READING ACTIVITY TEMPLATE

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					Name:                                   Department:                                     Date:


                       READING ACTIVITY TEMPLATE
Activity description:
This activity provides practice in efficient reading with the help of the SQ3R method. SQ3R
stands for Survey Question Read Recall Review

Learning outcomes:
At the end of this activity, you should be able to
    - know all stages of reading comprehension activities;
    - get prepared for a reading activity in a way that allows you to read with a purpose and
        stay focused;
    - increase efficiency by selecting the adequate reading strategies;
    - access tutorials and enhance your reading skills

Select a reading assignment type from the following list so as to simulate a real life task.
Check what is applicable:

    You’ve been asked to lead a seminar by giving a very short presentation about a
     specific topic.
    You have been told by your teacher that you have a test next week which will involve
     reading through a text related to a particular aspect of your subject area and then
     writing a short summary of it. √
    You have to write an essay on a specific topic and the reading extract is exactly what
     you need.

Select a text suitable for your level from the list attached to this activity and use the
following worksheet to guide you through reading. After completion, post this template and
the annotated text (attach it at the end of the template) on your wiki page.
NB: rename this template like this – Reading Activity1_YOUR NAME

                            Reading Activity1_Pop Calin Cristian

A. Before Reading
   1. What are your reasons for reading the text? Tick one or several of the following
      options. They will help you stay focused and use the correct reading strategy.

         you are interested because it is about your subject, or it is related to your subject √
         you are interested because it has relevant and up-to-date information
         you want background information,
         you want detailed information √
         you want to know what the writer's views are
         you are going to have a discussion
         you are going to write an essay on this subject later

   2. Think about what you already know on this topic. Write down words, phrases,
      sentences in the textbox below. No particular order is requested.




                                                1
Name:                                   Department:                                    Date:

      I know why adolescence is a important stage in our life.




  3. Write down what you would like to find out from the text. Try to formulate actual
     questions you would like answers to. Use the textbox below.

        I want to know more importing reasons of adolescence.




  4. Make a note of words or phrases connected with the topic that you may find in the text.

        Maturity, responsibility, experience.




B. Reading
  1. Survey the text.
  Use the following techniques: note the title and date; read the abstract; read the
  introductory paragraph; read the first sentence in each paragraph; read the
  discussion / conclusion. Now answer the following questions in the space provided.

   How close were your predictions?
  I had them all.

       Do you have a very general idea of the structure of the text, what the different parts
        are about? Write them down.



                                                2
Name:                                 Department:                                   Date:
     Adolescence is the stage of developing rapidly from infancy to adult stage. There five
  interesting facts of adolescence: grouwn-up, venturesomenes, responsibility, relation to
  life and the importants in learning and experience in life.

  2. Identify your purpose for reading and then choose an adequate reading
  strategy. Take first this tutorial on reading strategies from Leeds University. Go back at
  section A1 where you mentioned your reasons. Now fill in the following with your own
  choice:

  I think I should apply
   skimming because I will find quickly the main ideas of the text.

   scanning
  because _________________________________________________________________

   intensive (in-depth) reading
  because_________________________________________________________________
  ________________________________________________________________________


  3. Write down in one or two sentences:

       what you think the main idea(s) are


  Adolescence is the stage of development between childhood and adulthood. In this
  century adolescence is more importing because It takes more time to be independence
  and responsibility by your self .You have to be educated by an expert at school not your
  parents to have a job.

   what your first reaction to the text is.
  Do you find the text
   √ interesting √ informative  well-argued boring illogical inaccurate? Why?




  4. Do a second more careful reading, marking any new words that are important for
     your understanding and highlighting important information.

       Check on the main idea(s) and revise what you wrote if necessary. Write down a
        revised form in the space below.




                                              3
Name:                                          Department:                            Date:



        Decide what the subsidiary ideas are. How do they relate to the main idea? Put all
         the ideas together in linear notes, or as a mind map. Put them down in the space
         provided below. Check here to get an idea what a good set of notes is or here for more
         practice in annotating.




  Adolescence means:
  -'growing-up' that apply to a child from birth to maturity.
  -seeking for new experience in life, and likes roughing it
  -to learn through responsibility, not to learn before responsibility
  - the youth is leaving behind the phase of protective childhood and is becoming
  independent
  - to do things first for only then does he appreciate the problems involved and want to
  learn more about them.




    5. VOCABULARY: With the new words which you think are important:
        if an approximate meaning is enough, try to guess the meaning using word
         function, context (immediate and wider) and word form
        if the exact meaning is needed, use a dictionary

    Use the following table to write down the new words. Then complete the table by
    forming other words using appropriate suffixes if necessary. You may add as many as
    needed. Consult your dictionary both for this task and for the rest of the vocabulary
    practice.

Vocabulary Work                                  Word Building
Word and        Class (noun,   Translation       Noun        Verb      Adjective   Adverb
location        verb, adj.,
(paragraph)     adv., etc)
fend- 1st       verb           se îngriji de                 To fend
paragraph
Cynically -     Noun           cinism            cynically
1st paragraph
Pundits-        Noun           experti           pundits               pundits
7th
paragraph




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Name:                                     Department:                                       Date:




C. After Reading
1. Make a list of the words (both new and known) which you think will be useful for you in
the future. You may add as many as needed.
Tip: Access TheSageDictionary Site and download a version you can use offline on your
computer!


Word and location    Class (noun,        Definition (in the   Other (basic)   Synonym(s)   Antonym(s)
(paragraph)          verb, adj., adv.,   context)             meanings
                     etc)
Flapper -3rd         noun                A young
paragraph                                woman in the
                                         1920s who
                                         flaunted her
                                         unconventional
                                         conduct and
                                         dress.
Venturesomeness noun                     The trail of
-4th paragraph                           being
                                         adventurous
Responsibility 5th noun                  The social force
paragraph                                that binds you
                                         to your
                                         obligations and
                                         the courses of
                                         action
                                         demanded by
                                         that force.



   5. Evaluate what you have read by writing a few sentences answering the questions
      below. Your comments are welcome.

       How does the article fit into what you already think and know?
       Does it confirm your ideas, add to them, conflict with them?
       If there are opinions, do you agree or disagree with them?




                                                    5
Name:                                   Department:                                       Date:

  In this article conforms what I think and know about adolescence and I founded very
  useful for me.




   6. Resources for further practice

       Using English for Academic Purposes at URL:
        http://www.uefap.com/reading/readfram.htm
       Reading Tutorial at Leeds University Library&Skills site
       http://skills.library.leeds.ac.uk/tutorials/reading_tutorial/player.html
       Reading Skills at Leeds University Library&Skills site:
        http://skills.library.leeds.ac.uk/topic_reading.php#
       Reading Skills at the University of Essex:
        http://www.essex.ac.uk/myskills/skills/reading/readingSkills.asp#03a
       The Sage Dictionary for students, researchers and educators: at
        http://www.sequencepublishing.com/thesage.html



Adolescence

The period of adolescence has fascinated people of all ages. Even Aristotle turned aside from
his philosophical and ethical speculations to make a study of the adolescent. He realistically
described a boy's voice as 'the bleating of a Billy goat'. He also characterised the adolescent
as being 'high-minded', but somewhat cynically put this down to lack of experience! Plato
devoted much time and thought to discovering how best to bring up youth to true citizenship.

Growing-up. Adolescence means 'growing-up' and strictly speaking should apply to a child
from birth to maturity. Why then do we use it for this teenage period alone? Because when
we speak of the adolescent as 'growing-up', we mean that the youth is leaving behind the
phase of protective childhood and is becoming independent, capable of going out to fend for
himself.

Girls of this age used to be called 'flappers', a very descriptive term, for they are figuratively
trying out their wings. Very often, like fledglings, both boys and girls require a gentle push
off! Sometimes they push off too soon and hurt themselves.

Venturesomeness. A characteristic of 'growing-up' is a desire to be venturesome - so unlike
the dependence of the child and the set ways of the adult. The adolescent seeks for new
experience in life, and likes roughing it. In their camps and hiking, for example, boys and
girls seek uncomfortable and difficult conditions-and then set about making themselves
comfortable in them. They deliberately seek difficulties in order to overcome them.

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Name:                                    Department:                                      Date:
Responsibility. The adolescent also loves responsibility. The boy likes to be given the job of
packing the luggage in the car; the girl, the responsibility of getting the younger children
ready for the trip. This is a natural urge and requires expression.

Relation to life. The healthy adolescent boy or girl likes to do the real things in life, to do the
things that matter. He would rather be a plumber's mate and do a real job that requires doing
than learn about hydrostatics sitting at a desk, without understanding what practical use they
are going to be. A girl would rather look after the baby than learn about childcare.

Logically we should learn about things before doing them and that is presumably why the
pundits enforce this in our educational system. But it is not the natural way-nor, I venture to
think, the best way. The adolescent wants to do things first for only then does he appreciate
the problems involved and want to learn more about them.

They do these things better in primitive life, for there at puberty the boy joins his father in
making canoes, patching huts, going out fishing or hunting, and preparing weapons of war.
He is serving his apprenticeship in the actual accomplishments of life. It is not surprising that
anthropologists find that the adolescents of primitive communities do not suffer from the
same neurotic 'difficulties' as those of civilized life. This is not, as some assume, because they
are permitted more sexual freedom, but because they are given more natural outlets for their
native interests and powers and are allowed to grow up freely into a full life of responsibility
in the community.

In the last century, this was recognized in the apprenticeship system, which allowed the boy
to go out with the master carpenter, thatcher, or ploughman, to engage in the actual work of
carpentry, roof-mending, or ploughing, and so to learn his trade. It was the same in medicine,
in which a budding young doctor of sixteen learnt his job by going round with the general
practitioner and helping with the blood-letting and physic. In our agricultural colleges now
young men have to do a year's work on a farm before their theoretical training at college. The
great advantage of this system is that it lets the apprentice see the practical problems before
he sets to work learning how to solve them, and he can therefore take a more intelligent
interest in his theoretical work. That is also why a girl should be allowed to give expression
to her natural desire to look after children, and then, when she comes up against difficulties,
to learn the principles of childcare.

Since more knowledge of more things is now required in order to cope with the adult world,
the period of growing-up to independence takes much longer than it did in a more primitive
community, and the responsibility for such education, which formerly was in the hands of the
parents, is now necessarily undertaken by experts at school. But that should not make us lose
sight of the basic principle, namely the need and the desire of the adolescent to engage
responsibly in the 'real' pursuits of life and then to learn how-to learn through responsibility,
not to learn before responsibility.

(From Childhood and Adolescence, by J. A. Hadfield)




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