ESTRATEGIAS, MÉTODOS Y TÉCNICAS

DE COMPRENSIÓN DE TEXTOS
ESCRITOS EN INGLÉS

INGLÉS INSTRUMENTAL
FÉLIX A. VARGAS A.
Football history
Welcome to FootballHistory.org, a website about football history including competitions, clubs and players.

The history of football (soccer)

Football (or soccer as the game is called in some parts of the world) has a long history. Football in its current form arose in England in the middle
of the 19th century. But alternative versions of the game existed much earlier and are a part of the football history.
Early history and the precursors of football
The first known examples of a team game involving a ball, which was made out of a rock, occurred in old Mesoamerican cultures for over 3,000
years ago. According to the sources, the ball would symbolize the sun and the captain of the losing team would be sacrificed to the gods.

The first known ball game which also involved kicking took place In China in the 3rd and 2nd century BC under the name Cuju. Cuju was played
with a round ball on an area of a square. It later spread to Japan and was practiced under ceremonial forms.

Other earlier variety of ball games had been known from Ancient Greece. The ball was made by shreds of leather filled with hair. The first
documents of balls filled with air are from the 7th century. In the Ancient Rome, games with balls were not included in the entertainment on the
big arenas, but could occur in exercises in the military. It was the Roman culture that would bring football to the British island (Britannica). It is,
however, uncertain in which degree the British people were influenced by this variability and in which degree they had developed their own
variants.
 MILLER AND VEATCH'S 2011 GUIDE TO:
SQ3R (SURVEY, QUESTION, READ, RECITE, REVIEW)
1. Select the appropriately leveled text that covers the content needing to be taught.
2. Survey. Think aloud and model for students how to skim the text to determine the
structure or organization of the chapter. This might include reading the introduction, looking at
headings, reading the summary, or reading the questions at the end of the chapter.
3. Have each student prepare a sheet of lined paper folded vertically (trifolded) so that the
paper is divided into three columns; label them “Headings/Subheadings,” “Questions,” and
“Notes.”
4. Question. Model with students how to turn each heading/subheading into a
question. Students should record these questions in the question column and leave enough
space underneath so that they have ample space in the note column to keep the questions
and notes aligned. A good rule of thumb is to leave two to three blank lines per paragraph for
each section. For example, if the subheading has been turned into a question and the text
passage underneath it is four paragraphs long, skip eight to twelve lines before students write
the question for the next subheading.
5. Read. Read the section together, modeling fluency and vocabulary strategies. Stop often
to think aloud while reading.
6. Recite. Give an oral summary when finished with that section. Then, write aloud notes
that will give an answer to the question. Students should record this answer in their notes, as
well as other significant details that will help them better understand.
7. Repeat this process for each section of the text.
8. Review. After completing the passage, think aloud to show students how to go back
and review all of the headings/subheadings, questions, and notes from the reading.
Resources

Harris, R. (2014). Learning Strategy 8: The SQ3R Reading Method. Retrieved

from http://www.virtualsalt.com/learn8.html

Johnson, J. (2013). SQ3R Reading Method. Retrieved

from https://www.youtube.com/watch?v=0dhcSP_Myjg

Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional
strategies to teach reading in content areas for students grades 5-12. Boston:
Pearson.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of
constructively responsive reading. Hillsdale, NJ: Erlbaum.

WSEA Tutoring. (2013). Improve reading comprehension and note taking with
SQ3R. Retrieved from https://www.youtube.com/watch?t=58&v=wxzWbvdhQsg