.175]. Match the sentences and the pictures which are given below with the right paragraphs from the text. Put the sentences in the right order.. Remove all the verbs, or pronouns, or adjectives from the short part of the text and ask them to fill in the gaps. They should guess the missing word from the story context. The missing words may be given in box, or may not.is estimated that in the last two thousand years the world has lost more than a hundred species of animals. The words number of species of birds has also become extinct. The real significance of.............figures, however, lies in .............fact that almost tree quarters ..............all the losses occured..............the past hundred years...............as a direct result .............mans activities on this............It is essential for..........whole process of evolution.............the extinction of certain...........should occur over a .............of time [12].. Read the text below. Copy and complete the chart about either Terry Fox or Steve Fonyo.::of start of run:at start of run:covered:of money raised:
Answer the following questions.
1 Where did Steve Fonyo begin and end his run?
How many differences can you find between Steve Fonyo and Terry Fox?Fox was a college athlete who lost a leg due to bone cancer. At the age of 21, on a cold February day, he set out to run across Canada. He wanted to raise money for the Canadian CancerSociety, but on September 1st, he was forced to give up. He had raised more than 23 million dollars ana had become a national hero. He died the following June. Steve Fonyo lost a leg during his childhood due to cancer. He never completed high school. But at 19, Steve Fonyo still managed to complete a run all the way across Canada, passing through all the major cities [10, p.197].
3.3 After- reading
questions are just one form of activity appropriate for post-reading. Consider vocabulary study, identifying the authors purpose, discussing the authors line of reasoning, examining grammatical structure, or steering students toward a follow-up writting activity. The activities which are given to students after reading the text are generated by the text and extend its potential for meaningful language work. The tasks can not be performed without the text, that is, they cannot replace the text. Frequently, they involve the students in detailed revision of the text, which will help them to understand the text better [8, p.99].reading the text students may do the following activities:. Do the multiple-choice exercise, and choose the answers which better confirm the statements, explain them or support the ideas.. Summarize the text and make a conclusion. Discuss in pairs the main idea of the text.. Guess the meaning of new words from the context in the sentence. Match the words with the meanings. Then make your own sentences with this new words.. Write your own ending of the story, or write your own composition on the same topic.
4. Testing reading
are numerous ways of testing reading comprehension, ranging from multiple-choice items to opend-ended questions. Although the multiple-choice items are sometimes the most suitable instrument for testing reading comprehension, they should not be overused. Frequently other item are more interesting and useful. The text itself should always determine the types of questions which are constructed. Certain texts may lead themselves to multiple-choice items, others to true or false items, others to matching items, others to rearranged items, other to open-ended questions. Indeed, sometimes the same text will demand at least two or three different types of items [12, p.107]. As mentioned Burgess S. Each of the parts in typical reading test is design to measure a different combination of reading skills (Burgess 2005:29).choice teststask is likely to be the most familiar to the students. It consists of a text, which can be of almost any type and gener, accompined by one or more multiple-choice items. These may be in the form of a series of statements, a question plus answer, or an incomplete statement with a choice of phrases or words with which to complete in.must be four options, only one of which is correct. It is common to have items corresponding to specific section of the text, but there also may be items to test comprehension of the text as the whole. Supporting tasks:
. This type of multiple-choice is used for understanding the main idea. For this purpose we can also use matching tasks.is the writer complaining about in the letter:Buses are becoming more crowded.Bus stops are poorly maintained.Adults can be thoughtless on buses.Children should be more polite on buses. [4, p.29]skill here is reading for gist or skimming. Students need to read the text through from beginning to end.
. The task to recognize the writers attitude and opinion. The answer will not usually be stated explicity at any one point in the text. An appreciation of the writers attitude or opinion depends on picking up the meaning of adverbs and modal expressions that may be scattered throughout the text.writer thinks that the companies who advertise on the Internetshould be more carefully monitored;never sell quality products;are more common;try to exploit their customers. [4, p.30]
. The task is to recognise the tone. In order to be familiar with the tone, students should read the text carefully and pay attention to the details.comments on this story:admiring;critical;slightly dismissive;excited. [4, p.30]choice test as usual include different types of multiple-choice tasks.or false statementsis another task type which is familiar to most of the students. They are given a text and a list of questions to it. Candidates determine whether the statements are correct or incorrect, according to the text. Sometimes the third option is included (not given or not known), for case where the text does not give the reader enough information to determine whether a statementas true or false. The true or false test, however, has two main disadvantages: firstly it can encourage guessing, since testees have 50 per cent chance of giving correct answer for each item. Secondly, as the base score is 50 per cent and thus the average text difficulty general in the region of 75 per cent, the test may fell to discriminate widely enough among the testees unless there are a lot of items [12, p.222].example:the text and decide whether the statements below are true or false.
There were tales of people who scrape salt from dirty plates back into the salt-cellar, retrieve cloves from eaten apple pies, save lemon slices from dirty glasses and preserve them in water to be reused later, or put used paper tissues to dry on the radiator. Life with a Scrooge is not a lot of fun.
1.Life with a Scrooge is boring T/F
2.People save lemon slices from dirty glasses and preserve them in water to be reused later T/F
.A Scrooge does not eat apple pie T/F [7, P.88].taskstasks are used by several of the exam boards, some of which include more than one matching task in the reading tests. In matching tasks the students choose from the list of prompts. The prompts may be headings, statements, or question completion. For example, candidates may be asked to match the descraption to the appropriate paragraph of a text, or to match words or phrases with their meaning.1- match the words with definitions.wind or twist into a continuous circular sphere;structure with a triangular or square base and sloppingmeeting at a point;a form of a globe;regular oval [14, p. 122].itemsare two different types of comp