Brians River Questions for Understanding While Reading
Описание презентации по отдельным слайдам:
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Reading Lesson Program
Pre-Reading
Goals: activate students background knowledge, provide language preparation, motivate students want to read the text.
Activities:
- pictures
- prediction
- discussion
- role-play
- guessing games
- word association tasks
- semantic mapping
- previewing\surveying -
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While-Reading
Goals: help students to empathise specific content and main ideas of the text, promote active engagement with the text rather than passive reading.
Activities:
- students may be provided with questions to reply about the text
- providing students with outline\diagram\flowchart for them to complete while reading the text. -
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Post-reading
Goals: review content, work on bottom up concerns, consolidate what has been read by relating the new data to the learners' knowledge, interest and opinions.
Activities:
- place students in pairs or minor groups for word
- review main ideas
- discuss discrete points
- writing assignment
- discussion
- debate
- role-play
- project work -
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READING ACTIVITIES IN THE CLASSROOM
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10 THINGS TO Practise Before READING:
Ask students to begin for answers to the post-obit questions, and so write ideas on the board.
Look at the title and the headings for each section. What do y'all call up this passage is going to exist about?
Await at the pictures. What exercise you think this passage is going to be about?
Read the kickoff and concluding paragraphs and the first judgement of each paragraph. What do you lot remember this passage is going to be almost?
Read the title. At present quickly browse the passage and circle all the words that take a connectedness to the title.
Scan the passage and cantankerous out all the words y'all don't know. After you read the passage again carefully, look upward the words in a lexicon. -
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Afterward looking at the title, pictures and and then on, brainstorm the specific words yous expect to see in the passage.
After looking at the title, pictures , make up some questions you think this passage might answer.
What kind of passage is this? Why would somebody read this? For information? Pleasance?
Summarize the passage and ask students to accept notes or describe a film of the story every bit you lot speak.
Have everyone read the passage.
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Pre-reading activities:
Request THE Correct QUESTIONSlocate a medium length article that might include some graphs or pictures
from one copy of the article, cut out titles, subtitles, graphics, the beginning paragraph and the last paragraph
divide class into small groups and have them survey these items
ask students to write down a list of at least 5 questions that they think the article volition respond
ask groups to share their questions with the form. Discuss questions and why they recall the article will or won't reply the questions
have students read a re-create of the article and so respond their own questions. -
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Grand-W-L CHART
- earlier reading a story or article about a particular subject, enquire students to share as a group what they KNOW nearly the subject
teacher will write this down in a column under the word "Know"
instructor will ask students what they "WANT TO KNOW" about the given topic and volition write down what students say under "Want to know" on the board
class will read the story or article
later on testing for comprehension teacher will interview students and ask them what they "LEARNED" about the topic and write that nether "Learned" on the lath
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TELL A TALE OF GUESSWORK
- teacher volition share with students the primary characters in a story and a bit about them
- the students will brand up their ain imaginary story almost these characters-they will exercise this in ane minute'south fourth dimension
- the students will tell their story to each other in groups and groups will vote on the all-time story -
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While reading activities
QUICK SKIM- students volition all be given the same reading
- they will drag their finger downward the center of the page for about 15 seconds, until the teacher says end
- students tin can get in groups and discuss what they read, the words they saw
- the group with the virtually ideas wins
- it'due south oftentimes surprising for students to see how much they can accept from a passage after just briefly skimming -
11 слайд
LEA (Language Experience Approach)
- beginning students volition dictate texts to each other in their own words
- partners will write downward what the students accept said and the students will read the text
- partners ask the questions about the text and students volition answer them
- partners volition retell the text in brief to each other -
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Post-reading activities
UNIVERSAL QUESTIONSThe following questions may exist used when reporting on various all-encompassing reading activities.
- What is the topic of your article?
- What was the author's purpose in writing the article?
- Give at to the lowest degree two examples or pieces of evidence from the text which back up the author'southward main idea?
- Write an outline of the commodity.
- What new fact or idea did you acquire from this article?
- Is the author mainly objective or subjective? What clues you to your determination? -
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READ AND DRAW
- teacher volition divide a story into different parts and distribute them to small-scale groups or pairs of students
- students will read their part of the story and describe a moving picture representing what happened in their part of the story
- students will tape pictures to the wall in order and will present their part of the story in guild -
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FIND A Judgement
Students will read a story or paragraph and instructor will ask students to detect one sentence and write it down to share with the grade or in small groups. Offer students ane of the following options:
a beautiful sentence
a very interesting sentence
a surprising judgement
a judgement that contains the main idea
a judgement the student doesn't understand
a judgement that reminds the student of smth
a sentence that makes great sense to pupil
a sentence the pupil agrees or disagrees with
a judgement that upsets the student -
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Now you will watch a video sequence devoted to the reading. But earlier watching reply the following questions:
What types of reading do yous know?
How do yous motivate your students to read?
What is the purpose of reading?
What are the roles of pre, while and postal service reading tasks?
What reading activities do you take in your classroom?
Do you work on language material when you work with reading text? Why\why not? -
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Lesson Plan
Date:
Group:
Subject:
Theme:
Level:
Instructor:
I. Aims:
II. Objectives:
Equipment:
Literature: -
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Procedure of the lesson
Activeness descriptions Minutes
i. System moment
a) Greeting
b) Talking well-nigh the objectives of the lessonWarming up
(tongue twisters, proverbs or sayings, quotations, songs, question-answer, games, descriptions, etc. according to the language fabric, pictures, prediction, word, part-play, guessing games, word association tasks, semantic mapping, previewing\surveying) -
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3. Primary stage
one) Working on the text (pre, while and post-reading tasks)
2) Watching the moving-picture show (pre, while and postal service-watching tasks)
3) Speaking activity (stage1, 2, three)
iv) Listening activity (pre, while and post-listening tasks)
v) Game technology (description, stages to play)
vi) Project modelling (description, stages to present)Any activity you plan include to your main phase
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IV. Conclusion. Making concluding comments.
Evaluation
Giving the home assignment (describe in detail tasks to do or stages to work) -
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Prac teaching survival tips
Below you lot volition come across 15 steps to a successful student teaching feel:
1) Use the school or college library (methodology issues)
2) Come up early to class (leap on topics for teaching, highlight vocabulary, revise)
three) Review the curriculum (ask for a teacher editions, unit plans or workbooks to gather facts and ideas)
four) Fix a speech introducing yourself (information technology should stress your appreciation and availability to students)
five) Suit your schedule to your teacher of your academic grouping or mentor
6) Set upward an observation schedule
seven) Help to class papers
eight) The office is the hub of the schoolhouse (exist friendly and smile)
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nine) The education human relationship is based on trust and respect (discover which students have behavioral or learning difficulties, be organized and methodical, start with tight control, use a clear speaking phonation with sufficient volume to be heard at the back of the class, but do not speak more loudly than in necessary, praise, encourage your students than to criticize, if you cannot resolve problems ask one of the members of the education staff)
x) Personal presentation (eccentric way of apparel, casual appearance)
11) Lesson notes (structure and content of the lesson, programme of implementation)
12) Audio\Visual Equipment (prepare in advance, avert equipment failure, be prepared for the unexpected in case yous are unable to give the planned lesson considering of sudden unabailability of equipment or alter of room)
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13) Learning from experience (later on each day's practice you should complete a cursory critique of each lesson, speak or consult your classroom teacher or mentor, find the lessons of experienced teachers, invite your mentor to write an observation for yous)
14) Asking for advice (never, ever, be afraid to seek the advice of your mentor or class instructor)
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Brians River Questions for Understanding While Reading
Source: https://infourok.ru/reading-lesson-plan-4720348.html