tent (pragmatics). Look for text features to revise in another genre (changing a conversation to a description or a news report to a diary entry). Recognizing or discussing how changing the genre of the source text changes its rhetoric and the order of presenting its information. Writing During Rereadingnote-taking and short writing required by structured reading assignments are useful in helping learners process and recall textual information.of Form
1. One reason for rereading a text is
· to memorize the text.
· to better understand and interpret textual content.
· to copy the first paragraph.
· none of the above
. A rereading assignment
· focuses on comprehension processes.
· asks readers to use texts to express their ideas in written or spoken language.
· asks students to reread the text in English.
· asks students to identify a text's genre.
. As discussed in this lesson, occasional note-taking during discussions
· reinforces memory of the words used.
· serves as a distraction.
· has little value.
· is not recommended.
. The beginning teacher in the first video clip draws on her own experience in watching a movie a second time by pointing out that
· seeing scenes that she understood after a second viewing helped her understand the whole movie better.
· seeing scenes a second time only helped when she hadn't understood the film at all.
· viewing it a second time, she soon lost interest in the movie.
· viewing a movie again was different from rereading a text.
Select a reading passage you have already used or would like to use with a beginning language class midway through their first semester. Devise an initial and a rereading task that you think would complement each other and serve the learning goals of your syllabus and curricular program.
Use of the L1our beginning teachers found the approach to reading presented in this module to be appealing, they were not completely convinced that such an approach could be easily implemented in their classroom. In general, beginning teachers are likely to express concerns that a holistic approach might trigger the use of the L1, require too much time, and be too difficult to assess. In particular, they are likely to worry about the use of the L1 option with various pre-reading activities and as an aide to critical thinking. These teachers feel that the use of the L1 may end up «infiltrating» and «taking over» a classroom. Minjung acknowledges that the L1 may have an important cognitive role to play in helping learners «process» a difficult text. Nevertheless, she points to an apparent contradiction between the goals of a communicative classroom that privilege communication in the target language and any use of the L1. This apparent conflict may be resolved by analyzing the purposes of the L1 in the foreign language classroom and identifying boundaries for its use.the video, Vince asserts that the L1 is a «cognitive to...
