One type of pre-reading task is to introduce targeted vocabulary.
Reflecting on The Significance Of Reading In The Esl
Reflecting on the valueof Reading in the EFL classroom G. Ledwith
Student’s Attitudes to Reading Students are Associated reluctant to read in with mother tongue memorizing & regurgitatingReading onlyenables them to Passive = Boringanswercomprehensiontasks Reading no longer a pleasure World of reading unaccessible and avoidable
Deprives students of time for grammar instructionFeels very little Often a waste ofis accomplished Teacher’s valuable time Attitudes to Reading Limits Provides student’s narrow range responses of activities
Raise student’s curiosity Activate background knowledge Motivate student’s interestsPre readingactivities Contribute to comprehension * Provide opportunities for reflectionhelp students build uptheir expectations and Put into play strategies such asunderstandings about atext before they actually hypothesis, prediction.begin reading it. * One type of pre-reading task is to introduce targeted vocabulary.
Background information Vocabulary building (ladders) K-W-L- ChartPrediction Pre reading activities Hypothesis Spot the genre Anticipation Guides Character anticipation
Agree – Disagree: Before and AfterObservation Diary Predictions Cause and Effects While reading Dear diary Sizing up the SettingFollow the clues Who said What and Why Herringbone Technique Notes and quotes
Story BoardOpinion Page Building a Story Post reading SWBS: Plot ChartFrom me to you! Story Tree Comic Strip Template
Inferring word clues + experience = inferences Readers who infer… Draw conclusions about their reading by connecting the text with their background knowledge. Synthesize new ideas and information. Create unique understandings of the text they are reading. Make predictions about the text, confirm or disconfirm those predictions based on textual information, developing comprehension of the text as they read Extend their comprehension beyond literal understandings of the printed page[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?
It is not enough to know how to read.If one is to become a lifelong reader,it is imperative that one has thedesire to read.Skill makes reading a possibility.Motivation makes reading a reality.
Teachers have the possibility to help students find Pleasure in reading Perceive writer’s skills Experience language Voice one’s ideas in meaningful context Picture other lives, places, times No right / wrong Enables students answers to continue in Entertainment contact with L2 Sharing with others While inmersed in wide range of language tasks and vocabulary building
Bibliography Oliver Keene, Mosaic of Thought. The Power of Comprehension Strategy Instruction. Heinemann Jean Greenwood, Class readers. OUP Debbie Miller Comprehension Strategy – Drawing Inferences - www.readinglady.com/.../Inferences%20handout%20by%20Deb%20Smith.doc International Reading Association – Read Write & Think - http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175