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Extensive reading (ER) is the process of reading longer, easier texts for an extended period of time without a breakdown of comprehension, feeling overwhelmed, or the need to take breaks. [ 1 ] [ 2 ] It stands in contrast to intensive or academic reading, which is focused on a close reading of dense, shorter texts, typically not read for pleasure.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes. The first thing for setting a lesson plan is to create an objective, that is, a statement of purpose for the whole lesson.
This is done in the following way: if the verb is an -er or -ir verb such as comer, poder, vivir, or compartir, replace the ending o with an a i.e. : Yo como; yo puedo; yo vivo → Yo coma; yo pueda; yo viva. If the verb is an -ar verb such as hablar or caminar replace the ending o with an e: i.e., Yo hablo; yo camino → Yo hable, yo camine.
The table at the right shows the main verb forms, with examples for -ar, -er and -ir verbs (based on parlar 'to speak', vider 'to see', and audir 'to hear'). The simple past, future, and conditional tenses correspond to semantically identical compound tenses (composed of auxiliary verbs plus infinitives or past participles).