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Week Three Reading)

Week Three Reading)

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Published by MelissaCNU

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Published by: MelissaCNU on Mar 13, 2010
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03/12/2010

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Pre-reading strategies Week 4
1.
Topic
=
Pre-reading strategies. Activity: identify the genre
.
2.
Procedures
= introduce some different pre-reading strategies (previewing,predicting, visualizing, text-connections and
genre
). Elicit brieexplanations and descriptions.
20 Minutes
-
Previewing: reviewing titles, section headings, and photo captions toget a sense of the structure and content of a reading selection
-
Predicting: using knowledge of the subject matter to make predictionsabout content and vocabulary; using knowledge of the text type andpurpose to make predictions; using knowledge about the author tomake predictions about writing style, vocabulary, and content.
-
Visualizing: purposefully creating mental images while and after areading. Involves picturing in your mind what is happening in the text.
-
 Text connections: relating ones own background experiences to anunfamiliar text. These connections generally form three categories:text to self (ones personality), text to text (another book previouslyread) and text to world (or culture).
a)
 Tell students that they are going to learn one more pre-reading strategy.Show them the following text on the board, take turns reading and askthem if they can identify the
kind of 
 
writing
(“travel writing”). Introducethe word “genre” if they don’t know it. Some other ways we can describegenre are as: “subject”, “theme”, “topic” or “writing style”. Brainstorm alist of 10-12 different genres
.
20 minutes
1)
Fairy tales
2)
Travel writing
3)
News reports
4)
Recipes
5)
Biography 
6)
 Autobiography 
7)
History report 
8)
Emails
9)
Love letters
10)
Business writing
 
…….
I thought for sure I would fall off the back of the motorcycle and tumble down themountain.The mountain is in a region called Sikkaon the island of Flores, Indonesia. I am enroute to a small village in the communityof Nua Mbalu to visit a child I have beensponsoring for the last two years throughthe
Plan USA Childreach
program. I amon this motorcycle because, after driving 3hours in an SUV from Maumere throughmagnificent lush landscape, the road ends.I have one arm firmly clutching the waistof my driver Teddy, this district’s Planrepresentative. My other arm holds a large bag of rice I bring as a gift. My backpack is stuffed to its limit with cooking oil andschool supplies. This may be part of thereason I am falling off this motorcycle.The other would be, this is not actually a path, but a rain indented crevice, naturallycut through the dense jungle and enhanced by the foot traffic of the occasionalvillager. The air becomes crisp and smellsof earthand green as we ascend the mountain for the next hour in our convoy of two bikes— ours and another carrying my translator,Tirza and her Plan associate, Tony. Exceptfor the occasional call of a bird, there is nonoise other than the motorbikes, but as wenear the village Teddy and Tony begin tohonk the horns. This is meant as a ‘headsup’ to the villagers who know we arecoming and have prepared somethingspecial. Now I hear the sounds of unfamiliar music and excited voices. I’mnervous!The village is nothing more than a group of 20 small huts scattered comfortably between trees as if they had always beenthere .It has been decorated in my honor.Two huge palm fronds at either side of theentrance meet in the center. Blue and whitecrepe paper twirls across the middle. Theentire population stands at the other side inexpectation. Huge eyes follow my everymove. I try to smile, and they stare back infascination. I am the first westerner theyhave ever seen!
……
b)
Next,show students these genre posters(they look nice printed in colour!) and ask about the different genres (it’s
 
pretty easy to figure!) but then ask them to think about the
associations
that they have for these genres. What else dothey
expect 
for this kind of writing? For example when we seea fairy tale we automatically expect that it will contain someof the following elements:
Once upon a time”, a happending ( 
or
a moral), fictional characters
, etc. Alert students tothis as a tool they can use in their pre-reading. Simplyrecognizing the genre and thinking about the associations canhelp tell students what to
expect 
.
15 minutes
c)
Make like a kitkat bar.
 
This means take a break.
d)
Cooperative activity:
 jigsaw
. The class could be divided intogroups of 3 or 4 (whichever works best for the size of theclass). Each member of the group reads a short article (thereare 4 different samples of genre writing). Each learner workswith the text alone at first, rereading, checking vocabulary,asking for clarification, and figuring out the genre. Then, thegroup discusses the reading together and draws up a list of afew features that might be typical or characteristic of thisgenre.Next, the learners are assigned to a group where eachmember has read a different article. At this point, each learnergives a verbal summary of the article he or she read ANDexplains what features are included in this genre. Other groupmembers can ask questions or offer insights. The result of thewhole activity is that a great deal of information can belearned and learners have not only read but alsocommunicated at great length.
45 minutes
e)
As a follow up activity to the jigsaw, the teacher can asklearners, pairs, or small groups to
write a summary
of thearticles they have read. Or to try their hand at their own genrewriting.

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