Teaching Reading

Suggested answer:

Reading is a number of interactiveprocesses between the reader and the text,

in which readers use their knowledge to build, to create, and to construct
meaning.

The trainer makes comments on the highlighted phrases.

Comments:

Interactive – the reader constructs meaning based partly on the knowledge

drawn from the text and partly from the background knowledge.

Processes – when people read, a number of processes are at work. There are
lower –level processes, like word recognition, syntactic parsing and meaning
encoding and higher-level processes, like text-model formation (what the
text is about), situation-model building (how we decide to interpret the text),
and logical conclusion.

Knowledge – this includes knowledge of the language (e.g. the writing

system, grammar, vocabulary), knowledge of the genre, knowledge of the
world. People use all this knowledge to build, to create, and to construct
meaning. Readers all have different knowledge.
Handout 1:Suggested answers
Principles to boost reading skills Recommendations

·Reading must be purposeful List possible purposes to be fulfilled

·To get the main idea

·To search for specific information

·To learn and gain knowledge about

different topics

·To be entertained

·To react to a text and have a say

about its content

·To develop speed reading

·To infer meaning from context

·To train specific reading strategies

·Texts must be appropriate to ·Use simplified texts that are slightly

students’ level above Ss’ level

·The topic is of interest to the

students

·Students must comprehend ·Pre-teach unknown vocabulary

vocabulary

·Reading activities should integrate List types of response

other skills
·Taking notes

·Answering questions

·Making a group discussion

·Writing a response
·…
·Students must develop reading skills List reading skills

·Skimming

· Scanning

·Predicting

·Recognizing links

·Establishing context for reading

·Guessing meaning from the context

·Identifying the target audience

·Extensive reading

·Intensive reading

·Students must be aware of different List reading strategies

reading strategies (A reading ·Previewing
strategy is a conscious plan that ·Setting a purpose
good readers adopt to understand a ·Predicting
text. By becoming aware of these ·Asking questions
strategies, learners may get full ·Connecting to background
control of reading comprehension.) knowledge
·Paying attention to text structure
·Guessing words from context
·Reflecting on the text and reacting to
it

·Students must be aware of different List the types of texts

text types (Knowing about text type
helps learners to choose the best ·Emails
strategy to develop reading skills.) ·Reports

·Stories

·Newspaper articles
·Scientific texts

·…
 Handout 2: Lesson plan on reading lesson

Class: 8th grade Level: Pre-intermediate Time: 45 min

Objectives: By the end of the lesson, the students will be able to:

·increase their anticipation skills (through the pictures and vocabulary)

·practice skimming and scanning

·reinforce their comprehension skills through speaking

Materials: Course book Английскийязык 8 класс, О.Р. Балута, Ч.А. Абдышева,

pp. 181-183
Stage Purpose Procedure Interaction Time

Pre- ⁎To raise Ss’ 1. T. asks Ss to look at Individual 5’

reading interest in the the list of categories in
topic ex. 1a), p.181 and asks Pairs
them to predict how O/Class
⁎To activate Ss’ these things might
background change in 50 years.
knowledge
2. T. asks students to
⁎To prepare Ss discuss the questions
to read the text O/Class 10’
from ex. 1b), p. 181 with
⁎To enlarge Ss’ a partner or in small
vocabulary groups. T. gets the FB
from the Ss.

3. T. elicits/pre-teaches
the vocabulary: eco-
friendly, bricks,
concrete, to display, to 5’
disappear, aliens.
During- ⁎To understand 4. T. asks Ss to read the Individual 5’
reading the gist text and match
paragraphs with topics Pairs
⁎To understand from ex. 1a). Ss read
specific details O/Class
individually, then
⁎ compare in pairs, and
then check in open class.

5. T. asks Ss to read the

Individual
text again and find how
many their predictions O/Class 5’
are in the text. T. gets
the FB from Ss.

6. T. asks Ss to read the Individual

text one more time and
Pairs
find at least 2 differences
for the categories in ex. O/Class
3b), p. 183. Ss do the
task individually, then 5’
compare in pairs, and
then check in O/Class.
 Post- ⁎To personalize 7. Ss work with a partner Individual 10’
reading the task
and discuss the questions Pairs
⁎To develop
speaking and from ex. 3c), p. 183. O/Class
listening skills
Handout 3: Suggested answers
 Principle Reading task

·Reading must be purposeful ⁎ P.182, ex.2. Ss read the text and

match the paragraphs with topics. –
To get the main idea; to develop
speed reading;

⁎ P.183, ex.3a. Ss read the text to

find similarities with their
predictions. – To search for specific
details; to train specific reading
strategies.

⁎ P.183, ex. 3b. Ss read the text to

find two differences between the
present and the future. – To search
for specific details; to train specific
reading strategies.

⁎ P.183, ex.3a – 3c. - To react to a

text and have a say about its content.

·Texts must be appropriate to ⁎ P.181, ex.1a - Ss predict the

students’ level possible changes in the following
fifty years. – The topic is of interest
to the students

·Students must comprehend ⁎ Teacher pre-teaches vocabulary:

vocabulary eco-friendly, bricks, concrete, to

display, to disappear, aliens.

·Reading activities should integrate ⁎ P.182, ex.1a – 1b – Making a group

other skills discussion

⁎ P.182, ex.2. Ss read the text and

match the paragraphs with topics. –
Taking notes;
⁎ P.183, ex.3a. Ss read the text to
find similarities with their
predictions. – Answering questions;

⁎ P.183, ex. 3b. Ss read the text to

find two differences between the
present and the future. – Answering
questions

⁎ P.183, ex.3c – Making a group

discussion;
·Students must develop reading ⁎ Teacher elicits/pre-teaches
skills vocabulary. – Vocabulary learning;
phonemic awareness; spelling
practice

⁎ P.182, ex.2. Ss read the text and

match the paragraphs with topics. –
Skimming; extensive reading

⁎ P.183, ex.3a. Ss read the text to

find similarities with their
predictions. – Scanning; intensive
reading;

⁎ P.183, ex. 3b. Ss read the text to

find two differences between the
present and the future. – Scanning;
intensive reading

⁎ P.183, ex.3c – Making a group

discussion;

·Students must be aware of ⁎ P.182, ex.1a – Previewing;

different reading strategies predicting; setting a purpose;
connecting to background
knowledge;

⁎ P.182, ex.1b – Connecting to

background knowledge; asking
questions;

⁎ Teacher pre-teaches vocabulary –

Connecting to background
knowledge;

⁎ P.182, ex.2. Ss read the text and

match the paragraphs with topics. –
Paying attention to text structure;
connecting to background
knowledge; reflecting on the text and
 reacting to it;

⁎ P.183, ex.3a. Ss read the text to

find similarities with their
predictions. – Paying attention text
structure;

⁎ P.183, ex. 3b. Ss read the text to

find two differences between the
present and the future. – Paying
attention to text structure

⁎ P.183, ex.3c – Reflecting on the

text and reacting to it

·Students must be aware of ⁎ P. 181, ex. 1a, 1b, 2 – story

different text types