What are the suitable activites for reading to be carried out in Teaching English as A second language class?

Answer 1

I think you need to be a little more precise.

Who are your students? What ages? What language backgrounds? What occupations?

Where are they being taught (in the UK? in another country? at school? after school? in a state-education provision? in a private language school? by you as a personal tutor?)

How long are the lessons? How many lessons a week?

What are the prevailing attitudes to learning in the class? Why are the students learning?

What stage are they at in the course? Is the course oriented towards an exam?

What are the prevailing personal interests of the students?

What are the prevailing attitudes to reading in general?

How familiar are the students with the Roman alphabet?

What resources do you have?

As a general rule, many (but not all) ESOL teachers would suggest in teaching English to non-native speakers that listening and speaking precede reading (and writing), and that reading precedes writing.

Most would probably agree that reading (and, indeed) language learning) based on personal experience and concerns should precede more general or abstract themes.

It is also probably accepted wisdom that texts should increase gradually from one word texts through phrases and short sentences to more complex constructions (although there are schools of thought that might differ somewhat on this point!)

Teaching through stories or parables captures and stimulates the imagination; memorable stories are precisely what they say they are! They make the business of memorising vocabulary and grammar that much easier!

Teaching with pictures is useful at an early stage - especially with the more reluctant student.

Work on reading can be devised in a number of different ways - from humble execises to the encouragement of individual reading by free-choice in a well-stocked library.

Generally the best way to learn to read is - to read. Whatever you can do to help the less able or enthusiastic student to acquire a measure of confidence and competence in the act of reading is effort probably well-spent.

A fairly old (but extremely successful) set of texts was written by L. G. Alexander (about 50 years ago now). The texts are called New Concept English - and in their time the author became one of the biggest-selling authors in the world! These texts are still worth a visit - especially the pre-intermediate level text called 'Practice and Progress'. The author's introduction and explanation of his appraoch has a great deal to say today as a counter-balance to the (relatively less-disciplined) 'communicative' approaches.

Answer 2

Realia, Try newspapers, magazines, showing videos, then have reading / question time / Select a leader student to work on the board, she / he can take notes and write Ideas down.If you are using language chunks on the board encourage the leader student /s to add knowledge to the board from the rest of the students, then you can do a choral exercise with the whole group.When the board is complete ask students at random to read from the board. Great question do you have any more ?

Answer 3

Simply: Read real-life texts. There is a mound of research to back this up and as an ESL teacher myself; I know this works. Make the learning relevant to your students through real-life texts and the learning will "stick" and your students will be more apt to study on their own because they will recognize in their lives what they are being taught in class. Try it - it really works!!

Answer 4

i think of that's a foul theory. It very much reduces the quantity of enter to scholars. Years of adventure has shown that translating from the 1st language isn't the greatest thank you to bypass approximately coaching any language. that's thoroughly feasible to apply purely the objective language while coaching any language. email me for added info. the place are you coming from?