TEACHING READING

TEACHING READING

1. REASONS FOR READING

   • Implement reading on students is an important part of the teacher's job.
     • Many students read for study purposes or simply for pleasure.
   • 1. It is useful for language acquisition
   • 2. Reading has a positive effect on student' vocabulary knowledge, spelling, grammar or punctuation
   • 3. It provides good model for English writing skill, reading demostrates the way to construct sentences, paragraphs and a text

2. DIFFERENT KINDS OF READING

   • Extensive reading
     • It is also called 'joyful reading' - Richard Day.
     • It refers to reading which students do often away from the classroom, they may read novels, magazines, etc.
     • ER should involved reading for pleasure.
   • Intensive reading
     • It refers to the detailed focus on the construction of reading text which takes place usually in classrooms, it also plays and wide range of other text genres.
     • IR is usually accompanied by study activities.

3. READING LEVELS

   • 1. Literal
     • It is simply what the text says. It is what actually happens in the story. This is a very important level of understanding because it provides the foundation for more advanced comprehension.
   • 2. Inferential
     • It involves determining what the text means. Determining inferential meaning requires you to think about the text and draw a conclusion.
   • 3. Evaluative
     • It is what the text is telling about the world outside the story. Readers must analyze what they have read.

4. READING SKILLS

   • 1. Scan
     • This skill means that the students don't have to read every word and line; on the contrary, such an approach would stop them scanning successfully, here they only search for particular bits of imformation.
   • 2. Skim
     • This skill is used to get a general idea of what it is about.
   • 3. Reaging for detaildes comprehension
     • This entails looking for detailed information or picking out particular examples of language use.

5. READING PRINCIPLES

   • 1. Encourage students to read as often and as much as possible
     • Its purpose is encourage the students to read extensively.
   • 2. Students need to be engaged with what they are reading
     • Learners should be involved in joyful reading and the teachers should try to help them get as much pleasure from it as possible.
   • 3. Encourage students to respond to the content of a text (and explore their feeling about it), not just concentrate on its construction
     • We as teachers must give students a chance to respond to that message in some way. It's important that they should be allowed to show their feelings about the topic.
   • 4. Prediction is a major factor in reading
     • Book covers give a clue about what is in the book; pictures, headlines, etc., give information about the text.
     • The brain starts predicting what we are going to read.
     • Teachers must give students 'hints' so that they have a chance to predict what is coming.
   • 5. Match the task to the topic when using intensive reading texts
     • Teachers need to choose good reading task, appropiate activities before during and after reading, those activities help to encourage students to read.
     • Here it's important that teachers used their creativity.
   • 6. Good teachers exploit reading text to the full
     • It is necessary integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks.
     • A good teacher uses a range of activities to bring the text to life.

6. READING SEQUENCES

   • 1. Pre-intermediate
     • This section offers reading practice to help you understand simple texts and find specific information in everyday material. Texts include emails, invitations, personal messages, tips, notices and signs.
     • Here each lesson has a preparation task, tasks to check your understanding and to practise a variety of reading skills.
   • 2. Intermediate
     • This section offers reading practice to help you understand texts with everyday or job-related language. Texts include articles, travel guides, emails, adverts and reviews.
     • Each lesson has preparation tasks, a reading text or tasks to check your understanding and practise.
   • 3. Intermediate to advanced
     • This section offers reading practice to help you understand texts with a wide vocabulary where you may need to consider the writer's opinion. Texts include articles, reports, messages, short stories and reviews.
     • The lessons has a preparation task, reading texts, some tasks to check your understanding and to practise a variety of reading skills.

7. READING SUGGESTIONS

   • Here are some activities with which you can encourage reading, read in an animated and creative way:
     • Using newspapers
       • We can use newspapers articles as a stimulus for speaking or writing (students can write letters in reply to what they read.)
     • Play extracts
       • Srudents read an extract from a play or film and, afeter ensuring that they understand it and analysing its construction, they have to work on acting it out, with this activity students practice stress, intonation, speed, etc.
     • Different responses
       • Answering comprenhension questions, true or false or finding particular words in the text, put information into graphs, tables or diagrams, and describe the people on the text.

8. ENCOURAGING STUDENTS TO READ EXETENSIVELY

   • Teachers want students to read extensively.
     • We need to have systems in place to help them do this.
   • Four factors which contribute to the success
     • 1. Library
       • Teachers can also carry collections of books around to different classes.
       • Students need to have access to a collection of readers.
       • This place should have a range of different genres.
     • 2. Choice
       • A major aspect of joyful is that students should be able to choose what they read.
         • Students are much more likely to read with enthusiasm if they have made the decision about what they read.
     • 3. Feedback
       • Students looking for a new book to read can use those comments to help them make their choice.
       • Our students should have an opoprtunity to give feedback on what they have read.
     • 4. Time
       • Teachers can not force students to read, of course, but they should do everything thay can to encourage students to do so.
       • We as future teachers need to give students time for reading and not force them to read.

Bilder und Dateien der Mindmap

• EL MEJOR CORTO DEL MUNDO PARA FOMENTAR LA LECTURA (Einbetten)
• Five Reading Activities to Increase Engagement and Rigor | The Lettered Classroom (Einbetten)
• TESOL Teaching Reading Skills (Einbetten)
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