TKT Unit 5 Reading

By Porntip Bodeepongse

At the end of the session trainees will be able to:
 

understand a definition of reading. understand the definitions of key reading skills. match reading tasks with appropriate reading sub-skills and approaches.

 

is a receptive skill involves making sense of/ responding to a text, rather than producing it.

Learners need to

Understand the text at:
  

word level sentence level whole-text level

Connect the message of text to their knowledge of the world

Read this sentence:
The boy was surprised because the girl was much faster at running than he was.
Why was the boy surprised?

Why may learners find reading difficult?

A text usually contains a series of sentences connected to one another by grammar, vocabulary, knowledge of the world.

Coherence = connection between sentences through knowledge of the world Cohesion = grammatical links between sentences

What influences how we read? Reasons/ purposes for reading  Different text types

Subskill = skill that is part of main skill


Match the subskills with the instructions for reading tasks provided on the worksheet.

Reading subskills
    

Scanning = reading for specific information Skimming = reading for gist, to get a general idea of what it is about Reading for detail, to get the meaning out of every word Extensive reading = reading long pieces of text Intensive reading = using text to examine language

Key concepts

Reading skills in L1 can transfer to reading in L2. Give Ss opportunities to practise extensive reading fluency Texts must be interesting and at the right level for students.

Key concepts (cont.)

The difficulty of a text depends partly on the level of the comprehension task that we give our learners. Learners learn to read best by reading both simplified and authentic materials.

Key concepts (cont.)

Simplified materials are texts written for language learners. Authentic materials are what is written for anybody to read, e.g. articles, brochures, newspapers, etc. Different reading tasks focus on different subskills.

Pattern for reading activities:

Pre-reading or introductory activities:
 

While-reading or main activities:

Introduction to the topic Activities focusing on the language of the text. Activities to develop different reading subskills To relate the text to Ss’ lives using the language in the text


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