« №18 secondaryschool» Zhanauzen
Lecture
Theme: «Effective methods of improving students’ reading»
Written by: Khozhameova Mekhriban Oserbaevna.
(Teacher of The English Language)
Effective methods of improving students’ reading
Hello everyone!
I am Khozhametova Mekhriban Oserbaevna andtoday Im going to say about reading activities that you can use in yourclassroom. Reading is an essential skill that every person should learn butwhen it comes to teaching, a lot of educators feel like this is somethingstudents should do on their own that theres not really a lot they can do apartfrom handing out comprehension sheets. But actually reading should not be donein isolation reading should be used and integrated with other skills such as comprehensionspeaking and creative use of the language to form a more complete individualwhen you use other activities with reading, you will help your students evolveinto stronger individuals with a wider set of skills
There are twotypes of reading: reading for fluency and reading for comprehension. When studentsare reading for fluency, they should do it aloud so the teacher can fix anypronunciation errors that they make. When reading for comprehension they shoulddo it alone or in a small group so that they can actually understand thecontent that they are going through. Reading happens in three phases.Pre-reading: where the teacher prepares the students for the story, while-reading:reading with others and checking for understanding during the lesson, andpost-reading where they reflect on what they have read and to see if theyunderstood it all. Before you start make sure to pick the right story. The lengthshould be suitable for your students and the target language should be relevantand interesting. Make sure that it you can also incorporate other activities ormaterials into the lesson to make it more interesting.
Now lets startwith the first one.
— Number one moststories have a picture or photo above the text ask your students what theythink of it and ask them questions about the photo.
— Number two is toelicit vocabulary that can students expect in the text it is useful to pre-teachsome keywords that they will find throughout the story
— Number threeauthor and title. What can students predict will happen in the story if they lookat the author and the title of the story what can they imagine going forward? Itll be fun to go through the class and just ask him what do you think is goingto happen what do you expect what do you think this author will try and tell usin the story.
— Number four thisone is broken down into three parts: parts I like to call the tarantino, the preview,and the spoiler. With the tarantino, you read the last part of the text andthen you ask students to predict what will happen throughout the beginning andthe middle of it. with the preview, you skim the first paragraph and get a feelfor what will happen for the rest of the book. The spoiler, scan the text forany words or phrases that might pop up and then afterward ask the students whatthey can expect will happen in this story the
— Next phase whilereading number five is “reading race” divide your students into teams and letthem line up against the wall on the other side of the class youre going topaste strips of text from the story. Then you give them a list of questions thestudents have to alternate by running back and forth asking a question running forward,looking it up, and then running back and giving their answer to their partner.The first team done wins
— Number six is “A whisperrace”. Put the students into groups and let them line up at the back a studentreads a text and then whispers the sentence to their friend in front and theysend it all the way to the front where the student has to write it on theboard. I feel its better when you let the students organize themselves who willbe the writer who will be the first one to read and who sits in between.
— Number seven is “taboo”.With the key words, students have to explain a word to their group withoutusing it. This is a great way for them to put the word into context
— “Alternate ending”have students write an alternate ending to the book they can also perhaps writea missing part to the book. This is really fun because it allows students to bemore creative in thinking about the text
— Another method isto draw “a story map”. Its a graphic organizer for students to understand theelements in a story.
Ireally hope you enjoyed these tips. Please use them in the classroom. Rememberthe one thing that all successful language learners have in common is that theyare dedicated readers and its our job as teachers to inspire them. To becomelifelong book lovers not all readers are leaders but all leaders are readers. Themost successful people in the world read every day, and we want to inspire our studentsto do the same. If we do our jobs right we will create a generation ofopen-minded critical thinkers that will take humanity and the world to a higherlevel. So thank you to all the teachers out there making enthusiastic readersof your students
