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Intensive Reading, Ricardo Alejandro Salinas Moya 1839661 Procesos de…

- - - - Involves taking messages from the text that are not explicitly stated but could be justified by reference to the text.
    - - Involves applying ideas from the text to solve problems, applying the ideas to personal experience, comparing ideas in the text with other ideas from outside the text.
    - - Involves understanding what the text explicitly says
    - - Involves considering the quality of the evidence in the text, evaluating the adequacy of the content of the text, of expression and clarity of language, among others.
  - - - The learners are told the words that will be part of questions and/or answers, and they will try to guess the question will be and find the answer
    - - Learners are divided into small groups, they create questions based on the passage, and exchange them with other groups to answer them
    - - Learners see a determined number of topic related words taken from the text they're going to read and try to predict what sort of text is
    - - If the passage is long, it is divided into parts, the students get divided into groups and make some questions for their designed part
- - - - It can have a positive impact
        
        It helps to determine what language features will get attention in the course
        
        The language features are set in the communicative context of a text.
        
        The text can be used to show how the language features contribute to the communicative purpose of the text and this can be good preparation for subsequent writing activities.
        
        Choosing features in this way is likely to avoid the interference between vocabulary items or grammatical features that can occur when topic-centred syllabus design is used.
        
        The major principle determining the focus of the teaching should be that the focus is on items that will occur in a wide range of texts
        
        There are four ways of putting this principle into practice
        
        Focus on strategies that can be used with most texts
        
        Vocabulary
        
        1 more item...
        
        Grammar and cohesion
        
        1 more item...
        
        Sound-spelling
        
        1 more item...
        
        Information content
        
        1 more item...
        
        Comprehension
        
        1 more item...
        
        Genre
        
        1 more item...
        
        Quickly deal with or ignore infrequent items
        
        Focus on items that occur with high frequency in the language as a whole, such items will occur often in many different texts.
        
        Make sure that the same items and strategies get attention in several different texts
      - It can have a negative impact
        
        The features given attention to may be an uncontrolled mixture of useful and not very useful items.
        
        The topic of the text determines the salience of the items and the teaching gets distracted towards this text rather than what will be useful in a range of texts.
- - - - Disadvantages of comprehension questions
        
        They direct learners' attention to the reading text, although occasionally some questions are answerable from the learners' own experience without having to refer to the text.
        
        As they can do so many jobs, it is not always clear which job they are doing and thus it is difficult to get useful feedback.
        
        They can be local rather than general and focus the attention on the message of a particular text, the teacher should help the learners to develop knowledge of the language and is conventions of use, so they can deal with any text that they met.
        
        It is difficult to make good comprehension questions. It takes considerable skill, time and effort. Thus, most teachers who wish to use such exercises will be forced to rely on often unsuitable published material.
      - Despite the disadvantages, comprehension questions are useful of practicing reading and of motivating learners to read.
- - - - Multiple-choice sentences
      - Sentence completion
      - True/False sentences
      - Information Transfer
      - Yes/No questions
      - Translation
      - Pronominal questions
      - Précis
- - - - Training and use of four strategies that could be applied paragraph by paragraph to the text
        
        Prediction of the content of the paragraph before reading it
        
        Making questions focusing on the main idea of the paragraph
        
        Summarizing what has just been read
        
        Seeking clarification on difficult points in the paragraph
    - - Systematic explicit instructions in the six strategies
        
        Summarizing
        
        Organizing graphically
        
        Searching for Information
        
        Structuring stories
        
        Questioning
        
        Activating background knowledge
    - - The learners are taught a series of questions to ask that can be used with any text
- - - - Quickly give the meaning of the word by using a translation, picture, demonstration or L2 definition
      - Replace the word in the text with a more useful high frequency word
      - Ignore the word
      - Make a glossary beforehand so they know their meaning and spend less time on them
    - - Help learners use context clues to guess the meaning of the word
      - Help learners use a dictionary to look up the meaning of a word and gather extra information about it
      - Help learners break a word into parts and relate the meaning of its part to the meaning of the word
    - - Pre-teach a small amount of vocabulary from the passage before reading it
      - Put the word in an exercise after the text
      - Spend time on a word during the reading looking at several aspects of its form, meaning and use
      - Make a glossary before the learners read the text
- - - - Subordinate clauses, coordination and complicated noun groups are examples of such features
    - - What does what?
        
        Makes the learner look for the noun-verb relationship that are often not clearly seen because of the word order of a passage, this can often be a good substitute for comprehension questions
      - Coordination
        
        Involves simplifying sentences
        
        When there is and/or in a sentence, there are two parts of it that are similar that can be related to some common part of the sentence.
      - Part of speech
        
        The teaches chooses words from the passage and writes them with their line numbers on a blackboard, the learners find each word in the passage and say their function
        
        Knowing their function has three values
        
        It makes searching the word in a dictionary easier
        
        If a sentence is difficult to understand, the learners might be applying the wrong meaning or function to one or more words
        
        When guessing the meaning of the word, knowing its function will make sure that the meaning guessed is has the same function
      - Simplifying noun groups
        
        Similar to the coordination, it involves looking for the essence of a sentence
        
        Noun groups containing items following the headword of the group add considerably to the difficulty of a sentence
      - Sentence Simplification Strategy
        
        By combining reference words, coordination, simplifying noun groups and what does what, learners can simplify sentences that seem too complicated to understand, this strategy has four steps
        
        Step 2- Rewrite the sentence as two or more sentences by removing and, but or or
        
        Step 3- Find the nouns and remove the items following the nouns which are part of each noun group
        
        Step 1- Find the reference words and find what they refer to
        
        Step 4- Do the What does what? exercise with the verbs to make sure their subjects and objects are known
    - - They tend to be formally simple, the shorter a grammatical feature is, the more frequent it is likely to be
- - - - Words used in comparison includes "same, similar, identical, equal, different, other, additional, else, likewise, so, more, fewer, less", adjectives or adverbs + er. Comparison helps learners understand the passage by helping them to see what is being compared
    - - Relate sentences or parts of sentences to each other, the words used includes "and, namely, but, in spite of this", knowing about conjunction relationships has five useful effects
        
        It helps in finding the meaning of words in context
        
        It is important in finding the main idea in a paragraph
        
        Helps the learners to see how ideas in a passage are related to each other and to discover the effect of a statement on other parts of the text
        
        It helps in learning new connectives
        
        It helps in predicting what will come in a passage
    - - Occurs when something which is structurally necessary is left unsaid, but is usually recoverable from a previous part of the passage, it helps learners to make sense of sentence by giving them practice in recovering the missing parts of a text
    - - Distinguish repetition, synonyms, near synonyms, superordinates and general words, these are all used to refer exactly the same item in the passage
        
        It is important for the reader to realize that a change in the noun used does not necessarily mean a change in the person being referred to
    - - Reference words includes "he, she, his, her, this, that, these, those, it, its, which" and substitutes consists of "so, one(s), the same, not", this allows the learner to substitute a word and crosschecking with the reference words, the substitution word should make sense in the phrase, allowing them to avoid repetition of a word