READING II

Second Term

INTRODUCTION
Academic or critical reading is very different from everyday reading. Studying at university implies
students read a large number of texts and journals which require concentration and understanding.
According to Alvermann & Earle (2003), Reading is one of the main elements in English language
learning for all students because it provides the basis for a substantial amount of learning in education.
Then critical reading introduces students to grasp main ideas, theories, key themes and arguments. Once
students have understood a text both broadly and specifically, they can use information effectively.

This course, with the aid of the technology, will promote an active participation among the
students enrolled in this subject.
SUCCESS

For this course, you will be using Q: SKILLS FOR

Reading

and

Writing,

with

online

practice

www.oup.com/elt/teacher/Qskillsforsucess by Miles Craven and Kristin D. Sherman. You can

buy them at BOOKS and BITS.
It is your responsibility to work along the entire units and complete the exercises as they
appear. It is going to be a good practice and your speaking skills will be improved. Extra hours
are needed to do all the activities the book has, to explore the link the book provides and to
check the additional links that the tutor is attaching for a better understanding.
Be sure to hand in ONLY the exercises assigned. Units 6 - 10 will be used for this term.

Do not forget to use your access code (at the back of the book cover) to enter in
the Q:Skills platform to get the audios to do the exercises required, and get a
free practice in the platform.

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READING II
Second Term

DIDACTIC ORIENTATION

- It is important that you regularly read and go over the material covered.
- The guide is to be used as a source for the course; nonetheless, other material can be used as
reference to enrich the learning process.
- It is recommended to work in a gradual and disciplined manner to comply with the deadlines of the
program.
- The method of study should be chosen according to your preference. However, it is advisable to use
graphic organizers, charts, and synopsis charts to have the learning material narrowed down and
more manageable.
- Make a habit to use the dictionary

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LEARNING ACTIVITIES

Learning activity 1

Unit 6: Advertising
Main Ideas. On page 123 read the sentences and then number them in order
that the ideas appear in Reading 2.
Vocabulary Skill. After reading the explanation about Suffixes, complete the
exercise on page 124
Guidelines
Unit 7: Risks
Details. Go to page 139 and complete each statement with information from
reading 1.
Reading Skill. Exercise A Page 140, complete the exercise.

Objective
Develop reading, vocabulary-building, and critical thinking skills.

Understanding details
Guessing meaning from context
Didactic
orientations

Making inferences
Summarizing
Recognizing sources
Guessing meaning from context

Evaluation
criteria

Every unit ends with a variety and challenging tasks where students apply and
expand their knowledge of unit content and vocabulary.

Learning activity 2

Unit 8: Cities / Urban Lives

Guidelines

Details. On page 161-162, Reread reading 1, and then answer the questions.
What do you think? On page 162 you have two question to answer according

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READING II
Second Term

to the instructions.

Vocabulary skill. Complete the exercise A on page 168 about Participles

as Adjectives.

Unit 9: Money
Reading skill. Read the article and the complete the timeline on page 187
Main ideas. Circle the answer that best completes each statement on page 191
Vocabulary skill. Read the paragraph on page 193 and then underline the
collocations from the Vocabulary Skill Box.

Objective

Didactic
orientations

Evaluation
criteria

Develop reading, vocabulary-building, and critical thinking skills.

Vocabulary expansion
Relating reading to personal experience

Every unit ends with a variety and challenging tasks where students apply and
expand their knowledge of unit content and vocabulary.

Learning activity 3

Unit 10 Communication
Guidelines

Details. Read the sentences on page 208 and order from 1 to 6 according to
when they occur in the article.
Reading skill. Go to page 210 Exercise B. Read each excerpt. Choose the
writers purpose and tone from the boxes. Remember. A writer may have more

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READING II
Second Term

than one purpose.

Main ideas. On page 214, read the sentences and then number in the order
that the ideas appear in reading 2
Vocabulary skill. Go to page 216 and complete the exercises A, B and C.

Objective

Develop reading, vocabulary-building, and critical thinking skills.

Guessing meaning from context

Understanding details
Didactic
orientations

Making inferences
Summarizing
Understanding details
Understanding main ideas

Evaluation
criteria

Delivery
format

Every unit ends with a variety and challenging tasks where students apply and
expand their knowledge of unit content and vocabulary.

Microsoft Word File (.doc), in rtf format.

Send the study guide through the platform by using the send guide option of the
Contents section in a file labelled like this:
Send to

Format: G#.Last name.Last name.Name.Subject

Example: G2.Puma.Chadn.Gonzalo. Reading II

Questions

April - August 2015

Send your questions and doubts through the platform by using the contacts
section and tick on your tutors name.

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Second Term

EVALUATION
Learning activities
Learning activity 1.1
Learning activity 1.2
Learning activity 1.3
Total

Marks
7
7
6
20

The evaluation will be based upon a solid and coherent structure of your criteria, as well as on correct
answers.
Keep in mind that the development of the study guide is based on the reading of the textbook, the
understanding of concepts, and the corresponding application of the requested examples. Remember that
you should read the Students Regulations for any kind of complaint that you may have. I suggest you to
go over from the Article 102 to 119.

You are not allowed to consult your text, guides, or any other material for
your first and second examinations.

The tutor

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