1. Teaching Speaking Review: Harmer Video Watch Laura’s Lesson https://www.youtube.com/watch?v=rv_Ud2lq-Ww https://www.youtube.com/watch?v=rv_Ud2lq-Ww Discuss in terms of  Input/scaffolding/planning time  Opportunities to use language to communicate  Opportunities to develop strategies  Opportunities to receive feedback  Opportunities to focus on form and increase fluency (task repetition)  What questions would you like to ask Laura? Watch Laura’s interview. (see Qs on p.441)

2. Teaching Reading

3. What is reading?

4. “The mergless plunks priggled disgrunfully in the unbriggy ploges”

5. The Lion and the Boar (an adaptation of a fable by Aesop) Define: quot, tinnig, runk, trub, siv, mert, wamm, puzzed, bilt, lix, kesp One hot day in the middle of quot a lion and a boar went to a tinnig to drink. “Step aside,” the boar said, “I was here first.” “I showed you where to find the tinnig,” the runk replied angrily. “I will be the first to drink.” Quickly the trub escalated from a verbal confrontation and they began to siv each other with great ferocity. A few minutes later, stopping to catch their mert, they both saw some vultures seated on a wamm above, waiting for one of them to be puzzed. The sight so sobered them that they quickly made bilt saying, “If we continue to lix, the only kesp will be the vultures.”

6. How long does it take you to read the following? X P T A Q E W T jam hot pin call did tap son tick How quickly can you read and understand this?

7. Implications? Reading is more than just decoding letters to form words, and adding together meanings of words to form sentences. Background knowledge, grammar, and word form (prefixes and suffixes) help us make sense of words. We read in chunks. Other?

8. Top/Down processing (H p.270) Top-down processing  From the forest to the trees. Using background knowledge and expectations to help make sense of a passage. Bottom-up processing  From the trees to the forest. Focusing on individual letters, words, phrases to build up a picture of the whole. Reading involves both.  Sometimes details help us understand the whole; sometimes the overview gives us a hook on which to hang the details.

9. Communicative Competence in Reading Strategic CompetenceGrammatical Competence Sociolinguistic CompetenceDiscourse Competence Functional competence

10. Communicative Competence in Reading Strategic Competence Not needing to understand every word Using context clues for guessing meaning Using background knowledge for guessing meaning Grammatical Competence Sociolinguistic CompetenceDiscourse Competence Functional competence

11. Communicative Competence in Reading Strategic Competence Not needing to understand every word Using context clues for guessing meaning Using background knowledge for guessing meaning Grammatical Competence Understanding syntax Recognizing vocabulary Sociolinguistic CompetenceDiscourse Competence Functional competence

12. Communicative Competence in Reading Strategic Competence Not needing to understand every word Using context clues for guessing meaning Using background knowledge for guessing meaning Grammatical Competence Understanding syntax Recognizing vocabulary Sociolinguistic Competence Grasping purpose of text, tone Discourse Competence Functional competence

13. Communicative Competence in Reading Strategic Competence Not needing to understand every word Using context clues for guessing meaning Using background knowledge for guessing meaning Grammatical Competence Understanding syntax Recognizing vocabulary Sociolinguistic Competence Grasping purpose of text, tone Discourse Competence Understanding how this genre is usually organized to make sense of it (e.g., where to expect the main idea) Recognizing transitions. Functional competence

14. Communicative Competence in Reading Strategic Competence Not needing to understand every word Using context clues for guessing meaning Using background knowledge for guessing meaning Skimming for specific into; scanning. Grammatical Competence Understanding syntax Recognizing vocabulary Sociolinguistic Competence Grasping purpose of text, tone Discourse Competence Understanding how this genre is usually organized to make sense of it (e.g., where to expect the main idea) Recognizing transitions. Functional competence Recognizing signals of a main idea, an example, a change in topic, an addition. Recognizing the functions of language (e.g., the function of “I’m wondering if you’d mind sending me the link”)

15. Some general principles Reading texts should be accessible.  Learners should be able to understand vital information without having to look up more than a word or two on a page. Encourage learners to read extensively.  How does Harmer suggest encouraging Extensive reading? 283-285 Encourage extensive reading on one topic  Encourages automization of common words/phrases in that area (first readings might be slower, subsequent ones faster) Encourage purposeful, selective reading.  OK to skip insignificant parts

16. Encourage learners to (at times) read without their dictionaries – to guess or “do without” words.  Later they can come back and check if necessary. Encourage learners to predict and interact with the text.  What do they think will happen next? Do they agree/disagree? Provide a purpose for reading  What will they do with the information? Design comprehension questions and activities that encourage learners to practice Reading Skills and Strategies:

17. Reading Skills to work on (and skills that are often tested!) Assessing a text to determine purpose, audience, context, organization Making predictions...  based on, for instance, a short-list of key vocabulary, the title, background knowledge of the topic  Raises schemata, and provides a motivation to read (are you right?) Skimming for general meaning. (how?)  Title, subheadings, pictures, first paragraph, first sentences in paragraphs, proper nouns/numbers, key transitions (However), conclusion  Time limit important  Make predictions based on this

18. More reading skills Scanning for specific details Identifying main ideas  Sensitize learners to hints (location, transitions) that signal important developments in argument. Guessing/deducing meaning through  Context clues (look before and after)  Word formation (stems, affixes)  Synonyms, restatements  Sentence structure (word order, n, v, adj, adv) Making inferences, generalizing, drawing conclusions Relating ideas to real life Integrating ideas from different sources

19. And more advanced reading skills Evaluating, distinguishing between fact and opinion, literal and figurative Recognizing bias, prejudice, sexism, stereotypes Taking notes/annotating/ highlighting Summarizing Paraphrasing Critiquing

20. Pre-reading Activities May be focused on the content, the organization, or the language of the text. The purpose of these are to raise learner schemata and raise awareness of language/skills. (material drawn from ATESL, 2009, #44) Speaking activities on the same theme Audio/visuals (pictures, videos) Exploring key vocabulary (then predicting) Quizzes/surveys Discussion of inference statements, then reading to confirm answers. Skimming, then predicting, then reading to confirm or reject predictions Brainstorming and use of graphic organizers. Pre-teaching information relevant to the content of the reading. Discussion of questions that include target language items (vocabulary, grammar) from the listening/reading. Example: Harmer Video: Laura

21. While-reading Interspersing questions, discussion Stopping and predicting Story maps Filling in charts, tables, forms Scanning for answers Take notes, highlight, annotate Following instructions (recipe, origami)

22. After-reading “Learners use the content accessed in the listening/reading texts to accomplish tasks that are meaningful and related to real-life. For example, learners use information from a listening or reading text to do…” (material drawn from ATESL, 2009, #44) In groups, to list, rank, sequence, categorize, compare, contrast To warn/advise/convince/debate (in speaking or writing) To teach (jigsaw readings) To plan a presentation, create a PowerPoint, design a poster To write a summary, critique, paper, letter, email, essay

23. Analyze Reading Sequences (see Qs next slide) See the reading activities developed for Learning English with CBC Edmonton (or Calgary): http://www.cbc.ca/edmonton/learning-english/stories.html See Readings developed for workplace and settlement: http://work.alberta.ca/Immigration/english- language-training.html http://work.alberta.ca/Immigration/english- language-training.html

24. Evaluate Reading Lessons (Harmer p.288-302 ) Laura’s lesson 1. What do learners gain from the pre-reading activities? 2. Are learners given a purpose for reading? 3. What skills and strategies will learners be practicing as they do the reading? 4. What will learners do with the information they learned in the reading? 5. Are learners primarily focused on form? Meaning? Or both?