SYLLABUS | ADVANCED READING & VOCABULARY DEVELOPMENT I
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•
September 06, 2018
•
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1.Recognition of different style of writing: descriptive. expository, narrative, argumentative (10/05 hrs)
•Help students to
Recognize the writer's attitude and tone
Identify figurative language and other elements of narrative style
(e.g. plot. character, and setting)
How the writer tries to persuade or convince the reader and how the
writer
uses reasons, examples etc. to explain something.
•Activities: Read passages of different styles and answer questions based on
them.
Creative reading: going beyond the text (10/05 hrs)
•This
level of reading will be possible only if the students know the literal meaning
of the text and have interpreted and evaluated the
information; involves going beyond the text to seek out or express new ideas, to gain additional insights.
•Activities: Reading more on the topic and gathering information, writing
responding to what is read.
3.
Intensive reading (10/05 hrs)
•Read short sections to understand or study information or language use in
detail
•Activities: comprehension questions at different levels.
Activities on vocabulary, grammatical and lexical cohesion
4.
Integrating activities (10/05 hrs)
• Activities:
Writing short stories based on news items, Dramatizing a comic strip series
5.
Collocation tasks: different combinations connected to verbs (05/02
hrs)
•Adverb+ verb - Choose carefully, verb+verb
be free to choose,
verb+preposition -
choose between the things, verb+adjective - keep something safe,
adjective+preposition - safe from attack
•Types
of tasks:
-
matching tasks: e.g. adverbs in column A with an adjective in B
-
Sentence composition: e.g. put one of the adverbs into each gap in the
sentences.
Synonym and their associations (05/02
hrs)
•In order to avoid repetition, writers use words
which have a similar meaning.
e.g. I could learn by heart - started to memorize
He asked - He enquired
•Types of tasks:
Read the text and find the
synonymsComplete the sentences using a
word that has a similar meaning to the word
underlined.
Working with texts to level, vocabulary: Identify/guess meaning from
context (10/05 hrs)
•Focus: Using natural redundancy of surrounding
words, obtaining clues from
grammatical structures, pronunciation and
punctuation, activating background
knowledge from a topic of a text.
e.g. My father is a workaholic: he works so long and so hard that we
rarely saw him.
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