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    [updated_at] => 2023-08-26 05:46:24
    [name] => Relevant Topics for Young Readers Teacher´s Book
    [meta_title] => Relevant Topics for Young Readers 9786070273636 libro
    [meta_description] => Relevant Topics for Young Readers 9786070273636 libro
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    [image_label] => Relevant Topics for Young Readers
    [small_image_label] => Relevant Topics for Young Readers
    [thumbnail_label] => Relevant Topics for Young Readers
    [author] => Yolanda Gabriela de la LLata Dohrman / José Martín Gasca García
    [language] => Inglés
    [number_pages] => 222
    [size] => 28 x 21.5 x 1.3
    [finished] => rústico
    [isxn] => 9786070273636
    [weight_mb] => 0.644
    [edition_data] => 1a edición, año de edición -2015-
    [topic] => Idiomas
    [price] => 250.0000
    [weight] => 0.6440
    [manufacturer] => 3231
    [status] => 1
    [visibility] => 4
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    [year_edition] => 3110
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    [description] => Reading competence, according to PIRLS 2006 (Progress in International Reading Literacy Studies), consists in the ability to understand and use the linguistic forms required by the society and/or valued by an individual.
Reading competence, according to PISA 2006 (Program for lndicators of Students Achievement), is the ability to understand, use, and analyze written texts to achieve the reader objectives, as wel I as to develop her/his knowledge and possibilities to participate in society.
In this book, the authors wil I recommend different strategies that students can develop in order to achieve a specific goal: to demonstrate that they have under-stood a specific fragment of a written English text in which they are interested.
The objective of this book is to provide the student with specific training when reading English texts. This represents a very important tool to understand both the general and specific information contained not only in academic texts such as books, magazines and journals, but a lso in those that are read at leisure.
Reading competence, according to PIRLS 2006 (Progress in International Reading Literacy Studies), consists in the ability to understand and use the linguistic forms required by the society and/or valued by an individual.
Reading competence, according to PISA 2006 (Program for Indicators of Students Achievement), is the ability to understand, use, and analyze written texts to achieve the reader objectives, as well as to develop her/his knowledge and possibilities to participate in society.
In this book, the authors will recommend different strategies that students can develop in order to achieve a specific goal: to demonstrate that they have understood a specific fragment of a written English text in which they are interested.
The objective of this book is to provide the student with specific training when reading English texts. This represents a very important tool to understand both the general and specific information contained not only in academic texts such as books, magazines and journals, but also in those that are read at leisure.
    [short_description] => Reading competence, according to PIRLS 2006 (Progress in International Reading Literacy Studies), consists in the ability to understand and use the linguistic forms required by the society and/or valued by an individual.
Reading competence, according to PISA 2006 (Program for lndicators of Students Achievement), is the ability to understand, use, and analyze written texts to achieve the reader objectives, as wel I as to develop her/his knowledge and possibilities to participate in society.
In this book, the authors wil I recommend different strategies that students can develop in order to achieve a specific goal: to demonstrate that they have under-stood a specific fragment of a written English text in which they are interested.
The objective of this book is to provide the student with specific training when reading English texts. This represents a very important tool to understand both the general and specific information contained not only in academic texts such as books, magazines and journals, but a lso in those that are read at leisure.
Reading competence, according to PIRLS 2006 (Progress in International Reading Literacy Studies), consists in the ability to understand and use the linguistic forms required by the society and/or valued by an individual.
Reading competence, according to PISA 2006 (Program for Indicators of Students Achievement), is the ability to understand, use, and analyze written texts to achieve the reader objectives, as well as to develop her/his knowledge and possibilities to participate in society.
In this book, the authors will recommend different strategies that students can develop in order to achieve a specific goal: to demonstrate that they have understood a specific fragment of a written English text in which they are interested.
The objective of this book is to provide the student with specific training when reading English texts. This represents a very important tool to understand both the general and specific information contained not only in academic texts such as books, magazines and journals, but also in those that are read at leisure.
    [meta_keyword] => Relevant Topics for Young Readers, Idiomas, Centro de Enseñanzas de Lenguas Extranjeras
    [author_bio] => 
Yolanda Gabriela de la LLata Dohrman
José Martín Gasca García

    [toc] => Introduction 	8
Authors Suggestions for Teachers to Work with the Book 	10
Pre-reading and Post-reading Activities 	11
Reading Styles  	12
Strategies and Reading Styles Developed in the Book 	14
Characteristics of an Effective Reader 	15
Elements of the Reading Competence 	16
Reading Purposes 	17
-O UNIT 1 Different Types of Texts 	18
Letters & E-mails  	18
Horoscopes 	21
Recipes 	22
Lunch Menus 	24
Milkshakes  	25
Weather	 27
Cinemas and Theaters 	29
Tv     31
-o Unir 2 Learn More about Animals  	34
Cats	 34
Turtle, Tortoise or Terrapin? 	36
Dogs	 38
Koalas 	42
Sharks 	46
Elephants 	48
Guide Horses 	50
-O UNIT 3 Leisure Activities  	54
Board Games 	54
Chess	 56
Video Games: Mario Bros, Pac-man, and Dead or Alive 	59
Photography and Camera Controls 	62
-o UNIT 4 Holidays 	 68
Halloween 	68
Thanksgiving (4th Thusday in November) 	73
Valentine's Day  	75
Mother's Day (2nd Sunday in May) 	76
-O UNIT 5 Sports	 80
Football Soccer 	80
Baseball 	84
Basketball  	88
The Olympics 	90
-o UNIT 6 Music Throughout Time	 94
The Beatles 	94
1960s 	98
Queen Live Performances	 103
1970s	 105
Michael Jackson 	108
1980s  	111
1990s	 113
21" Century 	115
-o UNIT 7 Fashion	 120
Neckties  	120
Heir Care 	124
Wigs	 128
Fashion	 133
-o UNIT 8 Beware of Diseases	 138
Anorexia Nervosa 	138
Bulimia Nervosa 	142
At-risk Groups 	146
HIV  	147
-o UNIT 9 Young People Should Know That	 154
Abortion	 154
Sexual Orientation 	159
Wedding Traditions and Customs	 164
-o UNIT 10 Enjoying Literature 	 172
Poems	 172
Short Stories: The Garter 	175
Short Stories: New York to Detroit 	178
Haikus	 182
-o UNIT 11 Extra Readings	 186
Pizza  	186
The World Cup Trophy	 192
Machu Picchu 	 194
History of Mobile Phones  	197
Hippie Movement	 201
Disco Music	 206
Common Regular Verbs	 211
Common Irregular Verbs	 213
References	 217
    [free_reading] => Dear teacher:
The basic objective of this book is to guide your students, via the development of a series of inter-connected strategies for reading English texts, in how to demonstrate that they have fully understood their content. Relevant strategies for the development of the reading process are included in all the activities. The stages of pre-reading, reading and post-reading are taken into account in every unit as well.
We, the authors, suggest that you as teacher should establish, according to the knowledge you have about your students, the most suitable way for them to work with the book in the classroom (i.e. individually, in pairs or in teams).
We also suggest you to support and help your students to improve their strategies for reading English texts by answering questions they might have about syntax and lexis.
We have tried to combine the most suitable aspects from intensive reading (looking for detail with specific learning aims and tasks) and extensive reading (understanding written texts for enjoy-ment while developing general reading skills). Thus we say this book is based on an intensive-extensive reading approach.
While deciding which texts and complementary images to include in this book we took into ac-count the various interests that students might have. This way the arrangement would be relevant and attractive to you.
Please, feel free to reuse the texts if you think they might work better with other kind of strategies and/or questions. Some of them like "Intelligence", "Elephants", "Guide horses" and "Photography" are suitable for extra work.
Finally, we want to say that we are grateful to all the people who have contributed to publishing this book.
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