This document discusses making reading more communicative in language classes. It proposes using pre-reading, during reading, and post-reading activities to integrate reading with other skills. Examples of activities provided include read-to-act, read-to-debate, and read-to-interview. The goal is to make reading more engaging and stimulate practice of all four language skills.
Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Introduction
What does CLT mean?
Activity Types in CLT
How do we read?
Can reading be communicative?
Strategies used for communicative reading
Samples activities: NLL
Suggestions
Conclusion
References
3. Telling my students "And now
we're going to practise
listening." elicits looks of
dread and fear, and
announcing reading practice
often elicits yawns, heads
descending to desks, or eyes
ascending heavenwards..
https://www.teachingenglish.org.uk/article/making-reading-communicative
4. This session and the presentations aim to show a theoretical
frame and practical activities to implement Communicative
Language Teaching in Listening and Reading classes of
English.
The theory taken as a guide was discussed during our article
discussion sessions and they were chosen from different
books, websites and journals.
Following the discussions, some practical activities to be
implemented in language classes were considered and
included in the concurrent sessions.
6. Which of the statements below do you think
characterizes CLT?
1. People learn a language best when using it to do things
rather than through studying how language works and
practicing rules.
2. People learn a language through communicating in it.
3. Errors are not important in speaking a language.
4. CLT is only concerned with teaching speaking.
5. Classroom activities should be meaningful and involve real
communication.
6. Both accuracy and fluency are goals in CLT.
7. Grammar is no longer important in language teaching.
7. What is the goal of language teaching?
• To develop communicative competence .
«communicative competence»
• How sentences are used in communication
• Implications for English as an international language
• Not necessarily based on native-speaker norms
8. Jacobs and Farrell (2003) suggest that the CLT has led
to major changes in approaches to language teaching.
One of these changes is the thinking skills:
Language should serve as a means of developing
higher-order thinking skills, also known as critical
and creative thinking.
In language teaching, this means that students do not
learn language for its own sake but in order to
develop and apply their thinking skills in situations
that go beyond the language classroom.
9. Mechanical Practice
Meaningful Practice
Communicative Practice
Many CLT course books take students from
mechanical, to meaningful, to communicative practice
(Richards, 2006, p.16).
10. Opinion-sharing activities:
Activities in which students compare values, opinions, or
beliefs, such as a ranking task in which students list six
qualities in order of importance that they might consider in
choosing a date or spouse.
11. Information-transfer activities: These require
learners to take information that is presented in one
form, and represent it in a different form.
12. A sample for Information – Transfer Activities:
In pairs: A and B.
As describe the picture & Bs draw.
13.
14.
15. Groups of three: A-B-C
Bs and Cs go out.
T pulls up a picture on a slide or give a copy of it to As.
As study a picture for 1min.
T hides the picture.
Bs come in
As describe the picture to Bs and Bs take notes.
Cs come in
Looking at their notes, Bs describe the picture to Cs.
Cs draw a picture based on these descriptions.
16. According to CLT, second language learning is...
• Interaction between the learner and users of the language
• Collaborative creation of meaning
• Creating meaningful and purposeful interaction through
language
• Attending to the feedback
• Paying attention to the input
• Incorporating new forms into communicative competence
• Experimenting with different ways of saying things
17.
18. Aim:
The aim of this part is to consider a few approaches to
making classroom reading more communicative, by
which I mean integrating it with other skills work, so
that students can see its value.
19. Reading Skills
In order to comprehend a passage, we employ various
skills depending on what we are reading. These skills
are: (Harmer, 2003, pp. 201-202)
1. Identifying the topic
2. Predicting and guessing
3. Reading for general understanding
4. Reading for specific information
5. Reading for detailed information
20. Reading is one of receptive skills. In this section,
some reading strategies will be put forward.
1. Skimming and scanning
2. Top-down and bottom-up
3. Word-attack skills.:
a. Inference meaning of words through the
context
b. Inference meaning of words through
word-formation
21.
22. Is reading, therefore, since it
is often a solitary activity, a
non-communicative activity?
Just as communicative as any
other form of language use
Talking about what we have
read is a rich source of
classroom possibilities
(Howarth, 2006).
23. YES!
Purpose is to enhance language and reading
comprehension in an engaging, supported environment.
24. How is Communicative Reading Different from Typical
Reading?
Differs from typical book reading
– Planned—specific book and objectives
– Read very slowly, allowing time to teach language and content
– Comprehension of language and content are monitored continually
– When construction of meaning breaks, teacher scaffolds source of
the breakdown.
– Students re-read the text with confidence and comprehension
(Brinkley, 2014).
25. Classroom reading is not the same as real reading.
To enable this we plan 'pre-reading', 'while-reading',
and 'post-reading' stages. These stages can help us
make reading more communicative.
26. Pre-reading tasks often aim to raise the readers' knowledge of
what they are about to read (their schematic knowledge) as this
knowledge will help them to understand the text.
Some approaches to use include:
◦ Tell your partner what you know about the topic
◦ Do a quiz in pairs to find out what you know about the topic
◦ Look at some pictures related to the topic
◦ Skimming the first paragraph for gist and then predicting.
27. When reading in our L1 we are constantly using our schematic
and linguistic knowledge to predict content.
In class, predictions can be based upon the following:
◦ A title
◦ Visuals
◦ Knowledge of the author
◦ A skim of the first paragraph
◦ A set of keywords from the text
◦ Reading the end, predicting the beginning.
◦ Reading the middle, predicting the beginning and the end.
28.
29.
30.
31.
32. Although reading is often a solitary activity and the idea of
'reading in pairs' seems odd, reading can be collaborative.
Approaches to use include:
Running and Reading
Slashed/ Cut up texts
Using Websites
33. This approach especially lends itself to scanning as the idea is to
encourage the students to read as quickly as possible in a race.
1. Divide the class into student A and student B pairs. Student A sits at
one end of the classroom.
2. Stick the text to be read on the wall at the other end of the room.
3. Give student A a list of questions.
4. Student A reads the first question to student B who has to run down
the classroom to find the answer in the text, and then run back to
dictate the answer to student A, who then tells B question 2 and so
on.
5. The first pair to answer all the questions wins.
Ask the students to swap roles halfway through so everyone gets a
chance to scan.
34. This is a genuinely collaborative reading approach.
1. Photocopy a suitable text and cut it into four.
2. Seat students in fours. Give a piece of the text to each
student. They mustn't show their piece to the others.
3. Give each group a set of questions.
4. The group have to work collaboratively to answer the
questions since no one has the whole of the text.
5. Groups can compare answers when they have
finished.
35.
36. Jigsaw reading is an old favourite but effective.
1. Divide a text into two parts or find two (or three)
separate texts on the same topic.
2. Students A get one text and a related task, students B
get the other text and task.
3. Students A complete their tasks in a group. Students B
likewise. Compare answers in A & B groups.
4. Students get into A & B pairs and tell each other about
their tasks.
37. Telling someone about what we have read is a very
natural reaction to a text.
Some ideas to use include:
1. Discussions about the text
2. Summarising texts
3. Reviewing texts
4. Using a 'follow-up' speaking task related to the topic
5. Looking at the language of the text (e.g. collocations)
(Howarth, 2006).
38.
39. In groups, Ss draw a picture of an ideal
Montessori classroom, and then they present
their pictures to the class.
40. Yun Zhang introduced an oral language
component into intensive reading classes
(English Teaching Forum number 1, 2009).
The classroom activities he proposed are
adapted as follows:
41. This activity is designed to let students act out
a story they read.
The text selected for this activity should
contain a plot involving more than one person.
(at least two players and one director in each
group)
The plot should be represented through
dialogues.
To make the activity more interesting, students
are encouraged to use their imaginations and
make any changes to the plot and dialogues in
their performance.
42.
43. This activity requires students to engage in a
debate from an article or other source.
A debate can deepen students’ understanding of
the issue discussed in the text. In addition, they
learn how to view and orally defend a topic from a
different perspective.
44.
45. This activity is more flexible than the
previous two. It is organised around texts
from different genres.
This activity provides students with
opportunities to orally represent ideas from
the text they have read. It also helps them
learn to ask questions about different issues.
46.
47. Choosing the text & the book
Contains lesson objectives
Genres
– Expository (intended to explain or describe something)
– Narrative (describing events or telling a story)
Interesting
Has pictures that enhance the content
Presents challenges to the readers
– Content
– Vocabulary
– Syntax and morphology
– Reading level
– Text Structure (Brinkley, 2014).
48. Choosing Objectives
Depth vs. Breadth
-Deepen knowledge of a few target objectives
-Broaden understanding with more objectives
Focus for the session (allowing for spontaneity)
– Vocabulary (Beck, McKeown, & Kucan, 2003)
– Text Structure, i.e., expository text or narrative story structure
– Inference—reading between the lines
– Content—information
– Syntactic structures—complex sentences
• Props
– Sticky notes on pages
– Cards to highlight vocabulary – Story board (Norris)
49. Communicative reading is taught integratively with the
other language skills.
Some classroom activities to teach communicative
reading are: read to act, read to debate, read to
interview.
These classroom activities make the reading task more
interesting for the students.
These activities stimulate the students to practise the
four language skills.
50. Brinkley, S. (2014). Becoming the go-to person for communicative reading.
Lecture presented in Arizona State University.
Jacobs, G. M., & Farrell, T. S. (2003). Understanding and Implementtng the
Clt (Communicative Language Teaching) Paradigm. RELC Journal, 34(1), 5-
30. doi:10.1177/003368820303400102
Maley, A. (2010) Extensive reading: Why it is good for our students and for
us. Retrieved from https://www.teachingenglish.org.uk/article/extensive-
reading-why-it-good-our-students…-us
Norris, J. A. (1988, March). Using Communication Strategies to Enhance
Reading Acquisition. The Reading Teacher, 41(7), 668-673. Retrieved from
http://www.jstor.org/stable/pdf/20199892.pdf?_=1466926263716
Richards, J. C. (2006). Communicative language teaching today. New York:
Cambridge University Press.
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