Scribd
Upload
14 views

Lesson 9 - Reading As A Process (Part 2 and 3) PDF

Uploaded by

mohapisthaba77
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
14 views

Lesson 9 - Reading As A Process (Part 2 and 3) PDF

Uploaded by

mohapisthaba77
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 26

Le s so n 9 :

Re a din g
as a
pro ce s s -
p art 2 of 3
Lesson Aims:

•Activate background knowledge


before you read a text
•Apply reading strategies
•Create a mind-map based on the
reading
Task 1>>>
·A KWL chart will assist you in understanding what you are about to read.
Complete the first two columns below based on your understanding of ‘AFRICAN
CULTURE AND VALUES’.Refer back to your mind-map in the previous lesson to
remind you.
What do you do whilst and after you have read a text?
Here are some strategies you can use to deepen your
understanding of what you are reading

Connect what you read to what you already know (KWL).


Relate the reading to your own life.
Always try to visualise anything that you read; this will help you to
remember it more easily.
Pay attention to graphics in the text – this often helps make abstract
ideas more understandable.
Understand the text you are reading in context – who wrote the
text, when it was written, and what the subject is about.
Talk and write about what you read – this will help you to verbalise
your understanding of the text and check misconceptions.
Task 2
Take some time and critically read the text ‘AFRICAN CULTURE AND
VALUES’. This article will be uploaded and available on Blackboard for
you to download and read. As you read independently and silently,
remember to:

-circle important or difficult vocabulary;

-take note of (if any) pictures, graphics, figures;

-look for and underline the main ideas in each paragraph;

-take notes in the margin (questions, key ideas, etc.);

-keep a brief record of the most important points from the text in note form.
Task 3:
Connect the content to organisation structure. There are various
ways to organise a text, each one suited to different types of
content. You have seen some of these graphic organisers before.
Consider each one below and then decide which one(s) best
describes the reading text you have just read

Topic by topic
There are no fixed relationships amongst the topics
discussed in the text, therefore the ordering is not
critical. This works well for content that revolves
around current or various types of information.
Chronological
The content moves from past to present in the form of a
timeline. It is very easy to follow information with this
organisational pattern.

Causal
The content presents a number of events, issues, or
topics that culminate in some final effect or solution.

Cumulative
Each concept builds on the previous
one(s).
Problem-centred
Problems, questions, or cases represent
the principal organising features of the
content.

Spiral
Key topics or concepts are revisited throughout
the reading, with new information or insight
developing each time.

·Which graphic organiser and text structure(s) is best suited to the


reading ‘AFRICAN CULTURE AND VALUES’? Explain your choice by
way of an example. Compare your answer with peers.
·Why is it useful to understand how a text is organised?

• How can graphic organisers (such as above) become a useful


tool after reading a text?
Task 4
Identifying the main ideas in a text is an important task when reading
university texts. Summarising can help you condense large texts into
smaller, more manageable sizes. Using a graphic organiser can also help
you sequence and display information visually.

Create a graphic organiser based on the text and notes


that you made while you read. You can use different
coloured pens, highlighters, pictures or anything to
make your graphic organiser/mind-map visual.
Reflect on your learning
1.What was the most useful aspect you learned in
this lesson?

2.What aspects of the lesson did you struggle with?

3.Name an aspect of this lesson that can be


applied to your other content areas or
subjects.
Lesson 9:
Reading as
a process
(Part 3 of 3)
Lesson aims:
•Understand how transitional devices create
cohesion
•Apply and recognise transitional devices in a
text
•Develop vocabulary learning strategies
Go back to the text that you read in the previous lesson. Review it
and look at the notes that you made to remind you of the topics and
ideas. Consider the following questions and make notes.

·What vocabulary strategies do you currently use when you do


not know what a word means?

·What (if any) system do you currently use to record and


understand new words?
Someone’s ability to function in today’s complex social and
economic world is mightily affected by their language skills
and word knowledge. One of the greatest tools that
students can have to succeed, not only in their education
but more generally in life, is a large, rich vocabulary.

Most academic texts contain difficult words that will be


new to you. However, when you are reading a text, you do
not have to stop and look up every new word. Sometimes,
the definition will be in the text.
·Consider the following sentences. The definitions are
hidden in the context of the sentence. Try to identify
the clues which provide the definitions.

For example: It was an idyllic day - sunny, warm, and


perfect for a walk in the park. The synonyms ‘sunny, warm
and perfect’ explain the term ‘idyllic’.

1.This situation is a conundrum, a puzzle that’s


difficult to solve.
1.The manager wanted a weekly inspection, which is a
methodical examination of all the equipment.

2.This painting of the landscape is picturesque, while the one of the


old house is just plain ugly.

3.The dates are listed in chronological order; they start at the


beginning and end with the last event.

5.It’s no surprise he winced in pain after hitting his thumb


with the hammer.
Go back to the reading ‘AFRICAN CULTURE AND VALUES’ and find the definitions
for any 4 important concept words – ideas and terms that are central to the main
points of the text. Make use of the strategies above to help you find the words.
First, write down the word and where you found it in the text by indicating the
paragraph (P) and line (L). Then, try to write a definition of the word below using
the context and your own understanding of the word.
Transitional devices function like bridges between parts of your essay. They
are cues that help the reader to interpret ideas in the way that you, as a writer,
want them to understand. Transitional devices help you carry over a thought
from one sentence to another, from one idea to another, or from one
paragraph to another with words or phrases. And finally, transitional devices
link your sentences and paragraphs together smoothly so that there are no
abrupt jumps or breaks between ideas.

There are several types of transitional devices, and each category leads your
reader to make certain connections or assumptions about the areas you are
connecting. Some lead your reader forward and imply the “building” of an idea
or thought, while others make your reader compare ideas or draw conclusions
from the preceding thoughts.
Task 5:
Let’s practise! Combine the following sentences by
using transitional expressions from the box.

·I want to study science at the University of the Free State to learn more
about the environment. ______________________, I enrolled in Environmental
Science.

·The student was told to revise her paragraph a second time.


______________________, she still has to make a lot of progress with her writing
skills.
______________________ part of Anna’s job description includes detailing
doctors on a daily basis, she needs to have good communication skills

·Academic writing requires a knowledge of standard grammar, subject-specific


vocabulary and good text organisation. ______________________, cell phone
messages use abbreviations, symbols and slang.

·Isaac Newton, a famous physicist, formulated three “Laws of Motion”.


______________________, his first law dealt with the inertial reference frame.

·These days a lot of research is done on the Internet. ______________________, many


students make use of academic journals both on and off the internet to help them
with assignments.
Task 6: Essay
·Find and circle all the transitional words that this student used in
his/her essay.

·Which of the categories of transitions did the student include?

·Did you notice any mistakes in this essay? Were there transitions that
were used incorrectly? Did the student exclude some transitions? Did
the student’s ideas flow logically? Make recommendations for the
student to fix it.
1.What was the most useful aspect you learned in
this lesson?

2.What aspects of the lesson did you struggle


with?

3.Name an aspect of this lesson that can be applied


to your other content areas or subjects.
Any Questions?

Paragraph Draft Final due on the 20th


of May @ 11:59PM

Mreader & iCAN_ Complete 2 quizzes

Grammar Course

You might also like