PSTDP Week 19

Reading

Hi, my name is JoeAnd I work for a man in a button factoryOne day, my boss said, “Joe?” “Are you busy?”I said, “No.”He said, “Push this button with your…”

List It!Page 107

Objectives Agenda

Contrast the differences between Intensive and Extensive Reading

Apply CLT to textbook readings

Practice using rising and falling intonation

Song: My Name is JoeWarm-up:Reading:

Model LessonGallery Walk

Intonation: 20 Questions

Monster Book Sharing: Sat am

Daniel: A Quick Look page 94Rita: ?Kleber? Group Reading Diary page 103Rosario? Story Starters page 125

Reading Warm-up: Jokes

Reading Discussion

How is reading in an English class different from reading in a Portuguese class?

How can reading in textbooks be more interactive?

What do we do when the reading is too hard for our students?

What do the OTM’s say?

Reading Objective

Portuguese: Previous knowledge Comprehension CommunicationIdeas (inferences)

English: CommunicationComprehensionPrevious knowledgePronunciation

Review: Reading ProcessesReview: Reading Processes

Bottom Up Processing

Top Down Processing

Vocabulary + Grammar =

Meaning

Expectations Previous knowledge

(schemata) + Genre = Meaning

Bottom-up Processing

Reader builds meaning from the smallest units of meaning to

achieve comprehension.

Example

Letters words phrases sentences text = comprehension

Problems with just using bottom-up strategies: page 133

Slow careful reading causes:1.Comprehension problems 2.Limited amount of reading3.Discouraged students (Students hate reading!)

Top-down Processing

Reader generates meaning by employing background knowledge, expectations, assumptions, and questions, and reads

to confirm these expectations.

Example

Pre-reading activities + background knowledge = comprehension

Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

Pg 131: “Effective reading involves use of both bottom-up and top-down strategies.”

Bottom-up strategies

•Vocabulary lessons

•Grammar lessons

•Translating

•Using a dictionary

Top-down strategies•Previous knowledge

• Predicting

• Guessing words from

context

• Skimming/scanning

Intensive ExtensiveGroup 1 Skimming & Scanning p135 & 136

Group 2 Focused Reading p.136 & 137

Group 3 Reading & Studying the Text Outside Class p 137

Group 4 Discussing the text in class page 137

Groups 5 Study Word Usage page 139

Group 6 Reading Speed Practice page 140

Group 7 Guessing Vocabulary page 141

A Reading lesson includes

PREDURINGPOST

LET’S START WITH SOME PRE-READING ACTIVITIES

Objective

• To read about the history of the Internet

List It!Page 107

Objective

• To read about the history of the Internet

OTM’s Leitura e compreensão • Leitura e compreensão de textos: tiras cômicas, artigos

de internet, magazine, ou retirados de livros didáticos• Estratégia de leitura: inference, skimming, scanning,

reading for detail• Vocabulário: palavras-chave, sinônimos, antônimos,

cognatas, etc.• Reconhecimento dos elementos programáticos: • Reconhecimento de estratégias textualizados: .

Contexto em que o texto e construído. Coesão textual: articulação entre segmentos. Modos de organização:

• Reconhecimento dos modos de organização: sequencias textuais nos tipos argumentativo, narrativo o expositivo

Intonation

• Rising for yes/no questions

• Falling for statements• Falling for wh questions

• No, thanks.• Where is the bank?

Do you want to go?Would you like to eat?

Yes/No Questions only!Monster Book page 230

I spy with my eye… something on page 230.

Objectives Agenda

Contrast the differences between Intensive and Extensive Reading

Apply CLT to textbook readings

Practice using rising and falling intonation

Song: My Name is JoeWarm-up:Reading:

Model LessonGallery Walk

Intonation: 20 Questions

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