Ap Bio Chapter 3 Guided Reading Answers
Reading activities are organised in the three-phase framework
| Pre-reading | While-reading | Post-reading |
| � Schemata activation � Creating motivation � Language preparation | � Cloze chore � Sequencing chore � Restoring task � Irrelevance browse � Matching task � Fitting-in task | � Data retrieval � Summary � Information digest � Sharing data � Artwork � Further reading � Further writing |
Exploratory chore 2.5
Match the following tasks with the �pre-reading�, �while-reading� and �post-reading� phase�.
| Tasks | Stage |
| ane. Learners are encouraged to grade sure expectations about the text ii. Learners complete a paragraph three. Learners complete a questionnaire 4. Learners solve a mystery 5. Learners role-play a plot 6. Learners write a summary 7. Background information is provided 8. Questions to activate what the learners already know are asked 9. In a brainstorming activeness the learners anticipate the main points 10. Key words are supplied for the learners to guess what the text might be about 11. Learners write a story inspired past a photo 12. Learners recognise the paragraph that summarises the master data in the text thirteen. A picture representation of the text is studied and discussed fourteen. Learners match headlines with paragraphs 15. Learners friction match text with pictures or diagrams. 16. Learners gild jumbled paragraphs 17. Learners contrast the two texts 18. Learners have notes 19. Learners express their views 20. Learners exploit a text for grammer or vocabulary 21. Learners talk over and justify different interpretations of the text 22. Learners distinguish the master thought from supporting details 23. A listening text on the same topic is presented(Shiels, J. 1993. Communication in the Mod English language Classroom. Council of Europe Press) | A/ Pre-reading B/ While-reading C/ Postal service-reading |
Exploratory task 2.6
Find in the course-books or produce yourselves the reading activities equally shown beneath.
a) Students read individual short subject-related texts and amplify them into a joint summary b) Students read jumbled instructions and put the instructions in the correct order c) Students read recipes and match them with pictures of food d) Students read an extract from a play and act it out e) Students match topic sentences with the paragraphs they come from f) Students read a number of texts and match the texts with the authors who might have written them chiliad) Students read information and convert it into bar graphs or pie charts (Adapted from Harmer. J., 1998. How to Teach English. Longman)
Micro-teaching
Pattern an activeness for pedagogy to read in the three-stage framework and run it with your pupils or peers. Reflect on the activity using the given format.
| Points of analysis | Cess | ||||
| � Clear goal | |||||
| � Laconic explanation | |||||
| � Helpful pre-reading | |||||
| � Involved reading | |||||
| � Insightful post-reading | |||||
| � Acceptable linguistic communication level | |||||
| � Adequate task level |
Integrated job
� Describe your educational activity situation (classroom or peers)
� Analyze the goal of teaching to read in your instruction situation
� Give a rationale of educational activity to read in your particular case
� Design and run your reading activity
� Reverberate on your reading activity and draw recommendations
Answer Keys
SAQ 1.1
B 2A 3A 4A 5A 6C 7C 8C 9A 10C
SAQ 1.ii
Possible reading dynamics: 1f 2a 3d 4e 5c 6b
SAQ 1.three
Possible matches are 1i 2a 3h 4b 5g 6c 7f 8d 9e
Exploratory chore i.1
Possible reply: a) 3 C Three; b) one A I; c) 2 B II;
Exploratory job 1.4
1C 2D 3A 4L 5B 6E 7F 8G 9H 10I 11J 12K
Exploratory task i.7
1/text, 2/keyboard, 3/monitor, 4/editing, 5/typewriter, vi/re-typing, 7/spellchecker, eight/disk, ix/impress-out
Exploratory chore 1.eight
Milk tin can be bought in many places similar a �Drugstore�. Nobody has to exercise military service in the Great britain. Children accept to stay at schoolhouse until sixteen. Quondam people and children practise not pay for medical intendance. There is a endmost fourth dimension at 11.thirty p.m. for pubs and �last orders� call a quarter of an hour before is strictly observed. Passengers pay for the bus on entry. You can cross the street anywhere. To get married you accept to exist sixteen in the UK
Exploratory task two.5
A 1,three,7,8,9,10,xiii,23; B 12,14,15, xvi, 17, 18, 22; C two, 5, 6, eleven, 20, 21
Glossary
Anticipatory guessesare predictions made near the text lying ahead
Lesser-up reading strategyis perceiving the text and extracting information
Critical readingis reading with the activated thought processes
Critiqueis reading for critical analysis
Cued readingis reading the parts of the text, which are relevant to the given directions
Guided readingis seeking information in the text, which is relevant to the given questions
Interactive readingis employing more than than one reading strategy, such every bit �top-down� and �bottom-upward�
Jig-saw readingis reading topic related texts or parts of the same text and subsequent pooling information together
Reader�south responseis the change in the reader�south mind that is either made explicit or remains implicit
Reader-oriented readingis the process of eliciting reader�south response
Reading dynamicsis the time-and-motion characteristics of reading
Scanningis reading for details
Schema(schemata) is prior knowledge that channels cognitive processes
Skimmingis reading for the gist
Text-oriented readingis using the text as the source of information
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