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Throw Away Your Dicti#B4A43

Throw Away Your Dicti#B4A43

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Published by Yvonne Hynson
This is a workbook for ESOL students to help with guessing unknown words in context and was desktop published in New Zealand this year. I am happy for anyone to use it.
This is a workbook for ESOL students to help with guessing unknown words in context and was desktop published in New Zealand this year. I am happy for anyone to use it.

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Published by: Yvonne Hynson on Dec 17, 2009
Copyright:Attribution Non-commercial


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Throw AwayYour Dictionary!
Yvonne Hynson
BSc , Dip TESOL , RSA cert. TESOLAn Intensive Reading Skills course.Student’s Book Post Beginner
Valley Music Publications (VMP)www.englishteacher.co.nz2009
I would like to thank the © VMPfollowing teacher trainers for commentingon this edition of the manuscript. First published 2009
Nick MarsdenJill HadfieldJeanette Barsdell
ISBN 0-9583265-9-2
Leila Harre
Valley Music Publications
Maren BehrendAnnette Sachtleben
Printed in Auckland, New Zealand.The publishers would like to thank thefollowing for their permission toreproduce photographs and copyright material:
Trevor Keeling
To see more of Trevor’s work go to :
Katie Keeling
 Fern and Rose HynsonMyriam KleinmannRakonMuriwai Life Guard ServiceIllustrations by:Trevor Keeling and Yvonne Hynson
 For Mum whose love of vocabularyinspired me and Dad who loves writing.Thanks to the following for their time andassistance:
Bill HynsonRod Gibson
(Foodstuffs Auckland Ltd)Rakon -
Louise Batcheldor
Justin Maloney
Graham Ockleston
.Teachers and students of the IntensiveEnglish Programme at Unitec, and EnglishLanguage Academy.
Mariana Nordmark
and the Elementaryand Lower Intermediate classes of theCUPELS programme at Massey University,Albany Campus New Zealand.
Janet Hammond-Tooke
and the internationalstudents of Waitaki Boys’ High School.
Jenny Huddleston
ESOL Northland HomeTutors Inc for help proof reading.
(Yvonne’s brother) lives inSEEDNEY Australia where he is agraphic artist. We have long admired hisdrawings, cartoons, photography,painting & sculpture. He kindly helpedout with the cover, the miner in a ‘cave-in’illustration and some cartoons. We hopeto involve him more in the future. Heloves the sea, the desert (the Outback),and is a keen surfer,fisherman and golfer.
Aims of this book:
• to show you all the ways native speakers use to guess unknown words.• to help you with other reading skills e.g. scanning and understanding.• to make it easier to increase your reading IELTS score and help you to study atuniversity.• to reduce your time with a dictionary if you practise all the ways.
Notes to the student:
This is a self study book to improve your reading skills without a dictionary. Don’t reallythrow away your dictionary! Use your dictionary at the end of the unit to check exactmeaning. If you know every word in this book, then 95-100% of your answers shouldbe right. If you know a lot of the words but not all of the words in this book, then it isperfect for you.
How to use this book:
. Start from Unit 1 and answer the questions. Don’t use your dictionary until the end ofthe unit.2. Circle,
orhighlightvocabulary (any new help in the text boxes.)3. Finish the diagrams to help you remember everything. Copy them, add colour and yourown pictures or symbols.4. Look at the glossary on the next two pages to help you with new terms in this book.5. Work with a friend, then they can look at the answers while you work togetherthrough the unit. Don’t know? Your friend can help you with the answer.
How to practise with other books:
1. What is your reading level? In a text of two to three paragraphs, you should knowmost of the words. Four of five new words is the right level.2. Look for the key words and use the reading ideas from this book. It will help you tobecome a more effective reader.
Notes to the teacher:
1. For self study, one unit is about one hour or more. Self Study Development forhomework is one option.2. Communicative group work: use Self Study Development in small groups competitively.One student from another group holds the answers and helps/scores two or morestudents. (This ensures students use the answer section for self study for futurehomework.) Rotate the ‘answer/scorer’ so they get a chance to answer some of thequestions.3. If you are using this book as an input session then follow up with the differentstrategy focus every time you introduce a new reading from another source. The textsare sequential in that each new text builds on previous learning development strategies.4. Dictionary use is most useful at the END of each unit.5. Use the diagrams in the unit or from Section 4 as a test. Groups complete it and keepit on your classroom wall. Encourage use of colour, and pictures or symbols.

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