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Teaching reading 2015
This document discusses techniques for teaching reading skills lessons. It outlines different types of texts that students may read, such as stories, articles, notes, recipes and more. It also describes key reading subskills like skimming, scanning, making inferences and close reading. The document then discusses principles of encouraging reading, engagement and responding to content. It provides examples of stages in a reading lesson involving prereading, while reading and post reading activities. Finally, it offers tips for teachers in preparing and structuring effective reading lessons.
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Similar to Teaching reading 2015
Teaching reading 2015
- 1.
- 2. AIM: to raise awarenessof techniques for successful reading skills lessons 24/07/2015 santyna
- 3. ◦HOW MANY DIFFERENT TEXTSHAVE YOU READ SO FAR TODAY? ◦WHICH ONES? 24/07/2015 santyna
- 4. 24/07/2015 santyna A story Anarticle from a newspaper, magazine, etc. A message A note An essay A biography A composition A novel A comic strip Instructions A recipe A receipt A contract A timetable/ schedule A journal A diary An agenda A shop sign An ad A prescription
- 5. KINDS OF READING 24/07/2015santyna
- 6. Quiz: The textsyou read Choose the best answer for each question. Worksheet 1 - page 17 24/07/2015 santyna
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- 8. Reading sub skills 1.Skim/gist reading 2. Reading to infer textual meaning 3. Close reading 4. Scan reading 5. Reading to infer vocabulary meaning 24/07/2015 santyna A-3 E-3 B-1 D-2 C-2
- 9. Which sub skillis typically used when reading ……? 1. Skim/gist reading 2. Reading to infer textual meaning 3. Close reading 4. Scan reading 5. Reading to infer vocabulary meaning 24/07/2015 santyna A poem A phone book An academic article you are interested in which contains some unfamiliar terminology Instructions for assembling flat-pack furniture A newspaper article you have limited interest in
- 10. P R I N C I P L E S Encourage students toread as often and as much as possible. Students need to be engaged with what they are reading. Encourage students to respond to the content of a text, not just concentrate on its construction. Prediction is a major factor in reading Match the task to the topic when using intensive texts. Good teachers exploit reading texts to the full. 24/07/2015 santyna
- 11. The aims ofa reading lesson 1. Learners discuss a memorable tourist experience in pairs. 24/07/2015 santyna To provide spoken fluency practice and to activate prior knowledge about the topic of the text The reading text is a short newspaper article about the growth of tourism. STAGES AIMS
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- 13. THE AIMS OFA READING LESSON 1. E 2. D 3. I 4. G 5. C 6. A 7. H 8. F 9. B24/07/2015 santyna
- 14. IN ORDER TO“WORK” READINGS, WE NEED TO BE FAMILIAR WITH THE FOLLOWING TEACHING READING TECHNIQUES: ◦ Predicting.- to say what will happen after reading the title or looking at the pictures in the reading exercise. ◦ Skimming.- reading rapidly for the main ideas. ◦ Scanning.- reading rapidly to find a specific piece of information. ◦ Making inferences.- to form an opinion or guess that something is true because of the information that you have. This means that the information is never clearly stated. 24/07/2015 santyna
- 15. ◦ Analyzing vocabulary.-antonyms,contrasting, pictures. ◦ Asking and answering comprehension questions. ◦ Summarizing.- to express the most important facts or ideas about something in a short and clear form. ◦ Paraphrasing.-to repeat something written or spoken using different words. ◦ Personalizing the reading to students’ experiences. 24/07/2015 santyna
- 16. 1.-PRE-READING.-this is thephase when teachers prepare students for the reading. You can have students predict, make inferences, etc. so they will be prepared for what they are going to read. HOW TO “WORK” A READING IN CLASS: santyna24/07/2015
- 17. ◦ 2.-WHILE READING.-havethe students listen to it and continue with the exercise in the book. At this point we can get students to summarize, ask questions, etc. 24/07/2015 santyna
- 18. ◦3.-POST-READING.-good opportunity to personalize.You can have students discuss questions in groups too. 24/07/2015 santyna
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- 20. 1) Jigsaw reading 2)Matching headlines 3) Predicting from phrases/pictures 4) Following instructions 5) And more….. 24/07/2015 santyna
- 21. TIPS 1. Teachers areresponsible for READING FIRST or USING THE AUDIO. 2. PREPARATION is essential for Reading comprehension. 3. Texts should be leveled 4. If text is long, split it into 2,3,or any parts good for your students 24/07/2015 santyna
- 22. Bibliography Craig Thaine “Teacher TrainingEssentials” Jeremy Harmer “How to teach English” 24/07/2015 santyna
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Editor's Notes
- #7 Hand in the quiz and tell the participants to choose the best answer. Correct answers: a)3, b)1, c)2, d)2, e)3
- #9 Now participants have to match the correct answers with the sub skills.
- #10 Participants discuss which sub skill is appropriate for each activity.
- #11 Invite participants to work in groups and talk about each principle.
- #12 Trainees (in pairs) have to match the stages with the aims. Appendix ,page 108
- #20 Group the participants so they can work with the stages. Group 1.- explain how to prepare students Group 2.-describe the reading task Group 3.- tell the class what students should do after reading