Презентация по английскому языку на тему Использование технологий обучения тексту при работе с текстом (10-11 класс)

Использование технологий обучения чтению при работе с текстом на английском языке в формате ЕГЭ Reading is one of the four language skills: reading, writing, listening and speaking. It is a receptive skill, like listening. This means it involves making sense of written text. To do this we need to understand the language of the text at word level, sentence level or whole-text level. We also need to connect the message of the text to our knowledge of the world.

Key concepts A text is usually longer than just a word or a sentence. It often contains a series of sentences, as in a letter or even a postcard. Connected text is referred to as discourse. Discourse is connected by grammar and vocabulary and /or our knowledge of the world. Reading involves understanding these connections. This means we need to use our knowledge of the world to see the sense of connection between the sentences (coherence). The grammatical links between the sentences (cohesion) also help us to see the connection between them.

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Different reading skills. They include: Reading for specific information (Scanning) Reading for detail Deducing meaning from context Understanding text structure Reading for gist (Skimming) Inferring Predicting

Activities practising different 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

Follow-up activity Here are 6 assessment tasks. Can you name them and say what they test? 1. The listeners listen to a recording about buying food, and point to the correct picture on the wall when they hear that food item mentioned. 2. The learners each give a mini-presentation about their house and family. 3. The learners read a text in which every seventh word has been taken out, and complete the blanks. 4. The learners take part in a discussion activity in which they discuss their opinions on a topic the teacher has given them. 5. The learners, as they leave the class, write a number from 1-5 on the board to show how much they think they have learnt in the lesson. 6. The teacher moves round the class during group work, taking notes on how much individual learners contribute ideas and on pronunciation.

Answer key follow-up activities 1. Following instruction: listening for specific information. 2. A presentation: ability to talk for an extended period, discourse management, fluency, accuracy, pronunciation, range and accuracy of grammar and vocabulary. 3. Cloze: reading for detail, deducing meaning from context. 4. Discussion: oral fluency, interactive strategies, quality of ideas, pronunciation, accuracy of grammar and lexis. 5. Self-assessment: evaluating progress. 6. Informal assessment: contribution/ participation and pronunciation.

Types of reading exercises True/False Yes/No questions Multiple-choice Open comprehension questions Information transfer, e.g. table completion Ordering paragraphs Choosing titles for texts on paragraphs

Example for the exams

Examples for the exams

Example for the exams

Example for the exams

Example for the exams