The Process of Shifting Focus From Reading a Book to Looking at Television and Back Again Is Called
Stages of a Reading Lesson
Practicing reading skills is one of the cornerstones of language learning. They non but ameliorate the overall language competence only as well enhance the learners' critical thinking, analytical skills and as a source of information.
In order to accept a productive reading session the teacher must conduct the lesson following these stages:
- pre-reading — to prepare the learners for the reading activity, to fix a context, familiarize them with the unknown vocabulary, arouse involvement.
- while-reading — this is the principal job the reading session is aimed at comprehension questions (True/False statements, skimming and scanning, etc.).
- post-reading- its aim is to understand the texts further through disquisitional analysis of what they have read or to provide personalization.
This article aims at giving some practical guidance to teachers who are eager to have productive reading sessions.
Pre-reading activities
I of the well-nigh of import stages of any reading activeness is the appropriate setting of the context, familiarization with the active vocabulary, getting to know how much the learners know about the topic. For this purpose, the following activities may be used,
- Crumpled papers: The teacher prints out the text which is going to exist read and crumples it. He/she divides the class into groups and gives each group i crumpled version of the text. Students are not allowed to motion the paper but they can move themselves trying to read some words, phrases, sentences. They have notes of whatsoever they are able to read and in a grouping discussion try to approximate the main idea of the text.
- Corner Statements: The teacher prepares 4 sentences expressing opinions about the topic, and then sticks them in 4 corners of the classroom. Students go and stand near the opinion they disagree with the nearly. The group explains why they disagree nearly the topic.
- Guessing from words or pictures: The teacher boards the keywords from a reading, students piece of work in pairs or groups and try to estimate the text. In the same way, the pairs or groups may be given some topic-related pictures and they need to give the chief idea of the text.
- Audio furnishings: The teacher plays on some sound event related to the reading and students are asked to approximate the topic by giving the associations which came to them while listening to those sounds.
- Positive or Negative words: The instructor divides the class into 2 groups and gives 2 sets of different words taken out from the text. Ane grouping is given words with a positive connotation, the 2d grouping needs to deal with negative connotation words. They need to guess the story having in mind those words. As a issue, the class comes up with two totally different versions of the same text.
- KWL Charts : Ask students to write everything they know about the topic (One thousand column) and everything they desire to know (Due west column) and what they learned after the reading (L Cavalcade) . K and Due west aspects tin exist proficient as pre-reading activities.
While-reading activities
They help students to focus on aspects of the text and to understand it better. The goal of these activities is to aid learners to deal with the text as if it was written in their female parent tongue.
- Topic Sentences: Each paragraph stands for i main idea. Students are asked to find the topic sentence and explicate how it describes the whole reading passage and the given paragraph.
- Guessings: Read the text (skimming the text for full general information) to see if the guessings and predictions are met.
- Scanning: Students look for specific information from the text. Learners may be also asked to write comprehension questions for their peers.
Post-reading activities
These activities mainly aim at integrating the target material into the real-life and personalized practice in gild to keep the authentic utilise of the language, make the learners feel that whatever they acquire they turn into existent-life experience in terms of language utilise.
- Discussions: Learners are divided into groups and are given a set of text-related questions to talk over. Questions may be about some characters, their behaviour, how the text has interested the students, what they have learned from it, etc.
- Story Continuation: Students may be given some time to remember and come up with the continuation of the story. They may change some traits of the primary characters and imagine how the text would keep to take into account those changes.
- Statements: Students are given statements about the reading topic, they piece of work in pairs and discuss them.
Considering the utmost importance of reading skill in language learning, all the above-mentioned activities tin can serve every bit nice tools to hone the learners' reading skills.
Yous tin look at some more than interesting ideas and useful resource here .
Source: https://skyteach.ru/2019/06/08/stages-of-a-reading-lesson/
0 Response to "The Process of Shifting Focus From Reading a Book to Looking at Television and Back Again Is Called"
Post a Comment