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如何培养小学生的英语阅读能力
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2. Stick the text to be read on the wall at the other end of the room.
3. Give student A a list of questions.
4. Student A reads the first question to student B who has to run down the classroom to find the answer in the text, and then run back to dictate the answer to student A, who then tells B question 2 and so on.
5. The first pair to answer all the questions wins. (I ask the students to swap roles halfway through so everyone gets a chance to scan).
Slashed / Cut up texts: This is a genuinely collaborative reading approach.
1. Photocopy a suitable text and cut it diagonally into four.
2. Seat students in fours. Give a piece of the text to each student. They mustn't show their piece to the others.
3. Give each group a set of questions.
4. The group have to work collaboratively to answer the questions since no one has the whole of the text.
5. Groups can compare answers when they have finished.
Using websites: if you have a computer room available this is a very effective way of promoting communication as students can work on a reading task in pairs reading from the same screen.
Jigsaw reading is an old favourite but perennially effective.
1. Divide a text into two parts or find two (or three) separate texts on the same topic.
2. Students A get one text and a related task, students B get the other text and task.
3. Students A complete their tasks in a group. Students B likewise. Compare answers in A & B groups.
4. Students get into A & B pairs and tell each other about their tasks.
Creating a class text bank: I encourage students to bring in interesting texts that they have found (perhaps as a homework task using the Internet) which can be submitted to the class text bank. For weekend homework each student selects a text to take away which they then discuss with the student who originally submitted it. This is, of course, what readers do in real life.
Exploiting graded readers: this is a good way to help with detailed reading since this implies reading for pleasure. I have used two approaches:
1. Using a class set of the same reader so that everyone reads the same book. This leads into class discussions of what everyone has read.
2. Students read different books and then recommend their book (e.g. by writing reviews) to their partners.
Exploiting students' written work: I often put students written work up on the walls for the others to read. Tasks can include guessing who the author is, voting on which is the most interesting, selecting some for a class magazine.
As mentioned above, telling someone about what we have read is a very natural reaction to a text. I have already mentioned a few in connection to 'while-reading' (e.g. recommending readers to the class) but other ideas I have used include:
• Discussions about the text
• Summarising texts
• Reviewing texts
• Using a 'follow-up' speaking task related to the topic
• Looking at the language of the text (e.g. collocations).
Conclusion
I would not be exaggerating to say that one of the things that all the most successful language learners I have met have in common is that they are dedicated readers in English. They all recognised the value of reading as a way to develop their language independently of the classroom but equally saw the value of investing class time in becoming more effective readers in English. They were willing to make this investment because they realised that reading could be fully integrated into other skills work and thereby be just as communicative as any other classroom practice.
3. Give student A a list of questions.
4. Student A reads the first question to student B who has to run down the classroom to find the answer in the text, and then run back to dictate the answer to student A, who then tells B question 2 and so on.
5. The first pair to answer all the questions wins. (I ask the students to swap roles halfway through so everyone gets a chance to scan).
Slashed / Cut up texts: This is a genuinely collaborative reading approach.
1. Photocopy a suitable text and cut it diagonally into four.
2. Seat students in fours. Give a piece of the text to each student. They mustn't show their piece to the others.
3. Give each group a set of questions.
4. The group have to work collaboratively to answer the questions since no one has the whole of the text.
5. Groups can compare answers when they have finished.
Using websites: if you have a computer room available this is a very effective way of promoting communication as students can work on a reading task in pairs reading from the same screen.
Jigsaw reading is an old favourite but perennially effective.
1. Divide a text into two parts or find two (or three) separate texts on the same topic.
2. Students A get one text and a related task, students B get the other text and task.
3. Students A complete their tasks in a group. Students B likewise. Compare answers in A & B groups.
4. Students get into A & B pairs and tell each other about their tasks.
Creating a class text bank: I encourage students to bring in interesting texts that they have found (perhaps as a homework task using the Internet) which can be submitted to the class text bank. For weekend homework each student selects a text to take away which they then discuss with the student who originally submitted it. This is, of course, what readers do in real life.
Exploiting graded readers: this is a good way to help with detailed reading since this implies reading for pleasure. I have used two approaches:
1. Using a class set of the same reader so that everyone reads the same book. This leads into class discussions of what everyone has read.
2. Students read different books and then recommend their book (e.g. by writing reviews) to their partners.
Exploiting students' written work: I often put students written work up on the walls for the others to read. Tasks can include guessing who the author is, voting on which is the most interesting, selecting some for a class magazine.
As mentioned above, telling someone about what we have read is a very natural reaction to a text. I have already mentioned a few in connection to 'while-reading' (e.g. recommending readers to the class) but other ideas I have used include:
• Discussions about the text
• Summarising texts
• Reviewing texts
• Using a 'follow-up' speaking task related to the topic
• Looking at the language of the text (e.g. collocations).
Conclusion
I would not be exaggerating to say that one of the things that all the most successful language learners I have met have in common is that they are dedicated readers in English. They all recognised the value of reading as a way to develop their language independently of the classroom but equally saw the value of investing class time in becoming more effective readers in English. They were willing to make this investment because they realised that reading could be fully integrated into other skills work and thereby be just as communicative as any other classroom practice.
References
‘Designing Tasks for the Communicative Classroom’ David Nunan
‘Developing Reading Skills’ Francoise Grellet
‘Affect in Language Learning’ Jane Arnold
English Teaching in Hong Kong
By Grace Cai
July 18th Ms Huang and Ms Zhang from Hong Kong gave us a special English writing class in Bo Wen School. We were deeply expressed by this active class. First , Ms Huang showed an interesting story ‘Well Done , Max ’ to the students . The students were interested in it and got a lot of messages from the story. Then she designed 9 worksheets for the students .They must think over and looked for the answers from the story by themselves. The contents could provoke the students’ thinking and enabled the students’ new ideas. In this English lesson , Ms Huang and Ms Zhang put the four skills together, they are listening , reading , speaking and writing . While reading aloud , students listened to English as well , reading and listening skills are especially important for beginners.
In this lesson , Ms Huang gave us a warm and friendly express. She controlled the class well . She allowed the students to make mistake , but they must open their mouth to speak English , even think in English. She afforded much time for the students to create their ideas. She showed us that learning English is fun.
