Reading skills for college students intermeddiate level
- 1. READING SKILLS 2.1 DEMONSTRATE UNDERSTANDING OF CURRENT ISSUES/TOPICS OF INTEREST Prepared and compiled by: DUE10012 Coordinators English Language Unit General Studies Department
- 2. CLO 2 Demonstrate awareness of values and opinions embedded in texts on current issues. (A3 CLS 3b) **A3:Valuing CLS 3b: Interpersonal & Communication Skills In this lesson, you will be able to; ●Identify appropriate meaning of words as used in the context ●Identify significant points of current issues/ topics of interest ●Discuss significant points of current issues/ topics of interest Lecture duration: 1 hour
- 3. Identify appropriate meaning of words as used in the context.
- 4. Identify appropriate meaning of words as used in the context In reading, we might come across words or terms that we do not understand. We can always use a dictionary whenever possible or, alternatively we can use Contextual Clue(s) - information that appears near a word or phrase and offers direct or indirect suggestions about its meaning- to guess the meaning of those words.
- 5. Let’s watch this YouTube video on how to use context clues to learn new words S
- 6. So, what is contextual clue? It is information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning.
- 7. Example: "There was the equalitarian phase, which is what is happening in the book, where boys and girls are the same." (Martin Amis quoted by Stephen Moss in The Guardian, Feb. 1, 2010) Okay, let’s find out the meaning of equalitarian!
- 8. "There was the equalitarian phase, which is what is happening in the book, where boys and girls are the same." The first part of the sentence introduces the word equalitarian The second part of the sentence suggests that the equalitarian phase happens in the book. The last part of the sentence defines the meaning of the word equalitarian.
- 9. Types of context clues https://www.youtube.com/watch?v=CJwBk_BYFi4 Let’s watch this video to find out how many types of context clues.
- 10. Types of context clues 1. Definition “The explorers landed in an alien environment, a place both foreign and strange to their beloved homeland. “ The definition is set off by a comma following the phrase in which the word appears. Alien means strange or foreign.
- 11. 2. ELABORATING DETAILS “The natives were hostile when the settlers approached their village. They lined up across the road and drew their weapons. The settlers were afraid to go further.” As described in the sentences after the word, hostile must mean unfriendly.
- 12. 3. EXAMPLES “The bird's appetite is voracious. In one day he ate enough worms to equal three times his body weight. The example illustrates that the bird ate an extraordinary amount. Therefore voracious means extremely hungry or greedy.
- 13. 4. Synonym – comparison The smell of the flower was as compelling as a magnet's pull on a paper clip. Since a magnet will pull a paper clip to it, the comparison suggests that the smell of the flower had an attraction. Compelling means attracting.
- 14. 5. Antonym “In America, she is an eminent scientist even though she is virtually unknown in England.” "Even though" are signal words indicating that an opposite is coming. Thus eminent means the opposite of unknown. It means well known or famous.
- 15. Exercise 1. unresponsive: After dropping his phone in the toilet, Robert repeatedly pressed and held the power button, but the device was unresponsive. Definition: ______________________________________ Go this Padlet link or scan the QR code and type your answers 🡪 https://padlet.com/due10012communicative1/pot0dr5u5jo8ospz
- 16. Exercise 2. neglect: Dad spent countless hours caring for and manicuring his grass, so he hated when his neighbors neglected their lawns. Definition: ______________________________________ Go this Padlet link or scan the QR code and type your answers 🡪 https://padlet.com/due10012communicative1/pot0dr5u5jo8ospz
- 17. Exercise 3. weary: After studying for twelve hours straight, Azli was growing weary. Definition: ______________________________________ Go this Padlet link or scan the QR code and type your answers 🡪 https://padlet.com/due10012communicative1/pot0dr5u5jo8ospz
- 18. Identify significant points of current issues/topics of interest.
- 19. Being able to identify the significant/main points from a reading passage is a complex reading task. The topic is the broad, general theme or message. It is what some call the subject. The main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is attempting to express. Identifying the relationship between these will increase your comprehension.
- 20. STRATEGIES TO LOOK FOR MAIN IDEAS/SIGNIFICANT POINTS 1. Identify the topics 2. Summarize the Passage 3. Look at the First and Last Sentences of the Passage 4. Look for repeated ideas 5. Use questions (WH/Yes No)
- 21. 1. Identify the topics Read the passage through completely, then try to identify the topic. Who or what is the paragraph about? Don't worry yet about deciding what argument the passage is making about this topic.
- 22. 2. Summarize the Passage After reading the passage thoroughly, summarize it in your own words in one sentence. Pretend you have just ten to twelve words to tell someone what the passage is about— what would you say?
- 23. 3. Look at the First and Last Sentences of the Passage Writers often put the main idea in or near either the first or last sentence of the paragraph or article, so isolate those sentences to see if they make sense. Be careful: sometimes the author will use words like but, however, in contrast, nevertheless, etc. that indicate that the second sentence is actually the main idea.
- 24. 4. Look for Repetition of Ideas If you read through a paragraph and you have no idea how to summarize it because there is so much information, start looking for repeated words, phrases, or related ideas. Read the example paragraph:
- 25. A new hearing device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations, but it is unique in that it can transmit the vibrations directly to the magnet and then to the inner ear. This produces a clearer sound. The new device will not help all hearing-impaired people—only those with a hearing loss caused by infection or some other problem in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people who have persistent ear infections, however, should find relief and restored hearing with the new device. What does this paragraph consistently talk about? A new hearing device. What is it trying to convey? A new hearing device is now available for some, but not all, hearing-impaired people. That's the main idea! https://www.thoughtco.com/how-to-find-the-main-idea-3212047
- 26. 5. Use questions (WH- questions, Yes, No) WH-questions can also be used to identify significant points of the texts Sometimes, questions may be in the form of yes/no answers.
- 27. Description of WH-questions and examples
- 28. What do you see from the picture? Try to answer the WH-questions. What Where When How Why
- 29. READ AND ANSWER THE QUESTIONS A good teacher is a person who possesses passion in teaching. He or she does not only motivate students to learn, but also teaches them the right way to learn. Using relevant methods, a good teacher will be able to put more meaning into students’ learning process, thus making every learning moment a memorable one. A good teacher listens, questions and responds to the classroom environment. Students are different and unique in their needs and habits. Being able to elicit responses from and develop the communication skills of passive students is among the many great skills that a good teacher has. He or she is also able to push students to excel greatly; but at the same time, knows the meaning of respecting others. Adapted from: Foundation English, Oxford Fajar Sdn Bhd (2016)
- 30. QUESTION 1 What can a teacher do to make a learning process meaningful?
- 31. A good teacher is a person who possesses passion in teaching. He or she does not only motivate students to learn, but also teaches them the right way to learn. Using relevant methods, a good teacher will be able to put more meaning into students’ learning process, thus making every learning moment a memorable one. A good teacher listens, questions and responds to the classroom environment. Students are different and unique in their needs and habits. Being able to elicit responses from and develop the communication skills of passive students is among the many great skills that a good teacher has. He or she is also able to push students to excel greatly; but at the same time, knows the meaning of respecting others. Adapted from: Foundation English, Oxford Fajar Sdn Bhd (2016)
- 32. ANSWER 1 A teacher can make a learning process meaningful by using relevant methods.
- 33. QUESTION 2 How does a good teacher play his or her role in a classroom situation?
- 34. A good teacher is a person who possesses passion in teaching. He or she does not only motivate students to learn, but also teaches them the right way to learn. Using relevant methods, a good teacher will be able to put more meaning into students’ learning process, thus making every learning moment a memorable one. A good teacher listens, questions and responds to the classroom environment. Students are different and unique in their needs and habits. Being able to elicit responses from and develop the communication skills of passive students is among the many great skills that a good teacher has. He or she is also able to push students to excel greatly; but at the same time, knows the meaning of respecting others. Adapted from: Foundation English, Oxford Fajar Sdn Bhd (2016)
- 35. ANSWER 2 A good teacher listens, questions and responds in a classroom situation.
- 36. YES/NO QUESTIONS 1. Sometimes, questions may be in the form of yes/no answers. 2. When a questions begin with auxiliary or verb “to be”, your answer should begin with “Yes” or “No”
- 37. Yes/No questions are usually asked to gain opinion about an issue. 1. When you answer Yes or No and Agree or Disagree, you must also provide the justification. 2. State reasons for your response. 3. You can actually give any logical reasons as long as it is related to the issue discussed.