Exploratory task 5.7 Read this short joke and compile the “grammar” of this story in the space provided

I was arrested at the airport. Just because I was greeting my cousin Jack! All that I said was "Hi Jack!", but very loud.
The setting	The plot	The outcome

"Before-and-after" technique is used to help the learners to produce the propositions before reading the text and to construct their propositions about the text comparing initial ideas with what they came to know after having red the text.

Exploratory task 5.8

Complete the grid “before” giving your associations with the word drugs. After that read the text “Drugs in history”. Having read the text, complete the grid “after”. Compare the two grids and share the results among the peers.

Before reading
Drugs in History Ancient people took drugs for many reasons. The Greek poet Homer told of opium as a drug to kill pain. It also helped to battle depressions. People thought that coca leaves were a gift from the Sun God. It eased the feeling of hunger and fatigue. Ancient people used marijuana as a cure. The pleasure effects of the drugs were also noticed. The Sumerians, Assyrians and Egyptians all mention opium in their writings. A Sumerian tablet described opium as the “joy substance”. Marijuana was used in China as early as 5,000 years ago. Coca-chewing was widespread among the Incas. Many drugs were believed to have a magic power in them. As recently as thirty-five years ago a book of the Hindus called a narcotic mushroom a “god plant” and used it in their rites. North American Indians called this plant “the flesh of God”. Even in the nineteenth century drugs were considered by doctors as a “cure-all”. Doctors mixed many drugs together to make them work better.
After reading

Mental model is used to create a visionary or a physical model of the text, which can take a graphical form (picture, plan, map, diagram, table, graph etc.) or a physical form (gesture, positioning things on the table etc)

Exploratory task 5.9

T he task is to be done in pairs. One of the participants is to look at the picture, which is to remain masked for the other participant, to make a mental model of it (imagine it in mind) and to describe the gesture. The other participant is to make this gesture with his/her fingers. Have you been able to make your mental model of the gesture well explained and understood?

Gesture description

Integrated task

• Describe your teaching situation

• Clarify the goal of teaching language comprehension (words, sentences, texts)

• Choose a technique for teaching comprehension (e.g. “priming”) and describe it

• Reflect on the procedure of using the technique with your peers or pupils

• Give recommendations for peers and colleagues

Answer Keys

SAQ 2.1

1C 2A 3B

Exploratory task 2.1

1J 2B 3C 4G 5H 6E 7F 8D 9A 10I

Exploratory task 2.2

A4 B1 C2 D5 E3

Exploratory task 5.4

“b” is an odd-one-out

Glossary

Advance organizer is a technique to present the information lacking the essential link and stimulating the search for the missing part

Ambiguity is doubtful, uncertain and capable of being interpreted in more than one way

Bottom-up processing is the process of comprehension that starts with the input analysis

Category is a broad notion consisting of a number of concepts with an explanatory power about the world around us

Comprehension is the process of a deep and all-round understanding

Concept is a general notion that has an explanatory power about the world around us

Critical thinking is deliberate putting to doubt the existing knowledge

Frame is a stereotype in perception of the objects and processes in the world around us

Interactive processing combines top-down and bottom-up comprehension strategies

Mental rotation (here) is critical perception of a series of texts with the task to distinguish between the messages “alike” and “different”

Perception is the process of auditory, visual or tactile cognition

Priming is preparation for language comprehension by creating an analogous experience (e.g. giving the texts with identical message before presenting the target text with the same message)

Proposition is a statement for consideration, analysis and discussion

Schema (plural: schemata) is prior knowledge in one’s minds that channels further cognitive processes

Script is a succession of actions known to the performer

Top-down processing is the process of comprehension that starts with initial pre-suppositions