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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 56, Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then The students can read a text and then tell the same story from different points of view. For example, if they have read a story about an argument between two neighbours (about how each neighbour's children are behaving), they can tell the story as if they were one or other of the neighbours, or one of the children concerned., Follow-up tasks when the students Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it., Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then The students can rewrite the content of a text as a dialogue, a newspaper report, etc. They can write a real or imaginary letter to the characters in the text or to a newspaper about the content of the text., Responding to a text when the students Have read a TEXT in class, we can ask them to respond to it in various ways. They may answer questions which they chose or which they were given. They may discuss whether they liked the text or not. Or they may go back to the text and read it for different reasons., 56. TEACHING READING 3 ???? Follow-up tasks, 56. TEACHING READING 3 ???? Responding to a text, More comprehension when the students Have read a text for the first time (for general comprehension), we often ask them to read it again and look for more (detailed) information. This allows them to absorb more information and language and helps to ensure that they have really understood what they have read., Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then We can introduce or practise some of the language that was in the text. For example, if the text contains some MODAL AUXILIARY VERBS (8), we can ask the students to look at how they are used and practise saying or writing sentences using them., Have read a text for the first time (for general comprehension), we often ask them to read it again and look for more (detailed) information. This allows them to absorb more information and language and helps to ensure that they have really understood what they have read. so We can give the students a series of numbers such as 2, 7, 12 and 1903. They have to search the text and say what the numbers refer to (2 = the wings on their flyer, 7 = the number of Wright brothers, but only Wilbur and Orville were involved, 12 = the seconds in the air of the first flight, 1903 = the date of the first flight, etc.)., Have read a text for the first time (for general comprehension), we often ask them to read it again and look for more (detailed) information. This allows them to absorb more information and language and helps to ensure that they have really understood what they have read. so We can ask the students to find sentences in the text which either confirm or contradict different statements that we give them., Have read a text for the first time (for general comprehension), we often ask them to read it again and look for more (detailed) information. This allows them to absorb more information and language and helps to ensure that they have really understood what they have read. so Different students can be asked to find out detailed information about different people or things in the text., Have read a TEXT in class, we can ask them to respond to it in various ways. They may answer questions which they chose or which they were given. They may discuss whether they liked the text or not. Or they may go back to the text and read it for different reasons. before We ask individuals in the class to give us their responses to questions, it is a good idea to let them compare answers in PAIRS or small GROUPS (67). This is good for co-operation and helps to reduce any tension that the students may be feeling., Have read a text for the first time (for general comprehension), we often ask them to read it again and look for more (detailed) information. This allows them to absorb more information and language and helps to ensure that they have really understood what they have read. so We can ask the students to give more detailed answers to questions such as In your own words how would you describe ... ? about characters, places, ideas or things., 56. TEACHING READING 3 ???? More comprehension, Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then Students can ROLEPLAY (53) a situation l eading from the text. For example, if the text is about a neighbours' argument (see above), they can roleplay a police INTERVIEW or a TV or radio i nterview about what happened., Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then At the INTERMEDIATE level (or above) students can discuss any issues that were in the text. They can get into groups to decide whether they agree or disagree with what the text said. We can use the text as preparation for a FORMAL DEBATE (52)., Have read a text for the first time (for general comprehension), we often ask them to read it again and look for more (detailed) information. This allows them to absorb more information and language and helps to ensure that they have really understood what they have read. so We can get the students to look for details using WH-QUESTIONS (3), For example, if they have read a text about the Wright brothers, the inventors of the first aeroplane, we can ask them questions such as Who first had the idea? What did Wilbur Wright do next? When did the Wright Flyer 1 first leave the g;round?, Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then We can use the content of the text as the springboard for some new language presentation. For example, if the text tells a story, we can retell the story imagining what would have happened if... to introduce the THIRD CONDITIONAL (2). We can use a text about an animal or animals as the start of a longer lesson in which we teach vocabulary about animals., Have read a text and done the exercises that go with it, we will often want them to do some kind of FOLLOW-UP TASK, using the topic of the text or exploiting some of the language in it. then The students can do more research (in the libraiy or on the INTERNET) about the topic of the text., Language questions we Often ask students to look at a text to find out things about words and phrases, as in the following examples: