Reading es una ciudad y autoridad unitaria en el condado de Berkshire, en Inglaterra, Reino Unido.12 Situada en la confluencia de los ríos Támesis y Kennet, la ciudad está a medio camino entre Londres y Oxford, al borde de la autopista M4. La pronunciación inglesa de este nombre es /ˈrɛdɪŋ/ (en la notación del Alfabeto Fonético Internacional). Obsérvese la diferencia con la forma verbal homógrafa reading ("leyendo"), cuya pronunciación es /ˈri:dɪŋ/.
El distrito tiene una población de 142.800 (2006, est.) habitantes. Reading es probablemente el centro de negocios más importante del sudeste de Inglaterra, aparte del Gran Londres. La mayoría de las compañías importantes de Gran Bretaña tienen su sede en la ciudad, que también alberga numerosas multinacionales. El Centro Europeo de Meteorología tiene su sede aquí. Es además una ciudad universitaria con una importante comunidad estudiantil.
El centro de la ciudad está situado cerca de las confluencias del Támesis y el río Kennet, lo que refleja la historia de la ciudad como puerto fluvial. Antes de la confluencia, el Kennet se extiende por una estrecha abertura para formar la planicie fluvial del Támesis. Reading está a 64 kilómetros al oeste del centro de Londres y a 40 kilómetros al sudeste de Oxford.
READING QUOTES
Quotes About Reading
Quotes tagged as "reading" (showing 1-30 of 3,000)
“Sometimes, you read a book and it fills you with this weird evangelical zeal, and you become convinced that the shattered world will never be put back together unless and until all living humans read the book.” ― John Green, The Fault in Our Stars
“What really knocks me out is a book that, when you're all done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it. That doesn't happen much, though.” ― J.D. Salinger, The Catcher in the Rye
“Books are the ultimate Dumpees: put them down and they’ll wait for you forever; pay attention to them and they always love you back.” ― John Green, An Abundance of Katherines
Colombia’s second largest rebel group, the ELN, on Monday expressed its discomfort over the confidentiality of ongoing peace talks with the government. According to the guerrillas, these should be held publicly.
In a statement published on the guerrillas’ website, the ELN’s Central Command said that “for us it would’ve been better if we could permanently inform about the way these talks are going and the country objectively could know the steps of the talks.”
According to the rebels, the government insisted on secrecy, making this elementary for the talks to take place.
However, “we have never shared this criteria because a real peace process should be carried out facing the nation”
“It would have been in the interest of all sectors of society to know the issues related to the setting of an agenda and the framework to guide the process towards peace,” said the ELN.
The ELN on several occasions has expressed frustration about the talks, their progress and the agreed confidentiality.
However, President Juan Manuel Santos said last month that the peace process with the ELN will remain confidential until there is something concrete to announce.
Santos announced the existence of the talks in June, only five days before elections in which he secured a second term in office in spite of low approval ratings.
The group, exceeded in size only by the FARC, has been fighting the Colombian state since 1964. The guerrillas made several unsuccessful attempts to negotiate peace with the state over the past decades. The rebel organization is thought to have some 3,000 armed fighters and another few thousand unarmed supporting activists mainly in their strongholds and in public universities.
video why is important to read
DEFINITION WRITINGnoun
1. the activity or work of writing books, poems, stories, etc.
2. the way that you use written words to express your ideas or opinions
Based on this, we conducted a research study to investigate the effects of video support during read-aloud vocabulary instruction, looking specifically at the performance of ELLs. The study was set in a small, semi-urban public school in the northeast. Eighty-five children from pre-school through kindergarten participated in the study.
There were two intervention conditions in this study: (a) non-multimedia and (b) multimedia. In both of these conditions, teachers taught a scripted intervention lesson 45 minutes per day for three days a week over the course of twelve weeks. The length and duration of the intervention was the same across conditions. The content of both conditions was habitats (i.e., rainforests, savannahs, coral reefs, and deserts). There were two main reasons why we chose to use science content in our intervention. First, by combining vocabulary and science, teachers would be able to address both of these important instructional components at the same time. Second, a focus on content area topics in the early grades is essential for building children's background knowledge.
Teachers read both fiction and non-fiction books on these topics to children. For example, for the focus on savannahs, teachers read The Giraffe who was Afraid of Heights (Ufer, 2006) and Life on the African Savannah (Berger, 1995). During read-alouds of the selected books, teachers focused on words such as herd, prey, graze, migrate, predator, path, charge, and defend. Then, in the video condition, teachers showed video clips that illustrated these words. After reading the books on savannahs, for example, teachers showed video clips from Swinging Safari from National Geographic's Really Wild Animals Series (2005). Teachers in the non-video condition continued with more traditional vocabulary activities.
presentacion
Day 1: Read aloud
Pre-reading: Introduce vocabulary words
Today's special words are herd, graze, migrate, and prey. Listen as I read this book, Life on the African Savannah. We will stop and talk about these words as we read.
Reading: Read and stop to point out words in context
A herd is a group of animals of one kind that live together. Can you say that word, herd? The book says that herds of animals move about the savannah looking for food. Can you see the herd of animals in this picture? What kind of animal is this herd made of? (Show the page from book then similarly review other target words when you get to them.)
Post-reading: Review new vocabulary
We learned some new words today. Let's review them. What do these words mean: herd, graze, migrate, and prey?
Word Games: Have children think critically about words in various contexts
Let's play a word game. I will ask you a question and if you think the answer is yes, show me a thumbs up or if you think the answer is no, show me a thumbs down. If an animal is drinking water, is that grazing? If an animal is eating grass, is that grazing? (Continue to ask questions related to the target words.)
Day 2: Multimedia presentation
Pre-viewing: Review vocabulary words and make connections to the read aloud
Yesterday we learned four new words: herd, graze, migrate, and prey? Let's review what they mean and what we read about them yesterday in our book. (Review definitions of words.)
Viewing: Show full video clip
(Show about 5 minutes of video. Let the children watch the video without stopping.)
Re-viewing: Show video clip again and stop at designated places to review words
Let's look at different parts of the video and talk about how these parts show the words we learned yesterday in our book.
Post-viewing: Have children discuss the words in the context of the book and video
Let's think about the words we are learning. What did the book tell us? Where did we see the words in the book? (Show pages in the book for support.) What did the video show us? Where did we see the words in the video?
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