ESSAY THE CULTURAL ANALYSIIS

 ESSAY THE CULTURAL ANALYSIIS : Free Download, Borrow, and Streaming : Internet Archive

pertain - belog pertencer

 especially as pertaining to academia

Next of kin

 "Next of kin" refers to a person's closest living relative, often recognized in legal, medical, and official contexts.

reading exercise comment

We have all these internet tools today, youtube, myspace, soundcloud, deezer etc. It's pretty easy to discover new bands, listen to whole albums, lots of info on google. I remember good ol'days when radio was the only source of info and music, and there was such a famine of rock info! Magazines were rare, in library, and someone had already cut the best pix off! Emoticon frown I was always in search of pix of Iommi... There was a BBC radio program Rock Seeds only on Friday nights... an hour after midnight. The awesome one, the loveliest one, 'cause I was waiting whole week for it, they were talking about news and charts, bands, biographies, festivals, and lots of music. Purple, Sabbath, Heep, Rainbow, Scorpions, Manfred Mann's Earth Band, ELO, Pink Floyd, all in little details, it was paradise. It was like a revelation for a teenager in a deep province, far from cities. There was even an option to write letters to them with questions, and I wrote few to them. It was so exciting. Simple and naif, but kids of today don't have these little pleasures. Emoticon smile

Stages for Reading

 

 

Create interest in the text

•Pre-teach new vocabulary and clarify culturally specific references.

•Set the first Reading task, and a time limit for this.

•Students Read for the first time.

•Students compare their findings in pairs, followed by a brief class feedback.

•Set a 2nd more detailed Reading task.

•Make sure students are familiar with and have understood the task.

•Students compare their findings in pairs, followed by a brief class feedback. Teacher may need to refer to specific passages to clarify doubts.

***************  40 minutes   ***************

•Freer speaking or writing in the context of the reading, that possibly facilitates the students use the grammar, function or vocabulary focused on earlier.

Reading Skills

 

•skimming

•scanning

•transcoding information to diagrammatic display

•basic reference skills

•selective extraction of relevant points from a text

•extracting salient points to summarise a text

•distinguishing the main idea from supporting detail

•identifying the main point or important information in a piece of discourse

•recognising indicators of discourse

•interpreting a text by going outside it

•understanding cohesion between parts of a text through grammatical cohesion devices

•understanding relations within the sentence

•understanding the communicative value (function) of sentences and utterances

•understanding explicitly stated information

•understanding information when not explicitly stated

•deducing meaning from context

•recognising the script of a language

Tasks for reading

 Read the text quickly (1 minute) and choose the best title: 

1.Blair announces gob-stopper 

2.Blair fails in new role 

3.Ex-PM announces new plan 

Skimming 

B. Discuss the following questions with a partner. 

Do you think Tony Blair wanted to make the announcement? 

Who do you think the writer agrees with more: Tony Blair or David Cameron? Scanning 

C. Look at the following words from the text. What do they refer to? What do you think they mean? 

gob-stopper (4)/ stock up on (11)/ critics (14)/ crisps (20) Reading for detail 

D. What do the following things in the text refer to? 

3/ crisps/ 50/ next Wednesday Guessing new words 

E. Answer the following questions while you read the text: 

Why did Tony Blair make the announcement? 

Why does David Cameron thinks it’s a problem? 

How did the rest of the Labour party react to? 

How is Blair going to stop his addiction? Inference 

1.What was the flester doing, and where? 

2.What sort of a flester was he? 

3.Why did the writer decide not to jorter him? 

4.How did she deaple? 

5.What did she hope would happen later? 

1.What is the problem described here? 

2.Is this event taking place indoors or outside? 

3.Did the writer try to get near the patient? 

4.What do you think she said when she saw him? 

5.What might the job of the writer be? 

6.Why do you think she wants to talk to the patient? 

Stages for Reading

Create interest in the text 

•Pre-teach new vocabulary and clarify culturally specific references. 

•Set the first Reading task, and a time limit for this. 

•Students Read for the first time. 

•Students compare their findings in pairs, followed by a brief class feedback. 

•Set a 2nd more detailed Reading task. 

•Make sure students are familiar with and have understood the task. 

•Students compare their findings in pairs, followed by a brief class feedback. Teacher may need to refer to specific passages to clarify doubts. 

***************  40 minutes   ***************

•Freer speaking or writing in the context of the reading, that possibly facilitates the students use the grammar, function or vocabulary focused on earlier. 

Reading Skills 

•skimming 

•scanning 

•transcoding information to diagrammatic display 

•basic reference skills 

•selective extraction of relevant points from a text 

•extracting salient points to summarise a text 

•distinguishing the main idea from supporting detail 

•identifying the main point or important information in a piece of discourse 

•recognising indicators of discourse 

•interpreting a text by going outside it 

•understanding cohesion between parts of a text through grammatical cohesion devices 

•understanding relations within the sentence 

•understanding the communicative value (function) of sentences and utterances 

•understanding explicitly stated information 

•understanding information when not explicitly stated 

•deducing meaning from context 

•recognising the script of a language 

Tasks for reading 

•Information questions: Where, when, what… 

•Yes / no / don’t know 

•True / false 

•Multiple choice and multiple exclusion 

•Match paragraphs with summaries 

•Match paragraphs with topic sentences 

•Match paragraphs and pictures 

•Un-jumble paragraphs 

•Summarize 

•Agree / Disagree 

•Fill in gaps in a summary of the text 

•Draw a map, a person a graph, a house etc, based on the text 

•Follow instructions in a manual or recipe. 

•Information questions: Where, when, what…

•Yes / no / don’t know

•True / false

•Multiple choice and multiple exclusion

•Match paragraphs with summaries

•Match paragraphs with topic sentences

•Match paragraphs and pictures

•Un-jumble paragraphs

•Summarize

•Agree / Disagree

•Fill in gaps in a summary of the text

•Draw a map, a person a graph, a house etc, based on the text

•Follow instructions in a manual or recipe.

letters to the editor

https://archive.org/details/letters-to-the-editor_202604 

activities

 https://archive.org/details/the-importance-of-learning-english