Discovered" by the poet Henry Vaughan (Olor Iscanus)
Used "Orinda" as a pen-name
Wrote poetry principally to Mary Aubrey, her "Rosania“
After Mary's marriage Katharine's chief poetic "correspondent" became Anne Owen, or "Lucasia"
Poems by the Incomparable Mrs. K.P. (1664), which was withdrawn a few days after publication
Cotterell's "authorized" edition of the Poems appeared in
Introduction
Recent research indicates that becoming more aware of what readers do when they read, becoming conscious of their own reading processes, is a powerful tool for improving reading efficiency.
(Carrell 1989; Carson et al. 1990; Shih 1992)
Reading process of L1 readers
Automatic & Unconscious
→impossible to examine them
→visible only when they read a text
that is
Here are real Internet replies.
Based on Internet Rules in the textbook, let’s find out the replies whether it is Good or Bad?
ROLE-PLAYING GAME
You’ll be an interviewer, also be an interviewee.
Find out three other people, and interview them.
ONLY in ENGLISH !!
How to express our experiences?
→ have + p.p.(past participle of verb)
Phrases in our text
- surf t
- The T asks the Ss the following questions.
“Do you know the mean of this word exactly?”
“Can you make a sentence using this word?”
- The T gives the Ss guiding questions and then hands the reading text to the Ss.
* Guiding question
“ Where were Mike and Jane supposed to go? ”
- The Ss read the text silently to answer the guiding questions (The first reading), and The T che
‘uncertainty.’ (Speaking)
3) Students can understand the lesson contained in fable and realize the danger of addiction by reading the text. (Reading)
4) Students can improve English writing by completing some whole paragraph.
(Writing)
5) Communicative function
-Don’t you think it’s too hot here?
- I doubt if I can get rid of this bad habit.
- Please help me out!
- Why not?
Ⅰ. Text Book
: (주)두산 Middle School English 3
Ⅱ. Unit
: Lesson 5 - Different People, Different Foods (그 중 p.103-104)
Ⅲ. Class Objectives
a. Reading Strategy
(1) Scanning to find specific information
(2) Using cohesive devices and discourse markers to understand the text.
(3) Critical reading to state one's opinion and support it with appropriate reaso
Reading : Students will understand a short reading text and rearrange the scrambled sentences in order.
(4) Writing : Students will be able to write the sentences which they learned.
2. Communicative Activities
(1) Communicative Functions
① Making a phone call : Can I talk to OO? / Speaking.
② Stating their experiences : I had a good time yesterday.
③ Askin
textbook can’t cover all although it has lots of varieties.
③ It first focuses on “Listening” and “Speaking,” and then on “Reading” and “Writing.” The form and function are emphasized at the same time, more focused on communicative approach. Also it emphasizes fluency and accuracy. Students can practice several times with various activities related to real world contexts as w
Fill in the blank
2) Put the sentences in order.
Writing
&
organizing Hand-outs
PPT slides
4
Min
Task 2. Intensive Reading
1) Have the students read the text thoroughly by themselves.
2) If the students seem finished, move on to the next activity.
1)Read the text.
Reading Hand-outs
2
Min.
■Step 2. Title/Main idea
: 학생들에게 위의 text를 주고 주어진 짧은 시간에 silent reading을 시킨 후 title 또는 main idea를 찾아내 보도록 한다.
=> 짧은 시간에 title/main idea를 찾아야 하므로 글 전체를 읽는 게 아니라 scanning, skimming (keyword), predicting 같은 strategies를 사용하도록 독려한다.
■Step 3. Coherence/Cohes