Working on the Concept of Solids through Reading
Reading is not a passive skill but rather a mental process described as active, purposeful, and creative (Eskey, 2005). According to this author “Readers interact with texts by combining information they discover there with the knowledge they bring to it.” (p. 565). Successful reading activities entail pre-reading, while-reading, post-reading, and follow-up activities. In addition, when teaching reading within a content-based framework, the teacher cannot forget the main goal which is not other than constructing conceptual development. For this to take place, special attention must be drawn to vocabulary. Young (2005) makes a clear distinction between the language students bring to class, and the language of the science content. This distinction lies on the specific vocabulary of the science content.Developing Understanding about Global Warming through listening
Listening and speaking should be interwoven, and should reflect an active learner; in other words, the student needs to interact with the "listening item" by asking/answering questions, taking notes, using imagery, and setting goals and objectives, among other strategies. Then, this learner should organize this new information, linking it with the one s/he already has, and produce a spoken utterance that reflects what s/he has learned. Finally "language input should aim for user authenticity, first, by aiming to be appropriate to the current needs of the learners, and second, by reflecting real use of language in the real world" (Rost, 2002).REFERENCES
Eskey, D. (2005). Reading in Second Language In Handbook of Research in Second Language Teaching and Learning. Ed. Hinkel.
Rost, M. (2002). Teaching and researching Listening. Malaysia: Pearson Education Limited.
Young, E. (2005) The Language Of Science, The Language Of Students: Bridging The Gap with Engaged Learning Vocabulary Strategies. Science Activities; 42, 2; ProQuest Education Journals.
