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Exploratory task 2.5
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Match the following tasks with the “pre-reading”, “while-reading” and “post-reading” stage”.
| Tasks | Stage |
| 1. Learners are encouraged to form certain expectations about the text 2. Learners complete a paragraph 3. Learners complete a questionnaire 4. Learners solve a mystery 5. Learners role-play a plot 6. Learners write a summary 7. Background information is provided 8. Questions to activate what the learners already know are asked 9. In a brainstorming activity the learners anticipate the main points 10. Key words are supplied for the learners to guess what the text might be about 11. Learners write a story inspired by a photograph 12. Learners recognise the paragraph that summarises the main information in the text 13. A picture representation of the text is studied and discussed 14. Learners match headlines with paragraphs 15. Learners match text with pictures or diagrams. 16. Learners order jumbled paragraphs 17. Learners contrast the two texts 18. Learners take notes 19. Learners express their views 20. Learners exploit a text for grammar or vocabulary 21. Learners discuss and justify different interpretations of the text 22. Learners distinguish the main idea from supporting details 23. A listening text on the same topic is presented(Shiels, J. 1993. Communication in the Modern English Classroom. Council of Europe Press) | A/ Pre-reading B/ While-reading C/ Post-reading |
Exploratory task 2.6
Find in the course-books or produce yourselves the reading activities as shown below.
| a) Students read individual short subject-related texts and amplify them into a joint summary b) Students read jumbled instructions and put the instructions in the correct order c) Students read recipes and match them with pictures of food d) Students read an extract from a play and act it out e) Students match topic sentences with the paragraphs they come from f) Students read a number of texts and match the texts with the authors who might have written them g) Students read information and convert it into bar graphs or pie charts (Adapted from Harmer. J., 1998. How to Teach English. Longman) |
Micro-teaching
Design an activity for teaching to read in the three-phase framework and run it with your pupils or peers. Reflect on the activity using the given format.
| Points of analysis | Assessment | ||||
| · Clear goal | |||||
| · Laconic explanation | |||||
| · Helpful pre-reading | |||||
| · Involved reading | |||||
| · Insightful post-reading | |||||
| · Adequate language level | |||||
| · Adequate task level |
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