During Reading

2. Click and Clunk

a. Were there any parts that were hard to understand (clunks)?
b. How can we fix the clunks? Use fix-up strategies.

(1) Reread the sentence and look for key ideas to help you understand the word.
(2) Reread the sentence with the clunk and the sentences before or after the clunk looking for clues
(3) Look for a prefix or suffix in the word.
(4) Break the word apart and look for smaller words.

3. Get the Gist

a. What is the most important person, place, or thing?
b. What is the most important idea about the person, place or thing?

R E A D (Do Steps 2 and 3 again, with all the paragraphs or sections in the passage.)

After Reading

4. Wrap Up

a. Ask Questions: What questions would show we understand the most important information? What are the answers to those questions?

b. Review: What did we learn?

Example Reading Strategies:

Pre-Reading Strategies Accessing prior knowledge Writing your way into reading (Writing about your experiences related to the topic) Asking questions based on the title Making predictions based on previewing Identifying text structure Skimming for the general idea Reading the introduction and conclusion first

During Reading Strategies Skipping unknown words; guessing from context Predicting the main idea of each paragraph Drawing pictures to show what you see in your mind’s eye

After Reading Strategies Revising prereading expectations Making an outline, chart, map, or diagram of the organization of the text Retelling what you think the author is saying Relating the text to your own experience

№14. Speak on the ways of using computer in FLTL. Describe some activities: state their goal and objectives, give the procedure, suggest feedback and evaluation tools.

Computers should be used as a language learning tool - just as any other piece of equipment (i.e., tape recorder, VCR, blackboard, etc.). It is important the computer NOT become the center of attention of the lesson. There are situations when activities at the computer can become the center of attention, however these situations should be avoided and left to students to decide when, and if, they want to utilize such activities (in self-access).

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