by Karina Palacios octubre 27, 2020 0 comentarios

 

UNIT5: READING

 

Unit 5 deals with the most important aspects of reading skill. In this section are mentioned reading skills and some points that we must consider when teaching in the classroom.

According to Spratt, Pulverness, and Williams (2012), reading is one of the four skills. It is a receptive skill because language is received and not produced. Reading helps make sense of any type of written text. It is also important to give a connection to the text message to the knowledge that we have of the world.

A text is typically longer than simply a word or a sentence. It frequently contains a progression of sentences, as in a letter or even a postcard. Connected text is alluded to talk. Discourse is associated by grammar and vocabulary well as our insight into the world.

The use of our information of the world to see the sense association between two sentences is the coherence. The grammatical links that we found between the sentences is called cohesion too help us see the association between them. The links between the sentences are the conjunctions. Understanding a composed content includes understanding the dialect of each sentence and the relationship between them with the use of our information of dialect and our knowledge of the world.

Reading has different skills which are: Reading for specific information (We only look for the information we need). Reading for gist (To get a general idea of a text). Reading for detail (To extract the meaning of each word). Inferring (To understand the meaning of a word without having all its information). Deducing meaning from context (Understanding the meaning of a word by reading the words around it). Predicting (Trying to imagine what a topic will be about). Understanding text structure (It involves understanding the development of some types of texts).

We can also find forms of reading which are: Extensive reading also called reading for pleasure and in which a variety of subskills can be used. Intensive reading does not imply comprehension of the text, this implies reading for the study of the language.

TEACHING READING IN THE CLASSROOM

·         Pre-reading: Catch attention of students.

·         During reading activities: Monitor students.

·         Post reading activities: Short synthesis.

·         Follow up activities: Students develop their critical thinking.

     As conclusion in this unit we have learned the most important aspects of reading, such as its skills and how to develop a good reading. On the other hand, we can also say that reading is complicated because it requires good understanding of letters, words and sentences. Readers must also be able to understand coherence and cohesion. They must be able to make sense of the text using their knowledge of the world and the proper reading subskills.

REFERENCES

Extensive vs Intensive Reading. Teacher Finder. (2018, January 14). https://www.weareteacherfinder.com/blog/extensive-intensive-reading/.

Reading. British Council. https://learnenglish.britishcouncil.org/skills/reading

Robb, L. Reading strategies. https://www.readinghorizons.com/reading-strategies/list-of-reading-strategies.

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (Second). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139062398.003