5713617
Description
Mind Map by MARIANA ISABEL PEINADO NAVARRO, updated more than 1 year ago
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Created by MARIANA ISABEL PEINADO NAVARRO
over 8 years ago
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Reading
- Students get benefit by doing
- Extensive reading
- by
- themselves
- that develops
- general language improvement
- supported by
- materials
- main goal is
- Reading for pleasure and understand every word
- Specially
- written materials "language learner literature" Day &
Bamford (1998:61)
- for example
- fiction and non-fiction books
- characterized by
- simple and controlled language
- simple and controlled language
- characterized by
- fiction and non-fiction books
- for example
- written materials "language learner literature" Day &
Bamford (1998:61)
- Specially
- Reading for pleasure and understand every word
- main goal is
- setting up a library
- should have
- books coded by genre and level
- and saved by
- a simple signing-out system
- a simple signing-out system
- and saved by
- books coded by genre and level
- should have
- The role of the teacher
- persuading students
- for example
- reading aloud
- organize reading programmes
- list and choose a number of books
- list and choose a number of books
- reading aloud
- for example
- persuading students
- Tasks
- Report reading by
- set time to ask
questions and
share with
partners
- a weekly
diary
- write book
reviews
- set time to ask
questions and
share with
partners
- Report reading by
- materials
- supported by
- general language improvement
- that develops
- themselves
- by
- Intensive reading
- by
- teacher guidance
- the roles of the teacher
- Organiser
- Tell students about
the reading
purpose, give clear
instructions and
timing.
- Tell students about
the reading
purpose, give clear
instructions and
timing.
- Observer
- Teacher observes.
It tells about how
to give feedback or
give more time.
- Teacher observes.
It tells about how
to give feedback or
give more time.
- Feedback organiser
- To check a succesful
task. Ask to the
students where in the
text they find info.
- To check a succesful
task. Ask to the
students where in the
text they find info.
- Prompter
- To notice language
features, clarify
ambiguities, explain
unclear structures.
- To notice language
features, clarify
ambiguities, explain
unclear structures.
- Organiser
- the roles of the teacher
- teacher guidance
- The vocabulary question
- Time limit
- For dictionary use,
language searches
or questions.
- For dictionary use,
language searches
or questions.
- Word/phrase
limit
- Set anwers by listing
a number of
words/phrases.
- Set anwers by listing
a number of
words/phrases.
- Meaning consensus
- Students work
together to search for
and find word
meanings.
- Students work
together to search for
and find word
meanings.
- Time limit
- Check specific reading skills.
- Reading lesson sequences
- For specific info
or reading for
gist.
- For communicative
purposes, to source
of information,
identify language
usage.
- One or more
reading skills.
- For specific info
or reading for
gist.
- Reading lesson sequences
- by
- Extensive reading
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