Learning task 1: choose the letter of the correct answer Write your answer in your notebook

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1. This refers to the condensation of significant facts from an original piece of writing. a. summary b. thesis statement c. main idea d. topic 2. What should be in your summary? a. Pictures c. Main points b. Details :1. Copy down the whole story 3. Which of the following is NOT a use of summarizing? Answering an essay question Writing a reflection paper Recording the results of an experiment Describing the plot of a fictional text or film 4. Which of the following is NOT a proper way of summarizing a text? 3. Avoid keeping the same idea structure or sentence structure. b. Decide what ideas need to retain and which one need to omit. c. Inject your own ideas and concepts imo the summary. d. Document the sources of the original material. 5. As a writer your summary should be a. comprehensive, concise, considerate and independent b. comprehensive complicated coherent and independent 0. comprehensive, concise, coherent, and independent d. comprehensive, concise, coherent, and intelligent 6. Summarizing is helpful because . a. It captures the supporting ideas in the text. b. It combines the irrelevant information in the text. c. It concentrates on the gist and key words presented in the text d. It deepens your confusion of the text. 7. Annie tries to get the summaIy oi the text she is reading. She pares down the information she gets into a 20-word summary. What strategy did she use in writing a summary? a. GIST Summary b. Somebody Wanted But 30 c. Journalist Questions d. Magnet Summary 8. Which of the following formats" In summarizing is used when the summarized idea comes before the citation? nope a. Idea Heading Format b. Date Heading Format 0. Author Heading Format d. Key Point Summary Format 9. Which of the following formats in summarizing is used when the summarized idea comes after the date when the material was published? Idea Heading Format Date Heading Format Author Heading Format Key Point Summary Format ease

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Longitudinal studies have also confirmed the role of beliefs in teacher practice- The impact of previously held beliefs was found to be enduring when four school teachers were observed over a two year period implementing a new and specific method of teaching reading (Stephens et al-, 2000). Despite the teachers receiving special training, new practice was not comprehensively sustained, with one teacher reverting to practice based on prior held beliefs at the end of the training period. Similar reliance on earlier beliefs has been observed in studies of preservice teachers. in a two year study on development of professional belief systems about reading instruction the teachers appeared to create fictive images of themselves as teachers consistent with their prior knowledge of teachers and reading. and the experiences they had on teaching practicum (Stoube. 2009). These factors seemed more important in forming these teachers' notions about teaching reading, than formal reading courses undertaken as part of teacher training. In a similar fashion, research with preservice teachers at two American universities found that previous, personal experience and beliefs continued to influence content and instructional choices of these participants {Bamyak 3: Paquette, 2010). McHardy. J. ti- Chapman. E. {2016). Adult reading teachers' beliefs about how less-skilled adutt readers can be taught to read. Literacy and Numeracy Studies. 24(2), 24-42- doi:10.5130rlns.v24i2.4309 10. Which of the following best summarizes the original paragraph? a. Teachers' reluctance to lmptement new methods of teaching reading to adults is regrettable (McHardy tit Chapman. 2016). By holding onto their old belief systems, they are not making the most of their training and thereby disadvantaging their students. Studies by Stephens et al. (2000). Stoube (2009) and Bamyak a Paguette (2010) all support this assertion. b. McHardy and Chapman {2016) prove that teachers find it impossible to change their approach to teaching reading to adults despite being trained in alternative methods. They always return to the practices they believe are best. Their views are supported by at least three other studies. c. McHardy and Chapman (2016) discuss previous research into preservice teachers (Stoube. 2009: Barnyak a Paquette. 201D) and experienced teachers (Stephens et al.. 2000) and conclude that even when they have received training in methods of teaching reading that differ from their existing practices and beliefs. they often revert to the old ways after the training is completed. d. McHardy and Chapman {2016) stated the role of beliefs has an impact in teaching practice based on the longitudinal studies of different researchers.

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Learning Task 3: Read each passage. Highlght or underline necessary lnfonnatlon. Write your summary. READING PASSAGE 5U MHARY 1. There are times when the Digit sky glows with bands of color. The bands may begin as cloud shapes and then spread into a great arc across the entire sky. They may fall in folds like a curtain drawn across the heavens. The lights usually grow brighter. then suddenly dim. During this time. the sky glows with pale yellow. pink. green. violet. blue. and red. These lights are called the Aurora Borealis. Some people call them the Northern Lights. Scientists have been watching them tor hundreds of years. They are not quite sure what causes them. In ancient times people were afraid of the Lights. They imagined that they saw fiery dragons in the sky. Some even concluded that the heavens were on fire. 2. When one hears the term "reality" applied to a television show. one might expect that the events occurred naturally or. at the least. were not scripted. but this is not always the case. Many reality shows occur in unreal environments. like rented mansions occupied by tilm crews. These living environments do not reflect what most people understand to be "reality." Worse. there have been accusations that events not captured on film were later restaged by producers. Worse still. some involved in the production of "reality" television cla'rn that the participants were urged to act out story lines premeditated by producers. With such accusations floating around. it's no wonder many people take reality TV to be about as real as the sitcom.