Reading Explorer 5 3rd Edition

[Klacee Sawatzky]

AtNational Geographic Learning, we recently published a third edition of our global series Reading Explorer. As we began the revision process, we asked users of the series: What reading texts are most effective in your class? The results were very interesting.

But even if areading passage is interesting and accessible, there are still a number ofthings we, as instructors, can do to facilitate the process. One of the mostimportant is to teach students some pre-reading strategies.

Most texts will have certain words thatare important for understanding, but which may not be familiar to the student.In this reading, for example, words like creatures,extinct, and skeleton may need tobe previewed before students read.

In Hong Kong, the set I bought was just 4 levels - Beginner, Elementary, Intermediate and Advanced. The 4 books contained more or less the same material as the 6 books. The books were simply divided differently so the Hong Kong books had more pages in each book. The cost is higher in Hong Kong than in mainland China IF the version you buy in Mainalnd China is printed in China.

If you buy online, you'll want to check to see if you are getting a physical book or online book. Also to see if it is the latest edition. The images shown are for the 2nd edition which is what I bought when I was in China.

In the US, Amazon.com sells the books, but as you might expect, the price is higher in the US than China. While checking for this blog, I noticed the US Amazon site shows a newer edition. They now have the 3rd editon. It does appear the US version now has the same 6 levels as China starting at Foundation and ending at Level 5. The US Foundation, 3rd ed version is shown below the Chinese Taobao advertisement image.

Now you get to the first page of the reading. Again, it asks you questions BEFORE you start reading. This is one reading skill. Predicting and thinking what you might read about. They also give you a topic related image.

The first actual reading part of the Unit. The lines are numbers and words are highlighted in red. These are the key vocabulary words they want you to learn. Note the reading section here isn't very long. 1 page.

Next is a section USING the new vocabulary including other forms of the word. Maybe the reading used the noun and now they see if you can understand the adjective or the reading uses one tense and now you need to use a different tense.

Now you know why I chose the 2nd unit - one of my favorite foods - chilis / chiles / chilis. As I mentioned at the beginning, this particular book is a little out of date now. It was the first edition and today they are on a 3rd edition. The Ghost chile is no longer considered the hottest in the world.

The final section is designed to watch a short video and answer questions. I just discovered I didn't scan those 2 pages but ot resembles the above 2 pages but refers to a video. The video DOES NOT come with the book or at least it didn't come with mine. I suppose they want you to buy it separately. Note the answers to all the exercises are also NOT included with the book. They sell a teacher's book that has the answers but I never bought one.

Reading is the best way to improve vocabulary and also helps with learning grammar since you see it being used. I had every one of my IELTS students using this material to mprepare them for IELTS - it helps both with the reading sections of IELTS, the listening sections (If you understand the topic you are listening about it improves your recognition of what they are saying) and writing and speaking - again the knowledge of different topics you gain help you talk and write about the topics they give you on the exam.

N2 - Once again this publication is produced to celebrate and promote good teaching and learning support and to offer encouragement to those imaginative and innovative staff who continue to wish to challenge students to learn to maximum effect. It is hoped that others will pick up some good ideas from the articles contained in this volume. We had changed our editorial approach in drawing together the articles for this 2005/6 edition (our third) of the ABS Good Practice Guide. Firstly we have expanded our contributors beyond ABS academics. This year?s articles have also been written by staff from other areas of the University, a PhD student, a post-doctoral researcher and staff working in learning support. We see this as an acknowledgement that the learning environment involves a range of people in the process of student support. We have also expanded the maximum length of the articles from two to five pages, in order to allow greater reflection on the issues. The themes of the papers cluster around issues relating to diversity (widening participation and internationalisation of the student body), imaginative use of new technology (electronic reading on BlackboardTM ) and reflective practitioners, (reflection on rigour and relevance; on how best to train students in research ethics, relevance in the curriculum and the creativity of the teaching process) Discussion of efforts to train the HE teachers of the future looks forward to the next academic year when the Higher Education Academy?s professional standards will be introduced across the sector. In the last volume we mentioned the launch of the School?s Research Centre in Higher Education Learning and Management (HELM). Since then HELM has stimulated a lot of activity across the School (and University) particularly linking research and teaching. A list of the HELM seminars is listed as an appendix to this publication. Further details can be obtained from Catherine Foster ([email protected]) who coordinates the HELM seminars. HELM has also won its first independent grant from the EU Leonardo programme to look at the effect of business education on employment. In its annual report to the ABS Research Committee HELM listed for 2004 and 2005, 11 refereed journal articles, 4 book chapters, 3 published conference papers, 18 conference papers, one official reports and 72,500 of grant money produced in this research area across the School. I hope that this shows that reflection on learning is live and well in ABS. May I thank the contributors for taking time out of their busy schedules to write the articles and to Julie Green, the Quality Manager, for putting our diverse approaches into a coherent and publishable form.

AB - Once again this publication is produced to celebrate and promote good teaching and learning support and to offer encouragement to those imaginative and innovative staff who continue to wish to challenge students to learn to maximum effect. It is hoped that others will pick up some good ideas from the articles contained in this volume. We had changed our editorial approach in drawing together the articles for this 2005/6 edition (our third) of the ABS Good Practice Guide. Firstly we have expanded our contributors beyond ABS academics. This year?s articles have also been written by staff from other areas of the University, a PhD student, a post-doctoral researcher and staff working in learning support. We see this as an acknowledgement that the learning environment involves a range of people in the process of student support. We have also expanded the maximum length of the articles from two to five pages, in order to allow greater reflection on the issues. The themes of the papers cluster around issues relating to diversity (widening participation and internationalisation of the student body), imaginative use of new technology (electronic reading on BlackboardTM ) and reflective practitioners, (reflection on rigour and relevance; on how best to train students in research ethics, relevance in the curriculum and the creativity of the teaching process) Discussion of efforts to train the HE teachers of the future looks forward to the next academic year when the Higher Education Academy?s professional standards will be introduced across the sector. In the last volume we mentioned the launch of the School?s Research Centre in Higher Education Learning and Management (HELM). Since then HELM has stimulated a lot of activity across the School (and University) particularly linking research and teaching. A list of the HELM seminars is listed as an appendix to this publication. Further details can be obtained from Catherine Foster ([email protected]) who coordinates the HELM seminars. HELM has also won its first independent grant from the EU Leonardo programme to look at the effect of business education on employment. In its annual report to the ABS Research Committee HELM listed for 2004 and 2005, 11 refereed journal articles, 4 book chapters, 3 published conference papers, 18 conference papers, one official reports and 72,500 of grant money produced in this research area across the School. I hope that this shows that reflection on learning is live and well in ABS. May I thank the contributors for taking time out of their busy schedules to write the articles and to Julie Green, the Quality Manager, for putting our diverse approaches into a coherent and publishable form.

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WITH AN INTRODUCTION BY SIR RANULPH FIENNES

The Last Expedition is Captain Scott's gripping account of his expedition to the South Pole in 1910-12. It was meant to be a voyage of scientific discovery and a heroic exploration of the last unconquered wilderness. Scott's expedition, carried in the Terra Nova, pitted him and his team not only against the elements but also against the Norwegian explorer, Amundsen. Ultimately, Scott was beaten by both. The journals are full of incident and drama, courage and endurance, hope and bitter disappointment.

These journals were found, along with Scott's body, several months after his death and just 11 miles from base camp and safety.

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