READING & VOCABULARY

READING IN CL ASS OR OUTS IDE CL ASS

Reading activities that we do in class are

usually ‘intensive’. We may aim to

* present and give practice in reading

skills ss will find useful for independent

reading for later

* introduce or give further practice.

SELECTED READING TIPS

*Reading aloud

*Ss don’t need to understand every

single word

*Setting a time limit to speed up ss’

reading

HOW TO INTRODUCE A READING PASSAGE

1- Do a speaking activiy.

2-Have Ss preview the page or reading passage. Previewing

steps:

Read the title

Look at any pictures

Notice if the text is divided into parts and if there are subtitles

Read the first sentence of each paragraph

Read the last paragraph or at least the last sentence

3- Have students predict what will be in the passage.

TRAINING STUDENTS NOT TO READ EVERY WORD

Cloze passages and Scanning exercises

Sample exercise : Cloze passages

Elise Butler doesn’t need to own a car. She is 28 years …………., single, and a school………….. She doesn’t earn much …………, she likes to ………….. She often …………. a car. She prefers ……………. rent a car on …………… because the prices are……….. . She also usually rents ………….. car for several weeks ………………the summer because she …………….. to take a vacation………………

Elise Butler is married. yes/no

Elise likes to travel. yes/no

Elise often rents a car. yes/no

POST READING ACTIVITES

Comprehension Check (Scanning ) game with

white boards

Group Summary Presentations

Vocabulary study

Debate

Make a list of discussion questions

Find a video clip that matches the topic

S P E A K I N G A C T I V I T I E S F O R R E A D I N G PA S S A G E S

Read and Run

Read, Think, Speak

Off the Wall Reading

Finish the sentence

T I P S O N T E A C H I N G R E A D I N G

Explain the purpose of each reading activity.

Make sure you teach the strategies they should use for reading. Show

them how to read a text and answer the questions especially the first week

(strategies like highlighting or underlining).

Always plan pre-reading activities because they facilitate comprehension.

Tell your students to answer the questions without looking at the text.

This will help them learn paraphrasing.

Asking a student to read a long text aloud will not help your students.

This can cause word-for-word reading. However, reading short excerpts

aloud can be beneficial.

P R E S E N T I N G V O C A B U L A RY

Visuals (flashcards, board drawıngs, photographs, realia:the

real things themselves)

Mime, gesture, facial expression

Synonyms, antonyms and defintions in simple English

Illusrative mini-situations

Examples of the type (pear, plum, peach, mango are all…fruits)

Translation

Dictionary

Getting ss to guess the meaning from the context and word

formation.

HOW WOULD YOU TEACH THESE WORDS?

Target vocabulary

Give examples/explanations of how you would do, what you would say,

*Mime*Picture*Realia*Simple example*Simple explanation*Visuals

LeaderLiftMosquitoMountainPetrolTeddy bearTo limpTo staggerTo stammerVinegarVelvet

 T I P S O N T E A C H I N G V O C A B U L A R Y

Explain the purpose of vocabulary activities.

They should do their homework at home and speak in class. Create

speaking activities, so students can use the new vocabulary they learn.

Emphasize the importance of using vocabulary acquisition strategies

like context clues.

Highlight the importance of reading more. To learn a new word, they

need to be exposed to that word 5-16 times.

Make sure they understand the importance of having a vocabulary

notebook or cards. Repetition can be helpful in the lower levels.