Reading










 

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BritLit – 10 years in the making

I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom.

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Revisiting texts

We often encourage our students to infer words from the context as they read and, as a result, they fail to notice useful lexis in the texts we use.

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Using texts constructively: what are texts for?

Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently.

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Reading out loud

As a teacher I had always perceived ‘reading aloud’ as a ‘taboo’ in the EFL classroom since it focuses specifically on a ‘bottom-up’ approach where learners can fall into traps of worrying about 100% comprehension or simply read aloud without understanding the text.

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Teaching the tale: language and memory

A feature that is common both to language teaching and to traditional folk and fairy tales is the repetition of phrases or ‘language chunks’.

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Using texts constructively 2: intensive input-output work

This is the second of Michael Swan’s articles for TeachingEnglish, in which he looks at the role of texts in the learning process.

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Using news articles

Topical news stories are a great source of teaching material.

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Extensive reading: why it is good for our students… and for us.

In this, the first of two articles for TeachingEnglish, Alan Maley considers the benefits extensive reading can bring to English language learners

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Producing your own grammar activities

There are many ways of revising and consolidating grammar, but I’ve found it’s often useful to give students short passages containing grammar mistakes which are characteristic of the student’s level, nationality, and what the teacher may have identified as areas of particular strength or weakness.

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How useful are comprehension questions?

You may well ask me “How useful is the question in this title?” After all to check what a student has understood after listening to or reading an L2 text seems plain common sense. If it were not felt to be a sensible procedure why would course book writers supply comprehension questions in large quantities?

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Techniques for form focus after reading

In my earlier articles Reading for informationForm focus and recycling, and Techniques for Priming and recycling, I set out a four stage cycle for teaching reading:

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Techniques for priming and recycling

A four stage methodology for reading
In Reading for Information, and Form focus and recycling, I have proposed a four stage methodology for teaching reading:

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Form focus and recycling: getting grammar

In my last article, Reading for Information: Motivating learners to read efficiently, I referred to four stages in a task-based reading lesson:

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Reading for information: Motivating learners to read efficiently

This is the first in a series of four-articles which propose a four stage methodology for teaching reading.

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Making reading communicative

If telling my students “And now we’re going to practise listening,” elicits looks of dread and fear, announcing reading practice can often elicit yawns, heads descending to desks, or eyes ascending heavenwards.

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Theories of reading 2

This article is the second of two parts.

Theories of reading

This article is in two parts.

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Extensive reading

In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class.

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Text in language classrooms: TALO, TAVI and TASP

One of the enormous benefits of the Internet has been the accessibility of loads and loads of English texts for teachers to use with their learners.

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Reading and elementary learners

One of the key issues I’ve noticed in getting my elementary learners to read is that of self-confidence.

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Designing a WWW reading task

The world wide web offers a myriad of opportunities for authentic English reading texts.

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Interacting with texts – Directed activities related to texts (DARTs)

Good readers use what they know about language and the world to interact with what they are reading. This helps them create meaning from the words on the pag 

For english Major Students

Email # 1

File one: this file is about Thrombosis ailment. It is a pdf file.
Click here to download:Thrombosis ailment pdf (a copy of this document will be given to you in class, if you wish to have a digital copy, then download it.)

File two: this file is about Proofreading . It is a pdf file.
Click here to download:Proofreading pdf

File three: this file is about EDITING : A BASIC CHECKLIST . It is a pdf file.

Click here to download:EDITING_ A BASIC CHECKLIST pdf

Email # 2

Url: information about New Zealand

  1.  Url: information about DVT
  1. Url: information tour guide:

I will tell you when you should check this information. However, feel free to do in advance if you feel like.

Kind Regards,

G . Javier Burgos 

The Academic Language Center

UTN University

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