Reflecting on the significance of Reading in the EFL classroom G. Ledwith - 2/2010
Student’s Attitudes to Reading Students are reluctant to read in mother tongue Reading only enables them to answer compreh...
Teacher’s Attitudes to Reading Often a waste of valuable time Provide limited range of activities Deprive students of time...
Teachers have the possibility to convince students   Pleasure of reading Perceive writer’s skills Voice one’s ideas Experi...
Raise student’s curiosity Pre reading activities Motivate student’s interests Put into play strategies such as hypothesis,...
Pre reading activities Prediction Hypothesis Vocabulary building (ladders) K-W-L- Chart Spot the genre Anticipation Guides...
While reading Observation Diary Cause and Effects Follow the clues Who said What and Why Sizing up the Setting Predictions...
Post reading From me to you! Story Tree SWBS: Plot Chart Opinion Page Story Board Building a Story Comic Strip Template
Inferring  word clues + experience = inferences   <ul><li>Readers who infer… </li></ul><ul><li>Draw conclusions about thei...
It is not enough to know how to read.  If one is to become a lifelong reader, it is imperative that one has the desire to ...
<ul><li>In your hands... </li></ul>
Bibliography <ul><li>Oliver Keene,  Mosaic of Thought. The Power of Comprehension Strategy Instruction. Heinemann </li></u...
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Recognizingthesignificanceofreadingintheesl 100301154237-phpapp02

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  • One type of pre-reading task is to introduce targeted vocabulary.
  • Recognizingthesignificanceofreadingintheesl 100301154237-phpapp02

    1. 1. Reflecting on the significance of Reading in the EFL classroom G. Ledwith - 2/2010
    2. 2. Student’s Attitudes to Reading Students are reluctant to read in mother tongue Reading only enables them to answer comprehension tasks Associated with memorizing & regurgitating Passive = Boring Reading no longer a pleasure World of reading unaccessible and avoidable
    3. 3. Teacher’s Attitudes to Reading Often a waste of valuable time Provide limited range of activities Deprive students of time for grammar instruction Limits student’s responses Feel very little acomplished
    4. 4. Teachers have the possibility to convince students Pleasure of reading Perceive writer’s skills Voice one’s ideas Experience language in meaningful context Picture other lives, places, times Theme, plot, setting, character No right / wrong answers Entertainment Sharing with others Enables students to continue in contact with L2 While inmersed in wide range of language tasks and vocabulary building
    5. 5. Raise student’s curiosity Pre reading activities Motivate student’s interests Put into play strategies such as hypothesis, prediction. Provide opportunities for reflection * One type of pre-reading task is to introduce targeted vocabulary. Contribute to comprehension * Activate background knowledge help students build up their expectations and understandings about a text before they actually begin reading it.
    6. 6. Pre reading activities Prediction Hypothesis Vocabulary building (ladders) K-W-L- Chart Spot the genre Anticipation Guides Character anticipation Background information
    7. 7. While reading Observation Diary Cause and Effects Follow the clues Who said What and Why Sizing up the Setting Predictions Agree – Disagree: Before and After Herringbone Technique Notes and quotes Dear diary
    8. 8. Post reading From me to you! Story Tree SWBS: Plot Chart Opinion Page Story Board Building a Story Comic Strip Template
    9. 9. Inferring word clues + experience = inferences <ul><li>Readers who infer… </li></ul><ul><li>Draw conclusions about their reading by connecting the text with their background knowledge. </li></ul><ul><li>Synthesize new ideas and information. </li></ul><ul><li>Create unique understandings of the text they are reading. </li></ul><ul><li>Make predictions about the text, confirm or disconfirm those predictions based on textual information, developing comprehension of the text as they read </li></ul><ul><li>Extend their comprehension beyond literal understandings of the printed page </li></ul>[For narrative text] Can you predict what is about to happen? Why did you make that prediction? Can you point to (or identify) something in the book that helped you to make that prediction? [Or] What do you already know that helped you to make that prediction? What did the author mean by _________? What in the story (text) helped you to know that? What do you already know that helped you to decide that?
    10. 10. It is not enough to know how to read. If one is to become a lifelong reader, it is imperative that one has the desire to read. Skill makes reading a possibility. Motivation makes reading a reality .
    11. 11. <ul><li>In your hands... </li></ul>
    12. 12. Bibliography <ul><li>Oliver Keene, Mosaic of Thought. The Power of Comprehension Strategy Instruction. Heinemann </li></ul><ul><li>Jean Greenwood, Class readers. OUP </li></ul><ul><li>Debbie Miller Comprehension Strategy – Drawing Inferences - www.readinglady.com/.../Inferences%20handout%20by%20Deb%20Smith.doc </li></ul><ul><li>International Reading Association – Read Write & Think - http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html </li></ul>

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