CATEDRA 2: READING. PART I. Number of Activity: 1 Name of the text: An Ecology of houses. Learning goal: Classify key words.

Duration: 45 minutes.
Necessary Materials: Text written (reading) Teacher Modeling: Teacher will teach to classify key words. Then, the classification of the words in following categories: Adjectives, nouns, and verbs. These words must classify according to the meaning and context. Activity monitored. Think Check: First, what are the key words? How can find these words? How can identify these key words? Learners will have to read the text for identify these key words. It should be noted that learners mustnt write the answers, it only is reading. Guided Practice: The activity will be based on the strategy of scanning (serves for find specific information). Scanning is necessary for can identify these words and classify these words. Learners will have to read the text and work in individual form. The first paragraph will be read by teacher and will give an example of key word and classify these words. Independent Practice: Learners will use the key words classified for will make a conceptual map with these words as post reading activity. Then theyll read their own interpretation about of their maps in loud form.

Number of Activity: 2 Name of the text: An Ecology of houses. Learning goal: Identify main and supporting ideas. Duration: 45 minutes.
Necessary Materials: text written (contains reading), whiteboard, whiteboard markers. Teacher Modeling: Teacher will work with the strategies of skimming (general ideas) for learners can identify the main ideas of the first paragraph and the last paragraph. Learners will have to identify quickly the main ideas without read the text complete. Then, identify the supporting ideas quickly. Think Check: Ask: what are the main ideas and supporting ideas? How can you find these ideas? What strategy can you use? The teacher will give them an example of main and supporting ideas, explain what the strategy of skimming is. We can use questions to establish main ideas. Questions the reader might ask himself at the end of a reading task may be as follows: What is the passage about? What do all the sentences centre on? What do all the facts have in common? Is the title of the passage related to the central idea? What is the author trying to get across? Guided Practice: Teacher will work ask learners that find the main and supporting ideas in all the paragraphs. Look at the reading to find the answers to following questions. 1. Which sentence contains the main idea of paragraph 1? ________________________________________________________ 2. Which details contain the supporting ideas paragraph 2? _________________________________________________________

3. Which sentence contains the main idea of paragraph 3? _________________________________________________________ 4. Which details contain the supporting ideas paragraph 4? _________________________________________________________ Independent Practice: once worked the main ideas and details of each paragraph. Students will read their ideas aloud. Main idea and supporting idea: Paragraph 1. Paragraph 2. Paragraph 3. Paragraph 4.

PART II.

Number of Activity: 1 Name of the text: The Velociraptor-Like Robot That Could Save Your Life Learning goal: Examine the title of the text and infer conclusions about it. Duration: 20 minutes.
Necessary Materials: Power point, projector. Teacher Modeling: The teacher will show them a title, that learner will make a prediction what will be the reading contained? Think Check: Ask: how can examine the title of a text? What inferences can we make? What are inferences? The teacher will explain what are inferences and then they will have to try of infer the ideas about what can be related to the text, the possible contents. Guided Practice: Learners will read the title of the text. Make predictions of the title. Independent Practice: Once worked the activities of examinations and inferences, the students will have to read loud their inferences. Is important know it for check the comprehension. Strategy used in this activity is skimming; they only read the title of reading and have not read yet the complete text.

Number of Activity: 2 Name of the text: The Velociraptor-Like Robot That Could Save Your Life Learning goal: Understand the text and respond questions. Duration: 45 minutes.
Necessary Materials: text written (contains reading) Teacher modeling: The teacher will ask students that have to read complete the text and respond question related to the reading. Think Check: The teacher will have to leave that students read to the text in individual text, then explain how can respond questions if we will use the strategy of scanning. Teacher will have to explain what is scanning? Scanning is very high-speed reading that you do when you are looking for a specific piece of information. When you scan, you have a question in mind. You do not read every word, only key words that will answer your question. Practice in scanning will help you learn to skip over unimportant words so that you can read faster Guided Practice: here learners will work in find the questions for know if they have understood the reading. Respond the following questions. 1. Why do you believe a robot velociraptor could save our life? 2. Who is Robert Full? What does he do? 3. What are the characteristic of the African agama lizards?

4. Who is Tailbot? 5. Why have been these robots called robots of search and rescue ? 6. What are advantages of a velociraptor? The students can ask vocabulary if they could not understand or if they can have some doubts. Activity monitored. Independent Practice: Once that they understood the text and respond the questions, the students will read the anwers of your questions to the teacher in individual form and loud. PART III. 1-What is extensive Reading? Why is it important? How can we help in this process? Jim Scrivener said: in everyday life, we tend to do much more extensive reading, fluent, faster reading, often of longer texts, for pleasure, entertainment and general understanding, but without careful attention to the details. When we dont understand words or small sections, we usually just keep going, maybe only coming back when there has been a major breakdown in our understanding. Therefore, an extensive reading refers to a reading to full of some length. This reading to help to the reader has a general idea and also understands it. It also serves for capture the essence of the text or reading. An extensive reading can let to us have to high development in abilities of reading , use adequate techniques or strategies, for example, to infer ideas, find the meaning of the words included in the text, find key words. Besides, is important because a reader acquires of the use of the language through learning new of vocabulary and grammatical structure and besides acquires cultural contents of the target language. Last, an extensive reading let to read for pleasure and make a habit, read fluent, and I add something else, it can lead to improvement in writing. We as teachers can help to our students to use the technology along with the reading of a text for do it more interesting. Obviously, we are giving them the tools and strategies needed for instant, the technique skimming and scanning. Besides, the teacher might prepare material attractive and a content of high importance. Learn to read and learn to use the technology, and that the modern world demands. 2-How can you exploit technology and help students work on each of the four skills: reading, writing, listening and speaking? (Two examples in each case) We know that technology is now an essential tool especially in this century. The technology is present in almost every home, in institutions, in jobs, businesses, etc. Given that technology allows us to communicate messages more attractive display what we teach and bring this to connect more with reality, delivering just the possibility of teaching based on the expectations of society, social development and advances. Make use of the technologies involved to study, investigate, create, and share information, images look real and fanciful. Technology in conjunction with education acquires an updated scenario of our era and the attractive, didactic, informal or formal education to support it. The technologys importance in the skill of reading: We may use the website to look attractive and make them understand readings students can read with pleasure using link interesting reading. Readings can also upload to blogs, reading activities. Internet use in reading helps us students are curious to know what it is, for example, looking for images, looking for the meanings of some words, glossaries, synonyms, etc. The blog used to perform tasks such as reading while reading, answer questions, order questions, upload images, upload their summaries of reading, etc.

The technologys importance in the skill of writing: In the writing skill have several advantages in the use of technology, I mean, we can use email, blog, Facebook group, and even twitter. How we can exploit writing technology based on giving tasks for students to be able to produce their works, ideas, opinions and feelings through guided tasks and attractive. We ask them to write such an essay based on a specific topic and edit it on your personal blog or send it in a paper and e-mail attachment, motivate send emails if they have questions. Ask them to write their opinions according to a specific subject of the course Facebook group, among other activities, and even write your English presentations in PowerPoint or Word. The technologys importance in the skill of speaking: how we can exploit the technology in oral production ability, using internet programs as videoconferences. Use technology to produce incentivising and encouraging for a message orally, such as displaying images with a specific topic or review to reflect accordingly. As can also use power point, they can use this medium to explain a specific topic or task according to the investigation. The technologys importance in the skill of listening: The importance of this technology to use websites to listen to dialogues, vocabulary, stories, even to hear sounds, pronunciations, that is, to teach phonics. Discriminate sounds, listen to songs. Example list of links of Sites for listening: http://www.esl-lab.com/ http://fog.ccsf.cc.ca.us/~lfried/activity/listening.html http://www.medel.com/int/show4/index/id/255/title/SoundScape http://learnenglish.britishcouncil.org/en/listen-and-watch http://www.agendaweb.org/

Programs of internet. READING: Web quests Visual Dictionary Blogs Websites ( www.weebly.com) Emails Videos YouTube Voice thread (www. voicethread.com)

WRITING Group Facebook Wikis A wiki Blogs Power point Forums Emails

3. LISTENING AND SPEAKING Podcasts ( www.postcaster.cl) Videos conferences