Comprehending texts at different levels (05/03 hrs)
- Reading tasks which help to comprehend a text at different levels. literal comprehension, making inferences, evaluating a text, going beyond the text
1. Using graphs/diagrams to find information (05/02 hrs)
- Interpret data in maps, charts, graphs etc.
- Types of activities:
- Write down all information diagrams represents
- Complete text using information from diagram.
2. Cohesive features (05 /03 hrs)
- Types of activities: finding references, identifying substitution and ellipsis, identifying lexical cohesion
3. Evaluating the text (10/05 hrs)
- Focus: develop reader’s critical faculties
- Types of activities:
- The article has been written as a film review. What does the writer think of the film? Do you think it fair to write a review of a film like this?
- After reading the passage, would you describe it as factual/critical/humorous/ironic. Give reasons for your decision.
4. Extensive reading(fluent reading or gist reading) (10/05 hrs)
- Text types: chapter in a book, an article, a short story
- Focus: less worried about individual words and sentences. Concentrate on the general flow of the text.
- Activities: Give a headline to each section of the article, Discuss reactions to / feelings about the text
5. Idioms (10/05 hrs)
- Focus: The particular meaning cannot be guessed from the individual words, but the context usually helps
- Idioms describing people: She has a heart of gold; he’s hard as a nail, cold fish, painin the neck.
- Connected with language: To put it in a nutshell this is a waste of time. Who’s going to start the ball
rolling, speak someone’s mind, makes sense,
- Types of activities:
- Completing a text using idioms,
- Matching the idioms and their meanings,
- How do we describe: the person who is the teacher’s favourite etc.
6. Different collocation tasks (05/03 hrs)
- Types of activities:
- Words frequently used together:
List the nouns frequently used with ‘join” e.g. band, army, club etc.
Adverbs with ‘possible’: always, quite
Nouns with ‘negotiate’: deal,
- List three words that typically occur with these words
Verb: accept, delay, receive - payment
Adjective: long… - leg
Adverb: listen -carefully, etc
7. Choosing the right word (05/02 hrs)
- Focus: Selecting the right word to match the style(formal, spoken, informal) and subject areas(business, science) Style labels show in what situation a particular word is used, subject words show the subject area and that it is not used in everyday English
- Types of activities:
- Write the correct style label for the following groups of words
e.g. thereby, constitute, splendid, notably (formal)
ok, anyway, ouch, hubby (spoken)
- Look at a dictionary page. Make a list of subject verbs and style verbs under different headings
- What subject areas do these groups of words belong to:
e.g. capital, expenditure, joint venture, market share
8. Word building tasks: adding one idea to another (05/02 hrs)
- Words for linking sentences/clauses
e.g. For this job you need a diploma. In addition, you need some experience.
Addition words: furthermore, moreover, what’s more(less formal), besides, likewise, similarly, on top of (all) that
- Adding words at the end of clauses/sentences
e.g. They sell beds, chairs, tables and so on.
And so forth, to top it off.
- Adding words that begin or come in the middle of clauses
e.g. In addition to his degree in Science, he has an MA in sociology.
Pursuant to my letter of May first…
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