1. 6 things beginning with R Scott Thornbury

2. Routine Reading Repetition Register Reference Rote learning

3. Routine

10. Reading

11. Possible purposes for reading a text in class: to teach/develop the skill of reading to use the text as a medium for introducing/ reinforcing new language, eg grammar, vocabulary to use the text as a model for writing to use the text as a springboard for discussion, role play etc

12. Possible purposes for reading a text in class: to teach/develop the skill of reading to use the text as a medium for introducing/ reinforcing new language, eg grammar, vocabulary to use the text as a model for writing to use the text as a springboard for discussion, role play etc

13. Possible purposes for reading a text in class: to teach/develop the skill of reading to use the text as a medium for introducing/ reinforcing new language, eg grammar, vocabulary to use the text as a model for writing to use the text as a springboard for discussion, role play etc

14. Possible purposes for reading a text in class: to teach/develop the skill of reading to use the text as a medium for introducing/ reinforcing new language, eg grammar, vocabulary to use the text as a model for writing to use the text as a springboard for discussion, role play etc

15. Possible purposes for reading a text in class: to teach/develop the skill of reading ????? to use the text as a medium for introducing/ reinforcing new language, eg grammar, vocabulary to use the text as a model for writing to use the text as a springboard for discussion, role play etc

18. L2 readers need a minimum threshold level of general L2 language competence before they can generalise their L1 reading abilities into L2. Where proficient L2 learners are good readers in their L1, the consensus view (based on a wide range of research studies and teachers observation) is that reading abilities can, indeed, be generalised across languages even in the case of differing scripts. Catherine Wallace, Reading. In The Cambridge Guide to TESOL, 2001, ed. Carter, R., and Nunan, D. (CUP)

19. L2 readers need a minimum threshold level of general L2 language competence before they can generalise their L1 reading abilities into L2. Where proficient L2 learners are good readers in their L1, the consensus view (based on a wide range of research studies and teachers observation) is that reading abilities can, indeed, be generalised across languages even in the case of differing scripts. Catherine Wallace, Reading. In The Cambridge Guide to TESOL, 2001, ed. Carter, R., and Nunan, D. (CUP)

20. The Language Threshold Hypothesis argues that students must have a sufficient amount of L2 knowledge (i.e. vocabulary, grammar and discourse) to make effective use of skills and strategies that are part of their L1 reading comprehension abilities…. Readers usually cross the threshold whenever they encounter L2 texts in which they know almost all of the words and can process the text fluently. Grabe, W., & Stoller, L. Teaching and Researching Reading. Longman, 2002

22. Repetition

23. DEATH OF THE POET This year the roof of my hive broke open to the sky my bees buzz like anxious flies will they learn to feed on absence? my combs are filling with dark space. Forget selling myself to the first sweet tooth that sniffs along the night air is licking me clean out of honey. This year the roof of my hive gave up and let everything down. Does it matter that the moon is pouring through my holes? (Dorothy Porter)

24. DEATH OF THE POET This year the roof of my hive broke open to the sky my bees buzz like anxious flies will they learn to feed on absence? my combs are filling with dark space. Forget selling myself to the first sweet tooth that sniffs along the night air is licking me clean out of honey. This year the roof of my hive gave up and let everything down. Does it matter that the moon is pouring through my holes? (Dorothy Porter)

26. 1.What is the overall organisation of each text? For example, how many parts do they all have? 2.What grammatical features are common to each part? For example, what tense is used? What pronouns? What modal verbs? 3.Can you find any words or phrases that are repeated across the different texts?

27. Register

28. Headline Finding Research

29. Headline Finding: present tense you Research: past tense they = researchers, experimental subjects

30. North Americans tend to spend more time East Asians are more likely to scan the background Scientists believe this may help to explain faith in a pill can prompt your brain to release help could be at hand Butterbur... is likely to be licenced across the rest

31. research published Research published in the Proceedings of the National Academy of Sciences suggests.... Research published in Nature shows that…. …according to research published in the Journal of Neuroscience.

32. X + colleagues + studied/measured etc Richard Nisbett … and his colleagues studied the eye movements…. Andrew Lilley … and colleagues measured the respiration rate … Andreas Schapowal … and colleagues found Butterbur extract was….

33. Repetition (again)

34. (1) A draft version of the honey bee genome has been made available to the public - a move that should benefit bees and humans alike. ( 2) The honey bee (Apis mellifera) is multi- talented. (3) It produces honey, pollinates crops and is used by researchers to study human genetics, ageing, disease and social behaviour. (11) The genome's publication is good news for beekeepers and victims of bee stings alike. (23) This is the first time that the amassed sequence data have been made publicly available.

35. Reference

36. Honeybees have an elaborate language of dance to pass on news about the best places for nectar. Their more solitary cousins, the bumblebees, were always supposed to forage for themselves. They dont, according to Elli Leadbetter and Lars Chittka of Queen Mary, University of London, reporting in Current Biology. The bumbles follow other bees. The two researchers tested their volunteers with a choice of artificial flowers where another bee was already at work. But they copied each other only when they knew nothing about the flower species they were visiting. When the petals looked familiar, they made their own decisions.

40. Rote learning

41. An actor acquires lines readily by focusing not on the words of the script, but on those words meaning – the moment-to-moment motivations of the character saying them – as well as on the physical and emotional dimensions of their performance... Good actors dont think about their lines, but feel their characters intention in reaction to what the other actors do, causing their lines to come spontaneously and naturally.

42. Q: Who is the bees favourite singer? A: Sting! Q: What goes zzub, zzub? A: A bee flying backwards! Q: What bee is good for your health? A: Vitamin bee! Q: What's more dangerous than being with a fool? A: Fooling with a bee! Q: Why do bees hum? A: Because they've forgotten the words!

43. Routine Reading Repetition Register Reference Rote learning