ENGLISH TRAINING 2021

Trainer: Rosa Bertha Llontop Yaipen

PURPOSES

To refresh your knowledge about English Methodology

To review English skills and strategies.
To solve and check case studies from different exams.
To give you some tips to solve the exams

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 WHAT IS READING?
Reading is a receptive skill.
Reading is a process that involves decoding symbols to arrive
a meaning. It is an active process of constructing meaning of
words.

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 THE READING PROCESS
To understand the text.
 Guess unknown words from the context.
 Predict what is going to come next.

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 READING SKILLS
 Reading for specific information (Scanning).
 Reading for gist (Skimming).
 Reading for details.
 Deducing meaning from context.
 Understanding text structure.
 Inferring.
 Predicting.

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 Reading for specific information (Scanning)
Scanning is used for extracting specific information.
When you scan a text you are looking for something
specific ,such as date, a place, a name.
We do not read the whole text. We glance over most of
it until we find the information we are interested in.

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 SCANNING Phone number

Specific piece of information Looking in a dictionary

Key words

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 SKIMMING
Skimming is reading a text quickly to get a general idea of
meaning.
 Example
A learner taking a reading exam decides to approach
text by looking at the title, introductions, and any
diagrams and sub-headings, then skim reading to get a
clear general idea of what the text is about.
 In the classroom
Skimming is a specific reading skill which is common in
reading newspapers, messages and e-mails. It is
important that learners understand that there is no need
to read every word when skimming, so often teachers
set this as a timed task to encourage speed.

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SKIMMING Table contents

General idea Headings and

subheadings

ilustrations

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 Reading for detail
 It involves getting the meaning out of every word and out of the
links or relationships between words and between sentences.
 If you read a letter from someone you love who haven´t heard
from for a long time, you probably read like this.
 This skill is called also intensive reading.

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Deducing meaning from context

It involves reading the words around an unknown word or

thinking about the situation the unknown word is used in
to try and work out its meaning .
 When we read we do not always know the meaning of
all the words we meet.
 This skill helps us understand unknown words without
making use of a dictionary.

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Understanding text structure
It
involves understanding how certain types of text generally
develop.
 For example if we read a letter of complaint in English , we
generally expect the first paragraph will say why the writer is
writing ,the second will give the details of the complaint and the
third what the writer wants in answer to his complaint.

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Reading for gist (Skimming)

This skill is called also Reading for global understanding.

 It is a way of looking over the text very quickly just to get the
main idea.
 Comprehension of the text is superficial.
 When you go quickly through a reference book to decide which
part will help you write an essay.

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▰

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 INFERRING
Readers use to get meaning from the text.
 You start this before you even start to read. If it is an article, who
wrote it? The author is likely to have a particular point of view.
When was it written? Maybe the information is out of date.
 To infer these things we notice what words, register, grammar or
style the writer has used to refer to something

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 PREDICTING

 It means using clues before we begin reading, to guess what a

text may be about.
 Look at a newspaper´s headlines or photos, the title of a chapter
or unit, the name of a writer to make an informed guess about the
general contents of the text.
 Readers use information from graphics,text and experiences to
anticipate what will happen next.
 It gives us the opportunity to link the topic of the text to our
knowledge or idea we have about it.

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 STAGES :
PRE-READING
Activate background knowledge ,preview the text ,and develop
the purpose of reading. It is very important to focus on the title of
the selection because the reader can have ideas about the
information.

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 PRE - READING STRATEGIES
Brainstorming to activate schemata
Identify the topic.
 Predict and guess.
 Introduce key words.
 Elicitation.
 Background knowledge activation.
 Establish a purpose for reading.
 Ice – breaking.

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 Brainstorming

 There are many pre-reading strategies, but one of the most effective
is brainstorming.
• Brainstorming is a strategy to activate readers´ prior knowledge.

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 Schemata
According to the writers (anderson 1999:11) and Davies (1995:173)
readers background knowledge is important in order for the readers
to relate the new information to the known information to make
meanings.
.

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Elicit.- This is a teaching technique. When a teacher thinks that some
learners know a piece of language or other information, he/she asks targeted
questions or gives clues to get or prompt them to give the target language or
information rather than simply providing it to the class her/himself. For
example, the teacher is teaching words for different vegetables. He/she
shows learners a picture of a carrot and says: What’s this? The teacher does
this because he/she thinks some of the learners might be able to say: It’s a
carrot.
▰ Elicitation .-The process of getting information from someone
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 DURING READING
The reader makes predictions as they read and then confirms or
revises the information.

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DURING -READING STRATEGIES
 Keep making and check predictions.
 Identify important information.
 Monitor comprehension (metacognition).
 Make connection.
 Multiple choice exercises.
 True/false exercises.
 Matching ideas/definitions.
 Completing sentences,paragraphs,etc.

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 AFTER READING
Retell the story ,discuss the elements of a story,answer questions
and/or compare it to another text.

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AFTER -READING STRATEGIES
 Check comprehension.
 Organize information.
 Try to clarify ambiguous ideas.
 Talk about the message of the text.
 Do something with the information.
 Interpret the text and make value judgments.
 Write a paragraph related to the text.
 Take an action related to the message.

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READING COMPREHENSION

It has two elements that complete the process:

1.-Vocabulary knowledge
2.-Text comprehension

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▰ Extensive reading: reading a longer text, often for pleasure with
emphasis on overall meaning.
▰ Intensive reading: reading a short text for detailed information.
▰ Categorise: To put things into the group to which they belong.
For example, learners might categorise a list of different foods
into groups such as fruit and vegetables.

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CASE STUDIES

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1.-Lorena wants to help her students improve their reading comprehension
skills. She gives the students the following story:
A shepherd boy took care of his master’s sheep near a dark forest not far from
the village. Soon he found life in the fields very boring. He only talked to his dog
and played on his shepherd’s pipe.
One day as he was watching the sheep, and thinking what he would do should
he see a Wolf, he thought of a plan to have fun
His master had told him to call for help if a Wolf attacked the flock, and the
villagers would drive it away. So now, though he had not seen anything that
even looked like a Wolf, he ran toward the village shouting at the top of his
voice, “Wolf! Wolf!”
As he expected, the villagers who heard the cry dropped their work and ran to
the fields But when they got there they found the boy laughing as he had
played a trick on hem.
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A few days later the shepherd boy again shouted, “Wolf! Wolf!” Again the
villagers ran to help him, only to be laughed at again.
Then one evening as the sun was setting behind the forest and the shadows
were creeping out over the pasture, a wolf really did appear from the
underbrush and it attacked the sheep.
Scared the boy ran toward the village shouting “Wolf! Wolf!” but the villagers
heard the cry, and did not run to help him as they had before. “He cannot fool
us again,” they said.
The Wolf killed many of the boy’s sheep and then ran away into the forest.

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After the students read the text the first time, the teacher writes the
following questions on the board for the students to answer them
 What is the story about?

Which reading skill is the teacher trying to practise with her students?
A.-Reading for global understanding
B.-Reading for specific information
C.-Reading to predict

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2.-Lorena puts her third-grade students in pairs. She tells them that in
the fable the shepherd boy learns a valuable lesson. She tells them to
read the story again and to discuss what is the lesson learned and if
they agree with this lesson. What is the main purpose of this task?

A.-To get students to infer meaning of new vocabulary from the context
B.-To retrieve information from the story
C.-To reflect on the content of the story.

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3. Nicole and her classmates look at seven example sentences of
the present perfect and work out the form and meaning of the
structure. Which technique is the teacher using?

a. Guided discovery
b. Elicitation
c. Drilling

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4.-Humberto’s students have just finished reading an article about
different addictions. He wants to check if his students have acquired a
global understanding the text. Which of the following instructions is the
best for this purpose?

A.-Close your books and discuss these two questions in pairs: ‘What is the
text about’ and ‘Why do you think so?’.
B.-Underline the phrases and words you don’t understand in the text.
Try to infer the meaning from the context. Check your answers with a
partner.
C.-The text focuses on three things which teenagers are specifically at
risk for becoming addicted to. Read the text again and underline the 3
addictions. Do you agree or disagree with the author. Discuss with a
partner.

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5. During a lesson about holidays, Mr. Lopez prompts the
students to use the target language structure, ‘going to’, by
asking them to tell him about their holiday plans. Which
technique is Mr. Lopez using?

a. guided discovery
b. elicitation
c. drilling

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6. Ms. Ana is teaching a reading comprehension lesson about
family in year 2.She wants to get her students motivated in the
topic of the reading. Before the students start reading the text,
she asks them to look at the picture of a family and guess what
the text is about. Which sub-skill or reading strategy are they
practicing?

a. Skimming
b. Scanning
c. Predicting

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7. Ms. Carla has given her students in year 4 a Sherlock Holmes
detective story to read at home. She wants them to enjoy reading the
story. Afterwards, they will talk about the story in class. Which type of
reading are the students practicing?

a. Extensive reading
b. Intensive reading
c. Scanning

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8. Mr. Carlos is teaching a reading comprehension lesson
about hobbies. He has asked his year 4 students to read the
text in Unit 2 on page 75 in their textbooks quickly. He asks
them prior to starting to read to find out what is the main idea in
the reading. Which sub-skill or reading comprehension strategy
are they practicing?

a. skimming
b. scanning
c. summarizing

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9. Mr. Juan is teaching a reading comprehension lesson
about famous people in year 5. The students in Mr. Juan’s
class have read the text once and understand the general
idea. He wants them to read the text a second time and locate
specific facts such as dates and names of people. Which sub-
skill or reading comprehension strategy are they practicing?

a. skimming
b. scanning
c. predicting

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10. Ms. Eva is teaching a reading comprehension lesson in year
4 about preferences. The students in Ms. Eva’s class have read
the text once and understand the general idea. She has now
given them the subtitles of the text. They have to read the text
again in silence and in pairs must put sequence the subtitles.
Which sub-skill or reading comprehension strategy are they
practicing?

a. skimming
b. ordering
c. summarizing

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11. Mr. Carlos’ year 5 students have read an article about an
underwater explorer in Mexico. In pairs they have underlined the
key information and answered comprehension questions about the
text. At the end of the lesson they have to write a short version of
the text in just 10 sentences including the key information. Which
sub-skill or reading comprehension strategy are they practicing at
the end of the lesson?

a. Skimming
b. Ordering
c. Summarizing

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12. The students in Ms. Anny’s year 2 class have read a text
about a family who visited Machu picchu. They have to
underline the at, on and in and decide how it is used. Then
they have to write some sentences to talk about places they
go regularly using at, on and in. Which type of reading are the
students practicing?

a. Extensive reading
b. Intensive reading
c. Skimming

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13. Ms. Tanya’s year 3 students have talked in small groups about
their pets and the amazing abilities they have. then they read an
article about four-legged heroes in their textbook. In pairs they have
to decide how the writer of the article feels about these animals
from the way that he writes. Which sub-skill or reading
comprehension strategy are they practicing at the end of the
lesson?

a. Inferring attitude
b. Deducing meaning from context
c. Identifying text organization

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14. The students in Mr. Joan’s year 4 class have read a text
about different types of music that teenagers like to listen to
around the world. the students have to look at the key words
which are in bold in the text. Then they have to match these key
words to their definitions. which sub-skill or reading
comprehension strategy are they practicing?

a. Inferring attitude
b. Deducing meaning from context
c. Identifying text organization

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15. At the start of a reading lesson in Mr. Diego’s year 2 class,
students take a short quiz about Alpacas in the Peruvian
highlands before reading a story about them. Why do the
students take the short quiz?

a. to check their prior knowledge

b. to generate interest in the topic
c. to evaluate them

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16. Manuel, the first grade English teacher, wants his students to
improve their reading comprehension skills through intensive tasks.
In order to achieve this learning outcome, he has chosen a short
informative descriptive text about animals living in the Peruvian
jungle. Which of the following tasks should he give his students in
order to improve their reading comprehension skills ?
a. Ask the students to write sentences with the words from the text
that they don’t know using the dictionary to help them.
b. Ask the students to share what they understood from the text with
a classmate.
c. Ask the students to read statements and decide if they are true or
false based on the text .

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Read the following situation and answer questions 17, 18 and 19.
Jessica, the 3rd grade English teacher, has brought the following text to class for a
reading lesson.
Plans for the weekend
Sara and her friends plan to do something together at the weekend. They have
talked about things they enjoy doing but can’t decide what they want to do.
Sara likes going bowling, but she hates football. All her friends like going to the
cinema but her friend Julia doesn’t like table tennis very much.
Sara’s friend Thomas likes playing football the best, but he likes playing darts and
bowling, too. Her friend Lin prefers to play table tennis, but is happy to do
something else instead.

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Jessica has planned the following sequence for the pre-reading
stage:
First, Jessica writes the word ´hobbies´ in a circle in the middle of
the white board.
Then, she elicits two examples of hobbies from the students and
writes them on the white board.
Finally, she asks volunteer students to go to the white board and
write their favourite hobbies on the mind map.

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17. Which of the following is not the purpose of Jessica’s pre-
reading stage?

a. Introducing the topic of the text

b. Activating students’ schemata
c. Pre-teaching the vocabulary of the text

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18. During the while-reading stage, Jessica asks the students to
match the hobbies with the names of the students.

Bowling Table Tennis Football Cinema Darts

Which of the following skills is Jessica mainly trying to focus on?

a. Ordering
b. Categorizing
c. Contextualizing

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19. Which activity is the best to do during the post-reading stage.

a. The teacher gives a multiple choice quiz and collects it for

correction
b. The teacher writes some comprehension questions about the
text on the whiteboard. The students discuss their answers in
pairs and share them with the class.
c. The students write a short paragraph about their plans for the
weekend with their friends and include information about hobbies.

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20. Nicolas’ grade 5 students are going to read the article ´´The importance of
exercise´´. He wants to help his students develop their skimming skills. Based on
this goal, which of the following strategies is appropriate?
a. The teacher writes some questions about exercise on the whiteboard. He tells
students to read the article and find the answers to the questions.
b. The teacher asks the students to read the article and circle the words they don’t
understand. They then have to try to deduce the meaning of the words from the
context.
c. The teacher tells the students to quickly read the article. In pairs the students
discuss the main idea of the article.

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21. Students in Nerio’s English class will work on their reading
skills using the following fact file.

Source:https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/reading-practice-football-world-cup-worksheet-v2.pdf 56
The students must read the fact file and answer the following
questions:
How many countries played in the first world cup?
Which countries have won the world cup?
Which country is the most successful in the world cup? why?
considering these questions, which reading skill is the teacher
promoting?
a. Skimming
b. Contextualizing
c. Scanning

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22. Which of the following is not a pre-reading activity?

a. Predicting the topic of a reading text from the title

b. Pre-teaching selected vocabulary
c. Writing a summary about the text

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23. Which of the following is not a while or during reading sub-
skill or strategy?

a. Skimming
b. Ordering
c. Predicting

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ANSWER KEY
1.-A 21.-C
2.-C 22.-C
3.-A 23.-C
4.-A
5.-B
6.-C
7.-A
8.-A
9.-B
10.-B
11.-C
12.-B
13.-A
14.-B
15.-A
16.-C
17.-C
18.-B
19.-C
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20.-C