Effective Reading Strategies for English Language Learners - Prof. Lozano, Apuntes de Lingüística

¡Descarga Effective Reading Strategies for English Language Learners - Prof. Lozano y más Apuntes en PDF de Lingüística solo en Docsity! Dr Cristóbal Lozano cristoballozano@ugr.es ● http://www.ugr.es/~cristoballozano Lingüística Aplicada a la enseñanza del inglés 1  Main source  Hadfield, J., & Hadfield, C. (2008). Introduction to Teaching English. Oxford: Oxford University Press.  Secondary sources  Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. [chapter 6] 2 To get general idea of what a text is about. Our eyes focus briefly on a few words per line, perhaps headings, or the first and last sentences in a paragraph— these are the ones that should have the main point and conclusion. Task: Give learners a very short time (maybe only 2-3 minutes) to look through a text to find the overall meaning. Sometimes we read longer text (novel, non-fiction, academic books), very often for pleasure. Task: Give students long texts or graded readers to practise this type of reading. Some texts require very careful reading, e.g., when we are reading a legal document or a set of complicated instructions. We need to pay attention to all sentences and be able to follow the meaning of the whole text. A certain amount of re-reading and checking words is involved. Task: Give learners tasks so that they read in detail and make sure they understand the whole text. We also often read a text to find a particular piece of information. We move our eyes quickly over text and only stop when we see the word or information we are looking for. Task: Give learners questions about specific small details and giving a short time limit of 5-10 minutes to search for the answer. Sometimes we read with a purpose in mind: specific questions we want answered about the text. We may skip some passages and read others more carefully. Task: Give students questions about specific information in specific parts of the text. 5 Learners can deduce the meaning of new words that are not essential. Task: Ask students to look at the context and at the surrounding linguistic features to deduce the meaning. Learners can foretell what they are going to read by looking at pictures, titles, words from the text. Task: Give learners the first sentence of a paragraph and ask them to foretell what will come next. Some words act as signals of the structure of the text, they tell us what comes next. Task: Ask students to focus on how these special words are used to present the sequence of events. Learners can think quickly activate any type of knowledge related to the topic. Task: ask them to give you any words about a specific topic (e.g., ‘preparing for a holiday’) Learners can activate some ideas and put them into some sort of order, into categories. Task: ask them to give you structured ideas and words about a specific topic (e.g., ‘preparing for a holiday’) 6 Holidays Security Lock the house Travel Buy tickets Check times Money Get currency  Out of the 5 reading subskills we have seen, which ones would you use in the following stages of a reading lesson?  Before  During  After  As a learner of English, rate the 5 skills from 5 (the skill you use most) to 1 (the one you use least). 7  What would you take into account before selecting a reading text for your learners? 10  Be interesting and motivating.  Be appropriate to your learners’ level.  Have a variety of different texts.  Include both extensive and intensive reading. 11 12 15 Source: Hadfield, J., & Hadfield, C. (2008). Introduction to Teaching English. Oxford: Oxford University Press. Pages 97-100 Stage? comomoconanona Í Why Dogi Best Friend: A folk tale from One day a foolish man tried to Ss a river at a place where there were a lot of crocodiles. Suddenly a crocodile grabbed him and started to pull him to his hole in the riverbank. The man was heavy and the crocodile was small so it was hard work! The man shouted “Help, Help" but there were no people around. When we read a story or a narrative with a sequence of events, the most basic and important thing to understand is what happened and in what order. This reordering activity focuses on getting the learners to understand the events in the story well enough to work out their sequence. A dog heard the man's shouts. Hey, Crocodile, Pll help you and then we can share the meal; she barked. | She dived in and helped the crocodile. Together they dragged the man onto the riverbank. | The crocodile opened his jaws to say, Thank you” | to the helpful dog. | an ran offinto the But quick as af trees and the clever dog followed him, laughing ] And ever since that day Man and Dog have been | | the best of friends. ] L Put learners in groups of eight. Give each learner a story strip. (Give them out in muddled order.) Ask them to read out their story strip in turn. They should decide on the order of events in the story and arrange themselves in the order of the story. (Ifyou do not have enough space for learners to move around, you can group learners in fours, sitting round a desk and give two strips to each learner, or give one set of story strips to each pair and ask them to lay out the story strips on the desk and arrange them in order.) 16  Stage? oncocccononena Put up the flashcards on the board in order. Ask the learners to check the order of their story strips with the order of the pictures. Go through with the whole class, reading out a story strip for each picture. The flashcards serve two purposes: 1 They show the learners the correct order of events and help them to check their own understanding. 2 The pictures will help the learners understand any events which were not clear to them before. 17  Give the learners some gap fill sentences and ask them to complete them with the verbs in the past tense. Aman tocrossariver. Acrocodile______—himand— ———— to pull him to his hole. The man “Help, help! A dog —————— the man's shouts. She inand the crocodile. They —————— the man onto the riverbank. The crocodile___——hisjawsto say Thank you". Theman___—offinto the trees and the dog ————— him. This activity practises focusing on accuracy of form when using the simple past, which will help learners when they come to write the story in the next activity. They can use the sentences as a basis for their story, adding to and elaborating them with phrases they remember from the story. 20  Stage? oomccnsonoroso Read again some parts of the text containing words the learners are likely not to know, for example: The crocodile grabbed the man. “Pl help you, she barked. The dog dived into the river. They dragged the man onto the riverbank. Ask learners to try to mime the actions. Explain any problems, showing with gestures what the words mean. 21  Ask the learners to copy the eight pictures in the form of a strip cartoon. Ask them to write a sentence below each picture telling the story and to add their own speech and thought bubbles to the pictures. This activity gives some flexibility for learners to interpret in their own way. Weaker learners can simply retell the story using the framework in the previous activity to help them. Stronger learners can be more creative, adding phrases and ideas of their own, and using their imagination to create the thought bubbles. 22