how to teach reading
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Transcript of how to teach reading
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READING & VOCABULARY
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READING IN CL ASS OR OUTS IDE CL ASS
Reading activities that we do in class are
usually ‘intensive’. We may aim to
* present and give practice in reading
skills ss will find useful for independent
reading for later
* introduce or give further practice.
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SELECTED READING TIPS
*Reading aloud
*Ss don’t need to understand every
single word
*Setting a time limit to speed up ss’
reading
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HOW TO INTRODUCE A READING PASSAGE
1- Do a speaking activiy.
2-Have Ss preview the page or reading passage. Previewing
steps:
Read the title
Look at any pictures
Notice if the text is divided into parts and if there are subtitles
Read the first sentence of each paragraph
Read the last paragraph or at least the last sentence
3- Have students predict what will be in the passage.
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TRAINING STUDENTS NOT TO READ EVERY WORD
Cloze passages and Scanning exercises
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Sample exercise : Cloze passages
Elise Butler doesn’t need to own a car. She is 28 years …………., single, and a school………….. She doesn’t earn much …………, she likes to ………….. She often …………. a car. She prefers ……………. rent a car on …………… because the prices are……….. . She also usually rents ………….. car for several weeks ………………the summer because she …………….. to take a vacation………………
Elise Butler is married. yes/no
Elise likes to travel. yes/no
Elise often rents a car. yes/no
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POST READING ACTIVITES
Comprehension Check (Scanning ) game with
white boards
Group Summary Presentations
Vocabulary study
Debate
Make a list of discussion questions
Find a video clip that matches the topic
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S P E A K I N G A C T I V I T I E S F O R R E A D I N G PA S S A G E S
Read and Run
Read, Think, Speak
Off the Wall Reading
Finish the sentence
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T I P S O N T E A C H I N G R E A D I N G
Explain the purpose of each reading activity.
Make sure you teach the strategies they should use for reading. Show
them how to read a text and answer the questions especially the first week
(strategies like highlighting or underlining).
Always plan pre-reading activities because they facilitate comprehension.
Tell your students to answer the questions without looking at the text.
This will help them learn paraphrasing.
Asking a student to read a long text aloud will not help your students.
This can cause word-for-word reading. However, reading short excerpts
aloud can be beneficial.
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P R E S E N T I N G V O C A B U L A RY
Visuals (flashcards, board drawıngs, photographs, realia:the
real things themselves)
Mime, gesture, facial expression
Synonyms, antonyms and defintions in simple English
Illusrative mini-situations
Examples of the type (pear, plum, peach, mango are all…fruits)
Translation
Dictionary
Getting ss to guess the meaning from the context and word
formation.
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HOW WOULD YOU TEACH THESE WORDS?
Target vocabulary
Give examples/explanations of how you would do, what you would say,
*Mime*Picture*Realia*Simple example*Simple explanation*Visuals
LeaderLiftMosquitoMountainPetrolTeddy bearTo limpTo staggerTo stammerVinegarVelvet
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T I P S O N T E A C H I N G V O C A B U L A R Y
Explain the purpose of vocabulary activities.
They should do their homework at home and speak in class. Create
speaking activities, so students can use the new vocabulary they learn.
Emphasize the importance of using vocabulary acquisition strategies
like context clues.
Highlight the importance of reading more. To learn a new word, they
need to be exposed to that word 5-16 times.
Make sure they understand the importance of having a vocabulary
notebook or cards. Repetition can be helpful in the lower levels.