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Reading Comprehension
“Skills at Glance”
Level:
Technical /Technological
Subject:
Technical English 2
Edinson Javier Restrepo Gómez
DEVELOPING COMPETENCES IN HIGHER EDUCATION
”Reading Comprehension Skills at Glance” English for Specific Purposes
DEVELOPING COMPETENCES IN HIGHER EDUCATION
”Reading Comprehension Skills at Glance” English for Specific Purposes
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DEVELOPING COMPETENCES IN HIGHER EDUCATION
”Reading Comprehension Skills at Glance”
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance”
- Introduction Table of Content
- General Objective
- Academic competences
- Labor Competences...............................................................................................................
- Acquisition” I. Workshop 1 - “Introduction to Language Basics Review and New Language
- ”
- “Reviewing Language Basics”
- ACHIEVEMENT INDICATORS: (Indicadores de logro)
- 1.2. A. EXPERIENCE
- 1.2.1. TEAM WORK (TRABAJO EN EQUIPO)
- 1.3. BC. SCIENTIFIC FOUNDATION AND PRACTICE
- 1.3.1. Simple Present Verb to Be review
- 1.3.2. Time to know about Present Simple Tense review
- The Simple Present Tense
- 1.3.3. Time to learn about Present Progressive
- Present Progressive
- Present Simple
- 1.3.4. Time to know about Past Simple Tense
- Sick on Saturday (simple past)
- 1.3.5. Time to know about Future Tenses
- Who is she? What will she do?
- What is going to happen?
- 1.3.6. Let’s learn about perfect tenses.
- TENSE
- USE
- EXAMPLES English for Specific Purposes
- place in the past. 1.3.7 Let’s learn about situations that had already happened before an action took
- A Pretty Carpet............................................................................................................................
- A Polite Request
- Food and Talk
- The Channel Tunnel
- 1.4. D. IMPLEMENTATION
- 1.4.1. TEAM WORK (TRABAJO EN EQUIPO)
- John’s life
- Trapped in a Mine
- 1.5. E. COMPLEMENTARY ACTIVITIES
- 2.5.1. INDIVIDUAL WORK.............................................................................................
- LIVESTOCK PRODUCTION
- II. Workshop 2 - “Principals of Livestock Production II”
- ACHIEVEMENT INDICATORS: (Indicadores de logro)
- 2.1. A. EXPERIENCE
- 2.1.2. INDIVIDUAL WORK
- 2.2. BC. SCIENTIFIC FOUNDATION AND PRACTICE.................................................
- 2.2.1. WORK IN PAIRS
- 2.3. READING STRATEGIES
- LIVESTOCK PRODUCTION II
- improving animal welfare and increasing biodiversity. New research advocates use of pastures with shrubs and trees as it is more sustainable, - 2.3.2. Cognates
- Livestock production: recent trends, future prospects
- 2.4. D. IMPLEMENTATION
- 2.4.1 TEAM WORK (CON MIS COMPAÑEROS)
- 2.5. E. COMPLEMENTARY ACTIVITIES........................................................................
- III. Workshop 3 “Learning Good Livestock Practices II” English for Specific Purposes
- PRINCIPLES OF ANIMAL MANAGEMENT AND FOOD SAFETY
- ACHIEVEMENT INDICATORS: (Indicadores de logro)
- 3.1. A. EXPERIENCE
- 3.1.2. INDIVIDUAL WORK
- 3.2. BC. SCIENTIFIC FOUNDATION AND PRACTICE.................................................
- 3.2.1. LINKING WORDS
- PAIR WORK..........................................................................................................................
- USDA Working to Promote Pre-Harvest Meat Safety
- BY NEWS DESK | NOVEMBER 14,
- 3.2.3. Referents:
- 3.2.4 Connectors:
- 3.3. D. IMPLEMENTATION
- 3.3.1. INDIVIDUAL WORK
- 3.4. E. COMPLEMENTARY ACTIVITIES.........................................................................
- 3.4.1. PAIR WORK...............................................................................................................
- IV. Workshop 4 - “Good Facilities and Equipment Make the Difference”
- INFRASTRUCTURE FACILITIES AND EQUIPMENT
- ACHIEVEMENT INDICATORS:
- 4.1. A. EXPERIENCE
- 4.1.2. INDIVIDUAL WORK...........................................................................................
- 4.2. BC. SCIENTIFIC FOUNDATION AND PRACTICE
- 4.2.1. INDIVIDUAL WORK...........................................................................................
- 4.2.2. INDIVIDUAL AND GUIDED WORK.................................................................
- Safety Around Equipment
- Safety Around Animals
- Safety Around Poisons, Chemicals, and Fertilizers
- Safety Around Storage Areas
- What to Do in an Emergency........................................................................................ English for Specific Purposes
- 4.3 D. IMPLEMENTATION
- 4.3.1. INDIVIDUAL AND GUIDED WORK
- Farm Infrastructure
- 4.4. E COMPLEMENTARY ACTIVITIES
- 4.4.1. INDIVIDUAL WORK
- ENTREPRENEURSHIP AND BUSINESS IDEAS
- ACHIEVEMENT INDICATORS
- 5.1 A. EXPERIENCE
- 5.1.2. INDIVIDUAL WORK
- I have it......................................................................................................................................
- I need to develop and/or improve it.........................................................................................
- Not relevant to me
- 5.2. BC SCIENTIFIC FOUNDATION
- Women in Business
- Comprehension Quiz!
- Entrepreneur vs. Entrepreneurship
- 5.3. D. IMPLEMENTATION
- 5.3.1 TEAM WORK
- 5.4 ECOMPLEMENTARY ACTIVITIES
- 5.4.1 INDIVIDUAL OR GROUP WORK
- Glossary
- References
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
Introduction
This module has adopted the New School model which emphasizes on
participatory learning and based on a student centered approach. The
different teaching methods presented on this work enhance student
learning by developing the student as a communicator, a thinker and a
problem solver. The course also guides students through their reading
comprehension process providing effective techniques, language
concepts and academic vocabulary which will help them understanding a
text and improve reading skills. The activities found on each unit are
varied and designed to fulfill student’s needs. The readings were carefully
selected and adapted taking into account the main subjects included in
the livestock production program addressed to students from rural areas.
Technical English is the subject to be studied on this module however;
the question is why students should take this course? Technical
vocabulary is useful to help students understand a subject matter area
important to them. If students improve academic vocabulary, they will be
able to communicate and to perform a particular job-related function. In
addition, students will also have access to unlimited information found in
a second language as it is English in this case.
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
“Reviewing Language Basics”
1. ACHIEVEMENT INDICATORS: (Indicadores de logro)
a. Recognize English basic grammar forms including parts of
speech.
b. Learn new English basic grammar forms including parts of
speech.
c. Apply Basic English structure into contexts on livestock
production area.
d. Introduce knowledge on basic texts about livestock
production
Level: Technical / Technological
Subject: Technical English 2
Unit 2 ESPecially for you!
I. Workshop 1 - “Introduction to Language Basics Review and
New Language Acquisition”
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
1.2. A. EXPERIENCE
1.2.1. TEAM WORK (TRABAJO EN EQUIPO)
1. The teacher elicits general information about the experience students
might have had in English. The following questions will guide this first
interaction. (This interaction can be done in Spanish)
Organize the group in work teams and assign the following roles:
the completer finisher, the presenter, and the resource investigator.
a. What is the best way to learn a second language?
b. When is the best age to learn a new language?
c. How long does it take to learn a second language?
d. What are the factors that influence the acquisition of a second
language?
e. How is learning a second language different from learning your mother
tongue?
f. What is the difference between written and spoken language?
g. Which is more important: learning grammar or learning vocabulary?
h. Is English an easy language?
i. Why do some ELL students learn much more quickly than others?
j. What should I know about the vocabulary of my subject?
k. Do you consider learning English easy or difficult? Why?
l. Is it important to learn English? Why?
m. How do you like to learn English?
n. What do you hope to achieve at the end of this course?
o. Which is your favorite song in English?
2. In groups students discuss the above questions. Then, some students
socialize for the group.
3. The teacher presents the goals and competences that students will
achieve by the end of the course.
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
d. Nancy _____ Australian.
e. My sister and I _____ students.
f. The girls _____ tired.
g. These women _____ beautiful.
h. The tea _____ delicious.
i. Nadia and Leila _____ friends.
j. The newspaper _____ cheap.
c. Choose the correct answer (negative or affirmative form of to
be):
a. Is Julia Robert French? No, she _____ French.
b. What about Robert de Nero? Is he an American actor? Yes, he
_____.
c. Are New York and Los Angeles Spanish Cities? No, they _____
Spanish cities.
d. Is Big Ben in Paris? No, it _____ in Paris.
e. Is Mount Everest in Africa? No, it _____ in Africa. It is in Asia.
3. Compare your answers with your partner. The teacher elicits some
answers from the students.
4. We read together the following information and complete the exercises.
Uses: Look at the chart for the correct use of the Verb To Be.
Affirmative Negative Question
I I am. I am not. Am I?
he/she/it He is. He is not. Is he?
you/we/they You are. You are not. Are you?
5. Complete the table using the correct form of the verb To Be.
Affirmative Negative Question?
I I am hungry.
You You are Sam.
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
He is not guilty.
Is she jealous?
It is okay.
Are we fine?
You are not friendly
Are they bored?
1.3.2. Time to know about Present Simple Tense review
1. Organize the group in work teams and assign the following roles:
time manager, rapporteur, and general assistant.
2. Students will revise the simple present tense considering the
following chart:
Image taken from: http://italomerino2014.files.wordpress.com/2014/07/present-simple-rules.jpg
3- Students will form work teams to read and discuss the information
about simple present, then each group will present their findings.
The Simple Present Tense
The simple present is used to describe an action, an event, or condition
that is occurring in the present, at the moment of speaking or writing. The
simple present is used when the precise beginning or ending of a present
action, event, or condition is unknown or is unimportant to the meaning of
the sentence.
Each of the underlined verbs in the following sentences is in the simple
present tense and each sentence describes an action taking place in the
present:
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
Lolly Willowes is the protagonist of the novel Townsend
published in 1926.
One of Artemisia Gentleschi's best known paintings
represents Judith's beheading of Holofernes.
The Lady of Shallot weaves a tapestry while watching the
passers-by in her mirror.
Lear rages against the silence of Cordelia and only belatedly
realizes that she, not her more vocal sisters, loves him.
The play ends with an epilogue spoken by the fool.
The simple present can also be used to refer to a future event when used
in conjunction with an adverb or adverbial phrase, as in the following
sentences.
The doors open in 10 minutes.
The premier arrives on Tuesday.
Classes end next week.
The publisher distributes the galley proofs next Wednesday.
The lunar eclipses begins in exactly 43 minutes.
Verb Conjugation & Spelling
We form the present tense using the base form of the infinitive (without
the TO).
In general, in the third person we add 'S' in the third person.
Subject Verb The Rest of the
sentence
I / you / we / they speak / learn English at home
he / she / it speak s / learn s English at home
The spelling for the verb in the third person differs depending on the
ending of that verb:
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
- For verbs that end in O, CH, SH,SS,X and Z it is necessary to add
ES
- go – goes
- catch – catches
- wash – washes
- kiss – kisses
- fix – fixes
- buzz – buzzes
- For verbs that end in a consonant + Y, the Y is removed and add ies
- study – studies
- carry – carries
- worry – worries
NOTE: For verbs that end in a vowel + Y, we just add -S.
- play – plays
- enjoy – enjoys
- say – says
Negative Sentences in the Simple Present Tense
To make a negative sentence in English use Don't or Doesn't with all
verbs EXCEPT To Be and Modal verbs (can, might, should etc.).
Affirmative: You speak French.
Negative: You don't speak French.
Add don't between the subject and the verb. Don't is used when the
subject is I, you, we or they.
Affirmative: He speaks German.
Negative: He doesn't speak German.
Negative Contractions
Don't =
Do not
Doesn't =
Does not
I don't like meat =
I do not like meat
There is no difference in meaning though contractions are frequently used
in spoken English.
Word Order of Negative Sentences
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
5. After you read, go back and underline each verb. Then count the verbs.
There are _______.
6. In the following exercise, fill in the blank spaces with appropriate verbs;
be careful with the third person present tense singular verbs. Don’t forget,
they end in s.
Use the third person present tense verbs with the pronouns he, she, and
it and with proper nouns.
For example , Susana walks; she walks with Spot every day.
Susana drives; she drives to school every day.
Now, fill in the blank spaces in the exercise, “We Go to School.” Before
you begin, read through the exercise and think about the meaning.
Then, begin to fill in the blank spaces. Use the correct form of the verb.
Use any verbs you like; at the bottom of the page are some suggestions.
We Go to School
Every day, my friends, Ana, Maria, and I _____ to school. We ______ all
our classes together, and we ______ to school in my car. Our first class
_______ at eight o’clock, so we ________ home at seven thirty.
Sometimes, on our way to school, we ______ at the Circle K and we
______ coffee. Maria _______ three spoons of sugar in her coffee; Ana
and I ______ our coffee black. We ______ in the parking lot close to our
first class.
Our first class ____ writing class. Every morning, all the students
_______ about the subject the instructor _______ on the blackboard. We
_________ to music while we _______. Then, the instructor _______
about grammar. We ______ that stuff ___ boring, but we _________ to
him. Almost every day, he _______ us homework. At nine o’clock, the
class _____. We ____ happy!
go take drive begin leave park stop buy put drink write talk
listen think give last end sit is
DEVELOPING COMPETENCES IN HIGHER EDUCATION ”Reading Comprehension Skills at Glance” English for Specific Purposes
7. Write a paragraph about your ordinary morning. Use only simple
present tense verbs.
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1.3.3. Time to learn about Present Progressive
1. Organize the group in work teams and assign the following roles: time
manager, rapporteur, and general assistant.
2. Students will revise the present progressive tense considering the
following charts:
Taken from http://image.slidesharecdn.com/presentprogressivepresentation-090701164252-phpapp02/95/present-progressive-presentation-2-728.jpg?cb=
