Gandhi, Mahatma

Mohandas Karamchand Gandhi, leader of the Indian nationalist movement and known in his later life as Mahatma ("great soul"), was one of the greatest national leaders of the 20th century. His methods and philosophy of nonviolent confrontation, or civil disobedience, not only led his own country to independence but influenced political activists of many persuasions throughout the world.

Gandhi was born in Porbandar, India, on Oct. 2, 1869. Although his father was a chief minister for the maharaja of Porbandar, the family came from the traditional caste of grocers and moneylenders (the name Gandhi means "grocer"). His mother was a devout adherent of Jainism, a religion in which ideas of nonviolence and vegetarianism are paramount.

1. What is Gandhi’s full name?2. What were his methods?3. Where was he born?4. What is Jainism?

ALL Reading OHTs -1- 9/5/23

The Snolls

The grifty snolls cloppered raucingly along the unchoffed trake. They were klary, so they higgled on sperately. "Ah, chiwar kervay," they squopped rehoply. "Mi psar Quaj!". "Quaj!" snilled one, and flitted even jucklier.

Answer the questions below

a) Where did the snolls clopper?b) What was the trake like?c) Why did they higgle on?d) Where were they going?

ALL Reading OHTs -2- 9/5/23

Aoccdrnig to rsceearh at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

ALL Reading OHTs -3- 9/5/23

Grammar is important too.....

provide consider read material deep wealth program extend interest human

program extend read provide wealth material consider deep human interest

A program extend read provide a wealth material a consider deep human interest

A program of extend read provide a wealth of material at a consider deep with human interest

A program of extend read provide a wealth of material at a consider deep and with human interest

A program of extend reading provides a wealth of material at a consider deep and with human interest

A program of extensive reading provides a wealth of material at a considerable depth and with human interest

A program of extensive reading provides a wealth of material at a considerable depth and with human interest.

ALL Reading OHTs -4- 9/5/23

ALL Reading OHTs -5- 9/5/23

EXTENSIVE READING

INTENSIVE READING

Fluency,

confidence

pleasure;

WHY? Grammar, vocabulary,

reading skills

Very easy DIFFICULTY? Usually difficult

Lots HOW MUCH? Little

Student WHO SELECTS? Teacher

Student choice WHAT? All read the

same material

Mostly out of

class

WHERE? In class or

homework.

Reports, summaries /

discussions etc.

COMPREHENSION CHECKED?

Specific questions,

grammar and vocab exercises

etc.Rarely TESTS? Usually

A lot LANGUAGE RECYCLING?

Quite rare

ALL Reading OHTs -6- 9/5/23

Free voluntary Reading Required Extensive Reading ‘Class Reading’ ERWhat? Self selected reading

Within the ‘comfort’ zone.Self selected reading– books, graded readers, magazines, etc. Within the ‘comfort’ zone.

Teacher selected, for class. Within the ‘comfort’ zone. Often close to Intensive Reading.

Required? No Yes – part of the coursework Yes - part of the coursework Who selected? The reader The reader TeacherWhere? Out of class In or out of class In classHow? Individually Individually, own pace, often self-

selected.All read (or listen) together. May stop to check understanding or predict, review etc.

Student aim?

Build natural reading ability and fluency, enjoy / learn from their reading

Build reading fluency, get the reading habit, may pick up some language

Build reading fluency, get reading habit, can pick up some language. May learn story structure etc.

Teaching aim? None To require learners to meet a certain volume of text, build reading fluency, pick up some word incidentally etc.

Teacher can ‘teach’ reading / provide reading practice. Often used to ‘teach’ a story or ‘literature’ or, to introduce ER to novices

Assessment? Never. Sometimes. Written or oral reports, surveys,

Often. Tests, quizzes, oral and written reports.

Advantages Natural reading. Own pace.

Large volume of text, probably enjoyable. May pick up some new language. Self-selected, own pace.

Teachers can see where the class has problems, T can teach things to assist ER

Disad-vantages

Teachers do not know if Ss comprehend. T’s do not

Difficult to assess the reading, All go the same pace, may not interest all learners

ALL Reading OHTs -7- 9/5/23

know what is read

ALL Reading OHTs -8- 9/5/23

T h e o l d m a n t o o k h i s d o g f o r a w a l k

The old man took his dog for a walk

Theoldman tookhisdog forawalk

ALL Reading OHTs -9- 9/5/23

Input Output

Learning new

language

Teacher explaining on the board

Dictionary useStudying grammar and vocab booksIntensive reading

Etc.

Grammar drillsFill-in the blank

activitiesPronunciation drillsRoleplay A and B

Memorized dialogsEtc.

Practising already known

language

Extensive reading

Extensive listening

EssaysFree conversationLetters to friends

Chat

ALL Reading OHTs -10- 9/5/23

What are the benefits and disadvantages of easy and difficult reading?

Benefits Disadvantages

A difficult text

- learn new language items (e.g. vocab and grammar)- can carefully check comprehension- can teach a whole class the same thing

- demotivating- difficult- slow and tiring- text must be short- unnatural reading activity (??)- easy for some, difficult for others

An easy text

- it is easy- enjoyable- a lot of language- meaning based- long texts- practising the skill of reading- builds confidence- builds fluency

- may not learn a lot of new words / grammar

ALL Reading OHTs -11- 9/5/23

At first you believe it is absolutely impossible to do

no matter how hard you concentrate. In fact, it

always does take some time to get it right. Then

just when you get used to doing it competently,

you hear of the alternative method. While the final

choice is, of course, left to you, if you are mature

and reasonable, you'll realize that there is no one

way which is superior. People sometimes need to

do it in strange positions so flexibility is definitely

an asset. Taken seriously this task should not

result in injury. One usually tries to avoid situations

where one has to do it too often.

ALL Reading OHTs -12- 9/5/23

Some important principles when teaching reading

Growth in language ability is an essential part of reading development.

The reading tasks should be purposeful, meaningful and reflect the interactive nature of real reading.

Very little can be done if the texts are boring. Difficult texts lead to boredom.

Readers should read in and out of reading class.

A ‘Reading class’ is not a conversation, listening, grammar or comprehension check class.

Exercises should try to be realistic. Learners don’t just get good at reading by

having their comprehension checked all the time.

Readers give and take meaning from a text Readers sometimes need to use their ears

when they read. Using a text is not the same as teaching

reading. Learners need a balance of meaning focused

input, form focused input and the development of their reading skills.

ALL Reading OHTs -13- 9/5/23