Nt1310 Unit 1 Assignment

His assignment aims to analyze a lesson entitled "American Superstitions," which was specifically designed for intermediate level students. The assignment is divided into four sections. The first section outlines the steps involved in the reading lesson. The second section evaluates each activity in the lesson based on specific criteria. The third section suggests possible modifications that could be made to the lesson. Finally, the fourth section summarizes the overall purpose of the assignment.

1. What is the difference between a.. Steps of the reading lesson

The video titled "The Three-Phase Lesson in Practice" introduces the coursebook "Reading for the Real World". The first lesson in this book is called "American Superstitions" and …show more content…
The first activity involves checking if the statements given are true or false. The second task is a quick multiple-choice exercise where students have to choose the right answer from four options. After this, there is an open-ended activity that requires students to provide answers based on the content of the text. The final task is a gap-filling exercise where students fill in missing words to complete a written summary. Once the reading stage is finished, students will move on to the post-reading stage, which includes a gap-filling exercise. This exercise will help students learn new vocabulary by filling in the blanks in the sentences. Additionally, students will read a short text titled "Unlucky Number 13" and answer general questions related to the topic of the lesson. The text is also about …show more content…
TAVI, which stands for Text as a Vehicle for Information, highlights the use of text to convey information. On the other hand, TALO perceives text as a linguistic object. The current approach being employed is TALO, which focuses primarily on obtaining correct answers rather than on the learning process itself. This is evident through the inclusion of exam-centered activities. Pre-reading exercises in TALO are often minimal and typically involve vocabulary-matching translations. The approach focuses on language itself, giving importance to individual responses over overall comprehension. According to Khan (2007), this method is characterized as teacher-centered, with instructors controlling text and question formats, resulting in limited student interaction. Additionally, reading materials are usually lengthy and chosen by the instructor rather than by the students. In TALO, texts are selected based on the syntactic structures to be taught rather than on students' specific needs or interests (Davies & Greene, 1984). The primary goal is knowledge acquisition, rather than practical

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