Research Based Practices in Reading and Writing Instruction Article From 2014-2019

Stages of a Reading Lesson

Practicing reading skills is i of the cornerstones of language learning. They not only improve the overall language competence but also enhance the learners' disquisitional thinking, analytical skills and every bit a source of information.

In order to have a productive reading session the instructor must bear the lesson following  these stages:

1. pre-reading — to prepare the learners for the reading activity, to set a context, familiarize them with the unknown vocabulary, agitate interest.
2. while-reading — this is the main task the reading session is aimed at comprehension questions (True/False statements, skimming and scanning, etc.).
3. mail-reading- its aim is to understand the texts further through critical assay of what they have read or to provide personalization.

This commodity aims at giving some practical guidance to teachers who are eager to have productive reading sessions.

Pre-reading activities

One of the most important stages of whatsoever reading activeness is the advisable setting of the context, familiarization with the active vocabulary, getting to know how much the learners know about the topic. For this purpose, the following activities may be used,

• Crumpled papers:  The teacher prints out the text which is going to be read and crumples information technology. He/she divides the course into groups and gives each grouping one crumpled version of the text. Students are non allowed to move the paper simply they tin movement themselves trying to read some words, phrases, sentences. They take notes of whatever they are able to read and in a group word endeavour to guess the main idea of the text.
  
  
• Corner Statements: The teacher prepares 4 sentences expressing opinions about the topic, then sticks them in 4 corners of the classroom. Students go and stand near the opinion they disagree with the well-nigh. The grouping explains why they disagree about the topic.
• Guessing from words or pictures: The teacher boards the keywords from a reading, students work in pairs or groups and try to judge the text. In the same mode, the pairs or groups may be given some topic-related pictures and they demand to requite the main idea of the text.
• Sound furnishings: The teacher plays on some sound effect related to the reading and students are asked to approximate the topic by giving the associations which came to them while listening to those sounds.
• Positive or Negative words: The teacher divides the grade into 2 groups and gives two sets of unlike words taken out from the text. I group is given words with a positive connotation, the second group needs to bargain with negative connotation words. They need to guess the story having in heed those words. Equally a event, the course comes up with two totally dissimilar versions of the same text.
• KWL Charts : Ask students to write everything they know virtually the topic  (Yard column) and everything they want to know (West column) and what they learned after the reading (L Column) . G and W aspects can be practiced as pre-reading activities.

While-reading activities

They assist students to focus on aspects of the text and to sympathize it ameliorate. The goal of these activities is to help learners to deal with the text as if it was written in their mother tongue.

• Topic Sentences: Each paragraph stands for one primary idea. Students are asked to observe the topic judgement and explain how it describes the whole reading passage and the given paragraph.
• Guessings: Read the text (skimming the text for general data) to run across if the guessings and predictions are met.
• Scanning: Students wait for specific data from the text. Learners may be also asked to write comprehension questions for their peers.

Post-reading activities

These activities mainly aim at integrating the target textile into the real-life and personalized practice in social club to keep the accurate employ of the language, make the learners feel that whatsoever they learn they plow into existent-life feel in terms of language use.

• Discussions: Learners are divided into groups and are given a set of text-related questions to discuss. Questions may be about some characters, their behaviour, how the text has interested the students, what they have learned from it, etc.
• Story Continuation: Students may exist given some time to think and come up up with the continuation of the story. They may change some traits of the main characters and imagine how the text would proceed to take into account those changes.
• Statements: Students are given statements most the reading topic, they work in pairs and talk over them.

Considering the utmost importance of reading skill in language learning, all the to a higher place-mentioned activities tin serve as nice tools to hone the learners' reading skills.

You can look at some more interesting ideas and useful resources hither .

Преподаватель английского (IAB International Academy of Business), переводчик, сертифицированный преподаватель (CELTA), PTE Examiner, автор курсов

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Source: https://skyteach.ru/2019/06/08/stages-of-a-reading-lesson/

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