Unidad I_ Inglés II_TASKS

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  Objetivo General: Conocer y aplicar las estrategias de lectura para el manejo adecuado de información general y específica de textos técnicos en inglés. UNIDAD 2 BÚSQUEDA DE INFORMACIÓN GENERAL Y ESPECÍFICA Lead in. A) Mark with an (X) the steps you mostly follow in order to comprehend a text. o You read quickly to find the main ideas o You try to find the main idea and the ideas that support it o You read word by word o You usually underline the important points o You take notes o You activ
  Objetivo General: Conocer y aplicar las estrategias de lectura para el manejo adecuado de informacióngeneral y específica de textos técnicos en inglés.    BÚSQUEDA DE INFORMACIÓNGENERAL Y ESPECÍFICALead in.A) Mark with an (X) the steps you mostly follow in order to comprehend a text. o   You read quickly to find the main ideas o   You try to find the main idea and the ideas that support it  o   You read word by word  o   You usually underline the important points o   You   take notes o   You activate background knowledge o   You compare and contrast to L1 knowledge o   You check your understanding as you read by self-questioning  o   You translate from L2 to L1 o   You repeat the same idea again and again o   You keep notes o   You collaborate with peers o   You skip the unknown words (not essential) o   You pay attention to connectives o   You look for words – phrases that give you clue to the meaning  o   You guess the meaning of a word from the context  o   You divide the words into parts Defining Reading strategies    Reading strategies have been defined as specific, problem oriented actions or techniques that can be either consciousor unconscious or automatic. Reading strategies vary from reading behaviours such as skimming a text to get thegeneral idea, scanning a text for a specific piece of information, making contextual guesses about the meanings of unknown words, skipping unknown words, making predictions, confirming inferences, identifying the main idea,rereading, to strategies such as activating prior background knowledge and recognizing text structure. Lack of consciousness of many strategies and mental processes, by the learners, causes some difficulties in researching thisfield. Some reading strategies are observable and others are not. Asking questions can be observed by another  person, but a mental comparison or question to oneself is not directly observable (Wendon, 1987). Task 1.A) Read the following text 1. Reading Rate Tasks a. pre-reading b. reading rate recognition   deciding which sentences do not belongto the textc. analyzing a text internal structure and UNIDAD2  c. phrased readingd. paced reading, pacing taskse. cloze identification tasks 2. Skimming or Extracting Main Ideas a. match pictures with text b. choose the best title for the textc. choose a suitable heading for each paragraphd. write a title for the texte. choose the statement that best sums up the mainideaf. choose the best summaryg. match questions with answers 3. Scanning or Reading for Specific Information a. eye movement tasks b. rapid reading ratec. discriminate information 4. Predicting or Preparation Time for Reading a. pre-reading b. using prior knowledgec. activating schemata: text contentd. brainstorminge. topic discussionf. looking at the title and predict expectedvocabulary in the text 5. Dealing with Unfamiliar Words a. guessing meaning from context b. paying attention to linguistic cluesc. looking at pictures, diagrams, chartsd. using clues of definition to figure out meaning    parentheses or footnotes   synonyms and antonymse. using Latin and Greek roots, prefixes andsuffixes 6. Vocabulary Development a. using new words in different contexts 7. Rhetorical Patterns Recognition a. deducing text type and genre b. understanding text organization:    putting scramble sentences and paragraphs in the correct order    deciding where certain sentencesshould go in the text   deciding which sentences are in thewrong position and where they should gounderstanding how the part relate to the wholed. identifying rhetorical devices: sequencingranking categorizing comparing, contrastingdifferentiating associating listing, definingobserving illustrating classifying, describinggeneralizing outlining summarizing understandingchronology, recognizing cause and effect,recognizing analogies following instructions,e. linking ideas using discourse markersf. using deixis and pronominal referenceg. exploiting language redundancy: repetitions, parallelism, synonyms, antonymsh. understanding complex sentences and phrases 8. Critical Reading a. literal comprehension b. interpreting complex information and presuppositionsc. inferring text meaning:   drawing low-level inferences   drawing global inferencesd. transferring informatione. distinguishing fact from opinionf. clarifying purpose for readingg. paraphrasingh. recognizing subjectivity and objectivityi. recognizing the author’s purpose and intention j. understanding the author’s tone and stylek. recognizing relevance and persuasionl. summarizing informationm. evaluating informationn. drawing conclusionso. reacting to the text 9. Extensive Outside Reading a. reading graded readers stories, magazines,reference books b. keeping a reading card to include main events or facts within the story or the article, the story settingand time, the main characters, the resolution andthe moral if anyc. summarizing the story or article contentd. stating personal opinion about events andcharacters, etc. in the storye. discussing personal opinion and point of viewwith peers Source: ESP WORLD (2005-2006)  B) Find the idea the author wants to communicate.   C) Check this linkhttp://kielikeskus.helsinki.fi/erc/reading_theory.html. Here you will findimportant information about “reading strategies”. With the information found, completethe following table. (Do it in Spanish, please) StrategyPurpose 1.Skimming2. Scanning3. Reading for main points in general4. Text organization5. Word formation6. Grammar 7. Annotate
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