Brain Activity Associated With a Nouns-reading Task

Stages of a Reading Lesson

Practicing reading skills is one of the cornerstones of language learning. They not simply improve the overall linguistic communication competence but as well enhance the learners' critical thinking, analytical skills and as a source of information.

In social club to accept a productive reading session the teacher must conduct the lesson following  these stages:

1. pre-reading — to set the learners for the reading activity, to set a context, familiarize them with the unknown vocabulary, arouse interest.
2. while-reading — this is the main chore the reading session is aimed at comprehension questions (Truthful/Faux statements, skimming and scanning, etc.).
3. post-reading- its aim is to empathize the texts further through critical analysis of what they accept read or to provide personalization.

This article aims at giving some applied guidance to teachers who are eager to accept productive reading sessions.

Pre-reading activities

One of the most important stages of any reading activity 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 class into groups and gives each group i crumpled version of the text. Students are non allowed to motility the paper only they tin can move themselves trying to read some words, phrases, sentences. They take notes of any they are able to read and in a group discussion try to estimate the main idea of the text.
  
  
• Corner Statements: The teacher prepares iv sentences expressing opinions about the topic, then sticks them in 4 corners of the classroom. Students go and stand about 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 piece of work in pairs or groups and try to estimate the text. In the aforementioned way, the pairs or groups may be given some topic-related pictures and they need to give the principal idea of the text.
• Sound effects: The teacher plays on some sound issue related to the reading and students are asked to guess the topic by giving the associations which came to them while listening to those sounds.
• Positive or Negative words: The teacher divides the course into two groups and gives ii sets of dissimilar words taken out from the text. Ane group is given words with a positive connotation, the second group needs to deal with negative connotation words. They need to guess the story having in mind those words. Every bit a issue, the class comes up with two totally dissimilar versions of the same text.
• KWL Charts : Ask students to write everything they know near the topic  (K column) and everything they want to know (W column) and what they learned after the reading (L Cavalcade) . K and W aspects can be skilful as pre-reading activities.

While-reading activities

They aid students to focus on aspects of the text and to understand information technology meliorate. The goal of these activities is to aid learners to deal with the text equally if it was written in their female parent tongue.

• Topic Sentences: Each paragraph stands for one main idea. Students are asked to find the topic sentence and explain how it describes the whole reading passage and the given paragraph.
• Guessings: Read the text (skimming the text for general information) to see if the guessings and predictions are met.
• Scanning: Students look for specific information from the text. Learners may be too asked to write comprehension questions for their peers.

Post-reading activities

These activities mainly aim at integrating the target fabric into the existent-life and personalized practise in society to proceed the authentic employ of the linguistic communication, make the learners experience that any they acquire they turn into real-life experience in terms of language use.

• Discussions: Learners are divided into groups and are given a set of text-related questions to hash out. 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 be given some time to call up and come with the continuation of the story. They may alter some traits of the main characters and imagine how the text would proceed to have 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 linguistic communication learning, all the higher up-mentioned activities can serve equally nice tools to hone the learners' reading skills.

Yous can await at some more interesting ideas and useful resources here .

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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