Motivating and supporting Reading Justify the whole text Final Mark 9 (nine)

Reading is one of a set of four language skills. Reading is underlined as a receptive skill, meaning that it is going to be useful for learners to respond to any given text rather than producing it. Activities involving reading practice within classroom foster students to provide support, inspiration, and incentive where they will develop and improve abilities that are very useful when mastered. Generally, reading activities are based on text and language understanding, although it seems simple at a first glimpse, to read means having knowledge of the world around, as well as, a vast knowledge of language because, if there is no language understanding (vocabulary, forms, structures, etc) comprehension is either impossible or difficult. Main strategies to practice reading within a classroom: Reading partners: Students are assigned a classmate with whom to plan and discuss reading. First of all, Students must choose a partner to work with or, in any case, the selection is made by the teacher or could be based on a placement test. Students must be prepared with a substantial amount of books to work with. Before beginning, teacher is obliged to explain students that both of them are going to work on the same book, and then students are free to choose a book that interest them the most. Now students work cooperatively, helping each other when uncertainty appears. They work pursuing a goal: this means that students are going to read a determinate number of pages previously agreed between them. Tips: It is important that partners agree on the number of pages to read each week. If they not, they cannot benefit from cooperative reading. This kind of organization is particularly useful with classes of 40 students or more.

As students build their understanding of the same story together, they naturally fell more comfortable discussing what they are reading than if they are reading books separately Reading with children: Teacher chooses an illustrated storybook to read aloud in class. If class is larger than twelve students teacher must find the way to get a book bigger enough to children to

clearly see images when gathered to listen. This strategy will help to foster children reading motivation and to develop reading skills through interaction. Teacher gathers students around them, could be in circle or in front of him/her, the goal is that they can see pictures and the words on each page. While reading, teachers stops to ask learners what they think, what is going to happen next and to keep suspense meanwhile students get engaged commenting about the story. This strategy also serves for having children repeating new words using simple repetition drills. At the post-reading students are asked to draw, act or write the story to encourage attention and class dynamism. On further lessons, teacher can ask students to choose a book to read (possible they chose a book that have read before and enjoyed). This time teacher can use a well known reading to engage students more deeply. The purpose of the activity is to get the learners to see the element of fun in reading. In the activity, this fun becomes from interesting story, visual element of the pictures, the interaction between teacher and learners in predicting and commenting on the story, and the reading of favorite stories. Interactive storybook reading: The teacher reads a childrens storybook to older students, involving them in the experience by asking question. This strategy wants to promote extensive reading to foster students to read in the new language. It wants to encourage students to read by their own sake rather than for obligation. Teacher must show that his very excited to read the new book to get students engaged (very important). The book must be simply, in the sense that complex grammar and details must be avoided, as well as, the language must be easy for children to understand it with ease if not, they would get bored. Teacher must manage his/her voice rhythm in order to stimulate students. All these facts are necessary not only for understanding but for book acceptance. Teacher prepares question to keep students engage with the story: before reading questions; during reading questions; and after reading questions. The while reading is easy: before starting, teacher asks students the before questions then, start he/she start reading while showing illustrations, then teacher ask the second set of question (during reading question). These questions can be related with earlier students predictions or to their own experiences. Finally, teacher asks the third set of question (after reading questions) Many of my students spend hours studying textbooks and memorizing dictionary definitions to improve their English, but they rarely have the chance to use English for their

own enjoyment I have successfully used this procedure in groups of up to forty, although I feel it is most easily done in a class of twenty or fewer

Reading homework: Students read books as homework for language classes. This strategy is used to maximize language development. Teacher must decide how much homework to set and how students are to report it. Teacher asks students to read a certain amount of homework (could be pages, books, time spent reading). Then let students know if there is any additional credit given for doing homework. Teacher tells students how to report homework. Reporting might consist of something simple, as to record the titles of the books to something more substantial such as a writing report. Tips: As a check, have students report how much time it takes them to finish their reading homework and (if any) written reports.

Book application: Strategy: Reading partners Coursebook or story: bad, bad bunny trouble

Teacher tells students that today they are going to work on reading practice in a cooperatively way. Then, teacher shows to the students the book which they are going to read with a partner (bad, bad bunny). Teacher underlies that the same book is going to be designed for each member of the pair and, that there is no individual work this time, they have to choose a partner yes or yes.

After a brief introduction about the book, teacher asks students to read silently first. After they have read the book, teacher fosters them to debate and talk about the book to make questions, to clear language doubts or vocabulary problems. Partners will help each other with book passages that are difficult to understand and will set a shared goal of how many pages to read for the next week.

Nota:9