OCR Reading Skills PDF

PT4 Unit 5: Reading **Brainstorm**: means to come up with many ideas quickly, often to solve a problem or plan something. It's about thinking freely and listing as many ideas as possible **Coherence**: means that ideas or parts fit well together, making something easy to understad. In writing or...

PT4 Unit 5: Reading **Brainstorm**: means to come up with many ideas quickly, often to solve a problem or plan something. It's about thinking freely and listing as many ideas as possible **Coherence**: means that ideas or parts fit well together, making something easy to understad. In writing or speaking, it means that everything flows smoothly and makes sense as a whole. **Cohesion**: is when parts of something stick together well, creating a smooth and connected whole. In writing, it means sentences and ideas link together logically, using words or phrases that help the text flow. **Complex (language):** means that something is made up of many parts or is difficult to understand. Complex language includes long sentences, advanded vocabulary, and intricate grammar, which can make it harder to read or follow. **Comprehension**: is the ability to understand something fully. In reading or listening, it means grasping the meaning of the words, sentences or ideas being shared **Deduce meaning from context:** means figuring out the meaning of a word or phrase by looking at the other words around it. You use clues in the sentence or situation to understand what something unfamiliar means without needing a definition **Discourse**: refers to spoken or written communication on a particular topic. It's the wy people talk or write about ideas, often involving structured or extended conversation, like a debate, discussion or essay **Extensive reading**: means reading a lot material, often for enjoyment and general understanding, rather than focusing on every detail. It helps improve overall language skills **Graded reader**: is a book specially written for language learners, using simpler words and grammar that match the reader's language level. These books help learners improve their skills step by step without feeling overwhelmed by difficult language **Infer attitude, feeling, mood:** means understand someone's thoughts or emotions based on clues in their words, actions or behavior. You use context, tone and body language to guess how a person feels or what their attitude is, even if they don't say it directly **Intensive reading**: refers to reading a short, challenging text carefully and in detail to understand ist meaning fully. This approach focuses on analyzing vocabular, grammar and structure to improve language skills and comprehensions **Introductory activity:**is a task or exercise done at the beginning of a lesson or session to engage learners and introduce them to the topic. It helps set the stage for what will be learned, encourages participation and activates prior knowledge related to the subject **Layout**: refers to the arrangement or design of elements on a page or screen. It includes how text, images and other componenets are positioned, which affects how the informations of presented and how easy it is for readers to understand and navigate **Lead-in:** is an introductory part of a lesson or discussion that prepares learners for what is to come. It often involves activities or questions designes to capture interest and connect the new material to what students already know, helping to ease them into the main topic **Predict**: means to make an aducated guess about what will happen in the future baes on current information or evidence. In reading, it involves anticipating what might occur next in a story or text based on context clues and prior knowledge **Prediction**:is a statement or guess about what will happen in the future based on available information or evidence. In reading or discussion it often refers to the ideas or hypotheses formed about upcoming events or outcomes in a text or situation **Pre-teach (vocabulary):** means to introduce and explain new words or phrases to learners before they encounter them in a text or lesson. This helps students understand the material better and improves their comprehension when they read or listen to the content later **Read for detail:** means to read a text carefully and pay close attention to specific information, facts, and nuances. The goal is to understand all the important elements, rather than just getting the main idea, often to answer questions or gain a deeper understanding of the content. **Read for gist:** means to read a text quickly to get the overall idea of main message without focusing on every detail. The goal is to understand the general theme or summary of the content, rather than specific facts or information **Read for global understanding**: means to read a text with the aim of grasping ist overall meaning and contextt. This approach focuses on understanding the main ideas, themes and how different parts of the text connect, rather than getting caught up in specific details or vocabularly **Receptive skill:**refers to language skills that involve understanding and interpreting information. This includes listening and reading. In these skills, learners receive language input and comprehend it meaning, rahter than producing language themselves (which involves productive skills like speaking and writing) **Scan**: means to quickly look through a text to find specific information or keywords without reading every word. This technique helps details like names, dates or facts efficiently, often used when searching for particular answers or data **Skill**: refers to the ability to perform a task well, often developed through practice and experience. In language learning, skills can include reading, writing, speaking and listening each requiring different techniques and knowledge to communicate effectively **Skim:** means to read a text quickly to get a general idea of ist content without focusing on every detail. This technique is often used to determmine the main points of themes of the material, allowing the reader to decide if they want to read it more thoroughly later **Subskill**: is a smaller skill that is part of a larger skill. For example, in learning a language, understanding grammar rules is a subskill of speaking fluently. Subskill help break down complex skills into manageable parts, making it easier to learn and improve **Text structure:** is the way information is organized in a text to help readers understand the flow of ideas. Common structures include chronological order, cause and effect compare and contrast, problem and solution and description **Text type**: is a category that describes the purpose and style of a text. Common text tyes include narrative (telling a story), descriptive (describing something), expository (explaining information), persuasive (convincing someone), and instructional (giving directions) **Unit 7 Listening** **Authentic Material**: Real-life resources (like news articles, songs, or menus) used to help learners hear and practice natural language. **Connected Speech**: How words blend together in natural speaking. For example, "going to" often sounds like "gonna." **Facial Expression**: Movements of the face (like smiling or frowning) that show how someone feels. **Gesture**: Movements with hands or body to show ideas or feelings. **Hesitation**: Pausing while speaking, often because the speaker is thinking. **Infer Attitude**: Guessing how someone feels or thinks based on their tone, words, or actions. **Introductory Activity**: A warm-up activity to start a lesson and get students interested. **Listen for Detail**: Listening to catch specific information, like times, names, or dates. **Listen for Gist**: Listening to get the main idea or general meaning. **Listen for Global Understanding**: Listening to understand the overall message or theme. You do not have to know all the details. When yiu read something the kids should get a general overview about the book **Receptive Skill**: A skill where learners take in information, like listening or reading. **Relevant**: Related to the topic or important to what is being discussed. **Simplify**: To make something easier to understand. **Skill**: An ability you develop through practice, like listening or speaking. **Subskill**: A smaller skill that is part of a bigger skill, like listening for details is part of listening. **Text Type**: The kind of text, like a letter, story, article, or email. **„Key concepts and the language teaching classroom" - Listening** **Use Different Listening Sources** Why: Hearing different voices (teacher, classmates, recordings) helps kids get used to different sounds and speeds in English. **Help with Recordings** Why: Listening to recordings is harder since they can't see the speaker or ask questions. Pre-teaching words, setting simple tasks first, and repeating the audio help kids understand better. **Listening for Fun** Why: Listening to a story or song without tasks makes it enjoyable. Primary Use: Helps young learners enjoy listening and develop a positive attitude. **Adjust Task Difficulty** Why: Make hard texts easier by giving simple tasks, or make easy texts more challenging with harder tasks. This way, tasks match their level. ***Tips Relevant for Primary Teaching*** Variety of Listening: Builds comfort with different speakers Tasks to Show Understanding: Lets kids show what they understand without needing to explain. Fun Listening: Makes learning enjoyable and motivates students. Pre-Listening: Prepares kids for what they will hear. **„Key concepts and the language teaching classroom" -- Reading** **Use Lead-In Activities** Why: Activities like looking at pictures or talking about the topic help kids understand and feel ready to read. **Choose Interesting, Level-Appropriate Texts** Why: Picking texts that are fun and not too hard keeps kids motivated and interested in reading. **Use Different Text Types** Why: Exposing kids to stories, emails, brochures, etc., helps them see how reading can be useful in real life. **Encourage Extensive Reading with Easy Books** Why: Graded readers (easy books) build reading confidence and let kids practice at their level. ***Tips Relevant for Primary Teaching*** **Engage with Lead-In Activities and Structured Lessons** Importance: Warm-up activities and a clear lesson structure help young learners understand the context and stay engaged. Primary Use: Starting with familiar activities and moving through a structured plan keeps the lesson smooth and students focused. **Use Graded Readers and Level-Appropriate Texts** Importance: Choosing books that match students' level and interests makes reading more enjoyable and builds their confidence. Primary Use: Using suitable texts keeps students motivated and helps them feel successful in reading.