Mi parte del trabajo se basaba en la lectura en el aula y en las actividades correspondientes, concretamente, en las actividades que se realizan antes de hacer la lectura de un texto (Pre-reading activities).
Con estas actividades, los niños van cogiendo ideas y nuevo vocabulario antes de la lectura. De este modo, familiarizándose con el texto a leer, les será más fácil entenderlo y comprenderlo para posteriormente trabajarlo.
Aquí os dejo un breve resumen para que os enteréis mejor de lo que estoy diciendo.
Reading in the classroom.
Reading activities aim to:
· Introduce and develop reading skills which are useful outside the classroom.
· Introduce or practise language.
Learners should read as widely and as independently in English as they can. Extensive reading of material such us readers is an excellent way of developing reading skills and increasing vocabulary.
Planning a lesson
First of all, you must decide what the aim of the lesson is. To do this you need to consider your learners’ needs.
Choosing the right text for your class is one of the most important decisions you have to make. You have to consider the topic, the level and the length
We can break a reading lesson down into three stages:
· Pre-reading stage: activities that prepare the learners for what they will read and set the task for the second stage.
· Reading stage: activities that provide a purpose for reading and enable the teacher to monitor the learners.
· Post-reading stage: activities for checking, giving feedback, and follow-up work.
Pre- reading activities
They are designed to set a task for the learners, help the learners prepare for the task and motivate the learners to read.
Tasks can be divided into two basic types:
- Answering questions
- “Doing” something( drawing, moving)
Answering questions
Teachers use questions to check whether the learners have understood a text.
For example, if the learners have read a short story, you have to ask them:
· Who is who? What happened? What did the writer want to know?
Questions can also ask the reader to interact with the text, comment on it, evaluate it, etc.
Questions can also be set to be answered in the pre-reading activity and then checked in the reading activity.
Questions can also focus on the language. For example: Which words in the text refer to food?
“Doing” something
A task will encourage the learners to interact directly with the text. For example:
· Jigsaw reading. For example: reading about two famous people (How are they similar? And different?)
· Problem solving. Who was the murderer?
· Moving. Miming a story.
· Order. In time sequence, prioritize according to preferences...
Pre-reading activities should stimulate what they already know about topic, provide them with background information that they need before they read and help them with words and phrases they will need to know.
You can get learners to brainstorm, that is, try to think of as many ideas as possible associated with the topic.
Pre- teaching vocabulary.
It is important to teach only the new words which are necessary to understand the text. It is useful to distinguish between:
· Receptive vocabulary: includes the words which are necessary to understand the text.
· Productive vocabulary: includes the words which appear in the text which are useful and therefore should be focused on fully so that the learners can use them correctly.
Goodbye!!!!
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