1. PSTDP Week 19 Reading

2. Hi, my name is Joe And I work for a man in a button factory One day, my boss said, “Joe?” “Are you busy?” I said, “No.” He said, “Push this button with your…”

3. List It! Page 107

4. Objectives Agenda Contrast the differences between Intensive and Extensive Reading Apply CLT to textbook readings Practice using rising and falling intonation Song: My Name is Joe Warm-up: Reading: Model Lesson Gallery Walk Intonation: 20 Questions

5. Monster Book Sharing: Sat am Daniel: A Quick Look page 94 Rita: ? Kleber? Group Reading Diary page 103 Rosario? Story Starters page 125

6. Reading Warm-up: Jokes

7. Reading Discussion How is reading in an English class different from reading in a Portuguese class? How can reading in textbooks be more interactive? What do we do when the reading is too hard for our students? What do the OTM’s say?

8. Reading Objective Portuguese: Previous knowledge Comprehension Communication Ideas (inferences) English: Communication Comprehension Previous knowledge Pronunciation

9. Review: Reading Processes Bottom Up Processing Top Down Processing Vocabulary + Grammar = Meaning Expectations Previous knowledge (schemata) + Genre = Meaning

10. Bottom-up Processing Reader builds meaning from the smallest units of meaning to achieve comprehension. Example Letters  words  phrases  sentences  text = comprehension

11. Problems with just using bottom-up strategies: page 133 Slow careful reading causes: 1.Comprehension problems 2.Limited amount of reading 3.Discouraged students (Students hate reading!)

12. Top-down Processing Reader generates meaning by employing background knowledge, expectations, assumptions, and questions, and reads to confirm these expectations. Example Pre-reading activities + background knowledge = comprehension Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

13. Pg 131: “Effective reading involves use of both bottom-up and top-down strategies.” Bottom-up strategies Vocabulary lessons Grammar lessons Translating Using a dictionary Top-down strategies Previous knowledge Predicting Guessing words from context Skimming/scanning

14. Intensive Extensive Group 1 Skimming & Scanning p135 & 136 Group 2 Focused Reading p.136 & 137 Group 3 Reading & Studying the Text Outside Class p 137 Group 4 Discussing the text in class page 137 Groups 5 Study Word Usage page 139 Group 6 Reading Speed Practice page 140 Group 7 Guessing Vocabulary page 141

15. A Reading lesson includes PRE DURING POST LET’S START WITH SOME PRE- READING ACTIVITIES

16. Objective To read about the history of the Internet

17. List It! Page 107

18. Objective To read about the history of the Internet

19. OTM’s Leitura e compreensão Leitura e compreensão de textos: tiras cômicas, artigos de internet, magazine, ou retirados de livros didáticos Estratégia de leitura: inference, skimming, scanning, reading for detail Vocabulário: palavras-chave, sinônimos, antônimos, cognatas, etc. Reconhecimento dos elementos programáticos: Reconhecimento de estratégias textualizados:. Contexto em que o texto e construído. Coesão textual: articulação entre segmentos. Modos de organização: Reconhecimento dos modos de organização: sequencias textuais nos tipos argumentativo, narrativo o expositivo

20. PRE-READING: Text page 135-6 Highlight all the activities we have done today. PREDICTING: Reading Warm-up page 98 SCANNING SKIMMING FOCUSED READING Are they Intensive or Extensive reading strategies?

21. DURING READING ONE MINUTE READING Monster Book pg 96 GROUP READING DIARY Monster Book pg 107 BACK TO BACK READING WHISPERS

22. POST READING NON-LINGUISTIC REPRESENTATIONS READ TO INTERVIEW EXPERT PANEL Monster Book pg 85

23. Intonation Rising for yes/no questions Falling for statements Falling for wh questions No, thanks. Where is the bank? Do you want to go? Would you like to eat?

24. Yes/No Questions only! Monster Book page 230 I spy with my eye… something on page 230.

25. Objectives Agenda Contrast the differences between Intensive and Extensive Reading Apply CLT to textbook readings Practice using rising and falling intonation Song: My Name is Joe Warm-up: Reading: Model Lesson Gallery Walk Intonation: 20 Questions

27. Oct 20

29. Gallery Walk: Which one shows… Only Intensive Reading Only Extensive Reading Both Begins with Intensive and then has Extensive Reading Begins with Extensive and then goes to Intensive Could be done as homework Which of these do you feel is the best approach to teaching your students reading? Why?