The use of contextual clues can be one of the best ways to improve students’ reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts. At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly. This lesson provides a number of pointers helping students identify and use context to their advantage. Aim-increased awareness and usage of contextual reading clues Activity-awareness raising concerning the use of contextual clues Outline: -Write this example sentence on the board. “Tom decided that he desperately needed the glockum if he were to solve the problem.“ -Ask students what they do if they are reading an English text and do not understand a specific word. -Ask students what they do if they are reading a text in their native language and do not understand a specific word. -Ask students what ’glockum’means. -Once students have established that they don’t know what a ’glockum’ is, ask them to guess what it might be. -Ask students what part of speech a ’glockum’ is (i.e. verb, noun, preposition etc.). -Have students explain how they arrived at their guesses and which clues they used. -Explain the concept of reading in “chunks“ i.e. looking at the text surrounding the unknown word for clues. -Show them an article from an advanced level magazine(Wired, National Geographic, The Economist etc.). -Ask students to identify the probable vocabulary areas that may be used in the example article. -Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concepts thus preparing the student for what is to be read. -Point out that by using all of these clues(i.e. “chunking“, part of speech, logical deduction, and vocabulary activation), students can arrive at a much fuller understanding of difficult texts—even if they do not understand each word.The passage might be taken from ______. a book for students of English language a book for readers of English language a book for teachers teaching reading skills of English language a book for middle school English study

Man: Can I take the dictionary out of the room? Woman: I’m sorry. You’ re not allowed to do that. But you can use it in the reading room. Q: Where does the conversation most probably take place? In the library. In the bookstore. In a teacher’s office. In a classroom.

W: What’s your school schedule like, Mr. Wu? M: Well, I take four courses this term. I have English on Monday and Wednesday, and I have math on Tuesday and Friday. W: When is your computer class? M: Thursday. W: Do you have evening classes? M: Yes, on Wednesday. It’s Business Management, from 7:30 to 9:00. W: Can I join your evening class on Wednesday? M: Of course. Welcome. W: Thank you very much. Monday. Tuesday. Wednesday. Thursday.

What kind of difficulty do doctors usually have according to the passage? They are usually too busy to ask ______What kind of difficulty do doctors usually have according m the passage?

Her parents died when she was young so she was ______ by her grandma. bred fed up grown up brought up

The PLA ______(found) on August 1st, 1927.

The operate switch (locate) ______ behind the front door of the VCR switches the VCR on and off.

These items should (not neglect) ______. Otherwise the contract would be invalid.

A week later John took a job (sell) ______ dry goods at half the salary the radio station had offered.

I hope you will give me the pleasure of your company on the occasion of a dinner with a few friends next Saturday, the 15th, at 7 p.m. 我将于15天后，即下周星期六下午7点，邀些朋友共进晚餐，请贵公司同仁赏光。我将在本月15日，下周星期六下午7点，和我的一些朋友一起出席晚宴，不知你可否来作陪? 兹定于本月15日，即下周星期六下午7点，邀请友人共进晚餐，请你赏光。我将于15天后，即下周星期六下午?点邀些朋友共进晚餐，不知你可否来作陪，

It wasn’t until I got to the office this morning that I realized this was Thursday and I had missed our lunch date yesterday. 我直到早晨到了办公室才意识到今天已是星期四了，才想起我误了我们昨天中午一起吃午饭的约定。我直到早晨到了办公室才想起今天已是星期四了，我很怀念我们昨天中午一起吃的午饭。要不是早晨到了办公室，我根本没有意识到今天已是星期四了，才想起我误了我们昨天中午一起吃过午饭。早晨还没到办公室，我就意识到今天是星期四了，我很怀念我们中午一起吃午饭的日子。

W: Lovely day, isn’t it? M: Oh, yes. Nice day. W: You’re not American, are you? M: No, I’m from Spain. W: How long have you been learning English? M: Till the end of this year, it’s just 3 years. W: You’re kidding! Your English sounds very good. M: Thank you. I think I still need a lot of practice. American. England. Japan. Spain.

Mary got a cold so she ______ stay in bed right now. can may needs could

The building now ______ down is our old office building. to be tom torn being tom tearing

She bought a new hike last Sunday, because her old one ______. had stolen had been stolen was stolen stolen

I called Tom at his office, but the voice ______ answered the phone was not his. who whom which when

His brother shook his head, but gave no ______(explain).

They requested that she ______(sing) a song.

We have hired the right person. The kitchen was cleaned to (perfect) ______

You should stand the table on its legs, so that the top is (horizon) ______

The use of contextual clues can be one of the best ways to improve students’ reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts. At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly. This lesson provides a number of pointers helping students identify and use context to their advantage. Aim-increased awareness and usage of contextual reading clues Activity-awareness raising concerning the use of contextual clues Outline: -Write this example sentence on the board. “Tom decided that he desperately needed the glockum if he were to solve the problem.“ -Ask students what they do if they are reading an English text and do not understand a specific word. -Ask students what they do if they are reading a text in their native language and do not understand a specific word. -Ask students what ’glockum’means. -Once students have established that they don’t know what a ’glockum’ is, ask them to guess what it might be. -Ask students what part of speech a ’glockum’ is (i.e. verb, noun, preposition etc.). -Have students explain how they arrived at their guesses and which clues they used. -Explain the concept of reading in “chunks“ i.e. looking at the text surrounding the unknown word for clues. -Show them an article from an advanced level magazine(Wired, National Geographic, The Economist etc.). -Ask students to identify the probable vocabulary areas that may be used in the example article. -Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concepts thus preparing the student for what is to be read. -Point out that by using all of these clues(i.e. “chunking“, part of speech, logical deduction, and vocabulary activation), students can arrive at a much fuller understanding of difficult texts—even if they do not understand each word.The passage might be taken from ______. a book for students of English language a book for readers of English language a book for teachers teaching reading skills of English language a book for middle school English study

Which of the following is NOT the author’s viewpoint?

Vocabulary activation when first quickly glancing at the text is important because

In the passage, what does it mean by “chunks“?

What kinds of contextual clues are mentioned in the passage?