Reading
Principles
a)
Encourage students to read as often and
as much as possible.
The
more students read, the better. Everything we do should encourage them to read
extensively as well as if not more than intensively. It is a good idea to
discuss this principle with students.
Outside
normal lesson time, when students are reading extensively, they should be
involved in joyful reading. We should try to help them get as much pleasure
form it as possible. But during lesson, too, we will do our best to ensure that
they are engaged with the topic of a reading text and the activities they are
asked to do while dealing with it.
c) Encourage
students to respond to the content of a text.
It
is important for students to study reading texts in class in order to find out
such things as the way they use language, the number of paragraphs they contain
and how many times they use relative clause. But the meaning, the message of
the text, is just as important as this. As a result, we must give students a
chance to respond to that message in some way.
d) Prediction
is major factor in reading.
When
we read texts in our own language, we frequently have a good idea of the
content before we actually star reading. Book covers give us a clue what is in
the book; photographs and headlines hint at articles are about; we can identify
reports as reports from their appearance before we read a single world.
e) Match
the task to the topic when using intensive reading text.
Once
a decision has been taken about what reading text the students are going to
read (based on the topic of the text), we need to choose good reading tasks the
right kind of questions, appropriate, activities before during and after
reading, and useful study exploitation. The most useful and interisting text
can be undermined by boring and inappropriate tasks.
f) Good
teachers exploit reading text to the full.
Any
reading text is full of sentences, words ideas, description, etc. Good teachers
integrate the reading text into interisting lesson sequences, using the topic
for discussion and further tasks, using the language for the study and then
activation , and using a range of activities to bring the text to life.
