2. goals 3. concluded 4. cultural 5. aspects 6. exposure 7. liberal 8. Finally 9. occupied 10. integrity
Best Practice
Organizing InformationAs discussed in Chapter 2, it appears that different cultures write with different organizational styles. These differences can lead to comprehension diffi culties for nonnative speakers. The following activity helps them learn to organize a reading into a table that will help them compare and contrast things discussed in the article.
5 Around the Globe: Women Moving
to the Top
• The aims of this activity are to develop note-taking skills and to develop reading comprehension. The postreading activity is a graphic organizer that will help with comparing and contrasting the three women discussed in the reading.
• Students should do this activity independently. • Decide whether you wish to let them use
dictionaries during the reading. Let them know if you will help them with vocabulary, grammar, and usage during the activity.
• After completing this have them go on immediately to activity 6, Using a Chart for Comparison.
Strategy
Using a Chart for Comparison
Sometimes a chart can help you remember and clearly see distinctive traits, similarities, and differences between people or items you wish to compare.
6 Using a Chart for Comparison
• Circulate among the students while they work. • Pay attention to how they are reading and
taking notes. Give them feedback if they are not highlighting or underlining.
• Review the answers with the class when they are done. Ask students to scan the reading in order to supply the line numbers where they found the information.
ANSWER KEY
Has had to put up with opposition from her family or society ✓ ✓ Is the richest woman in her country ✓ Is the head of a company ✓ ✓ Sells luxury goods ✓ Sells beer ✓ Heads a securities fi rm ✓ Wants to help women in her country get ahead in politics ✓ Family started with no money and built a big company
✓
Started her own company, which now has many outlets in her country
✓
Kim
Izumi Sung María Asunción
Student Book pages 176–190
PA R T2
Brought her company from a loss to a big profi t ✓ Invests in a media company, Internet start- ups, and real estate ✓ Her father wanted her to focus on getting married and having children ✓ Started out making copies and pouring tea for male colleagues in a chemical company✓
Her family still opposes her career, despite her success ✓ Works in the family business ✓ Kim
Izumi Sung María Asuncion
Description Kobayashi Joo Aramburuzabala
Strategy
Reading for Speed and Fluency: Concentrating
Help students concentrate by limiting distractions and getting them to focus on the task at hand.
7 Timed Reading: Reading for Speed
and Fluency
• The aim of this activity is to mirror real-life academic language constraints and test-taking situations and to encourage faster reading.
• In this test-like activity, students should not be allowed to use dictionaries nor should they be given help with vocabulary or structures. Do not give an introduction to this reading aside from the introduction box.
• Some students fi nd it helpful to read the questions in advance of reading the passage in this type of test situation. Let students know that that is acceptable.
• Remind students to write down their starting and ending times.
• When fi nished with the two parts of the quiz, ask students to correct their papers or have a classmate correct them. Go over the answers as a class.
ANSWER KEY
Comprehension Quiz:
Students should have checked numbers 1, 4, 10, 11, 12, 13, 14
Multiple choice:
Expansion Activity
• The aim of this activity is for students to further develop their knowledge of test questions, as discussed in the previous activity. Giving students the opportunity to examine and practice both sides of a task will give them a more in-depth understanding of how tests and test questions work.
• Choose an earlier reading from either this or a previous chapter that did not have reading comprehension questions. All students should work from the same passage.
• Arrange students in pairs or groups of three and have them reread the passage.
• Assign two paragraphs to each group. Students should design three reading comprehension questions for their paragraphs. One should be a general reading comprehension question, one should test pronoun comprehension, and the third can either be separating main points from supporting details or another topic of your choice. Direct students to look at the reading comprehension questions and answers in this section of the text as models.
• Once completed, these questions can be given to other groups to answer, turned in for feedback, or read aloud to the class, which then has to decide on the correct solutions.
Best Practice
Scaffolding Instruction
Activities completed earlier in Chapter 5 focused on differentiating between main ideas and supporting details. Listing the main ideas is an integral part of writing a summary as will be seen in the activity below. In writing the reading summary, the supporting details are usually not mentioned. Writing summaries is a common task in academic and professional settings.
1 Making Connections
• The goal of this activity is for students to use the Internet in English as a research tool.
• Remind students how to do effective Web searches and of the importance of evaluating their sources. • Read the instructions with the students.
• Let students know their timeline for doing this assignment as well as what you expect of them. • After they have completed the assignment, have
students discuss their successful and unsuccessful search strategies. Ask students to include the addresses of the websites they use to conduct online searches or to print copies of the pages.
Grammar-Oriented Reading Questions
• The goal of this activity is to help students prepare for the TOEFL® test or other reading examinations.
• Explain to students that pronouns can often be a source of confusion. Tests sometimes examine comprehension of pronouns.
• Another way of examining comprehension is by asking students to rephrase something they have read or heard. This will also be tested. A common question is “What is the best title for the passage you have just read?”
• Read or have a student read the instructions aloud. Make sure there are no comprehension diffi culties. • Demonstrate how to complete the fi rst question.
Show students the shaded area in the text and discuss why the incorrect answers are incorrect. • Have students complete this activity individually and
then correct the answers together.