Using Active Learning Strategies in Teaching Reading

Expected Outcomes At the end of these training sessions, participants should be able to: Recognise the process of teaching reading. Discover some useful techniques when teaching reading. Prepare and present a reading lesson based on the active learning stages. 7 November 2018 Day 1

Try to read this paragraph . ˙ɹǝpɹo lɐuᴉƃᴉɹo ɹᴉǝɥʇ oʇuᴉ ʞɔɐq sɯǝʇᴉ ǝɥʇ ʇnd ;ɹǝpɹo ɟo ʇno sᴉ uɐld uossǝl ǝɥ┴ ˙ʇɹɐdǝp oʇ ʇnoqɐ sǝsnq ǝɥʇ ʇsᴉl ɹǝɔunouuɐ ǝɥʇ ɹɐǝɥ ǝʍ 'ʇuᴉod ǝuo ʇ∀ ˙uoᴉʇɐʇs snq ɐ uᴉ ǝldoǝd oʍʇ uǝǝʍʇǝq uoᴉʇɐsɹǝʌuoɔ ɐ sᴉ ƃuᴉpɹoɔǝɹ ǝɥ┴ ˙ǝʌoqɐ pǝqᴉɹɔsǝp sǝnbᴉuɥɔǝʇ ǝɥʇ ʎɟᴉldɯǝxǝ oʇ uossǝl ɐ sᴉ ǝɹǝH  7 November 20187 November 2018 Teaching Reading

Task One (Think – Pair – Share) What are the main difficulties learners face when trying to read a text in a foreign language? 7 November 20187 November 2018 Teaching Reading

Task Two (Think – Pair – Square) Imagine that you have given students some copies of tourist leaflets publicising a nearby town and advertising local attractions, museums, special events and with information on prices, opening times, etc. What would be a suitable task to get students to read this quickly (rather than read every word)? 7 November 20187 November 2018 Teaching Reading

Discussion Place a pile of local tourist leaflets on the table and explain that students, in groups of four, can plan a day out tomorrow. . 7 November 20187 November 2018 Teaching Reading

How can teachers make classroom reading more active and fruitful? Task Three How can teachers make classroom reading more active and fruitful? 7 November 20187 November 2018 Teaching Reading

How can teachers make classroom reading more active and fruitful? To enable this, we plan 'pre-reading', 'while-reading', and 'post-reading' stages. These stages can help us make reading more communicative. 7 November 20187 November 2018 Teaching Reading

Suggest tasks that can be used in the different reading stages. Task Four Suggest tasks that can be used in the different reading stages. 7 November 20187 November 2018 Teaching Reading

Pre-reading tasks Pre-reading tasks often aim to raise the readers' knowledge of what they are about to read Approaches include: Brainstorming:Tell your partner what you know about the topic Do a quiz in pairs to find out what you know about the topic Look at some pictures related to the topic 7 November 20187 November 2018 Teaching Reading

Pre-reading/While reading tasks Skimming the first paragraph, look at illustrations and subtitles for gist and then predicting and identify the words in the text that explain the “who”, “what”, “where”, and “when” of the text content- to identify core vocabulary words. 7 November 20187 November 2018 Teaching Reading

While-reading tasks Slashed/Cut-pup texts: This is a genuinely collaborative reading approach. Photocopy a suitable text and cut it diagonally into four. Seat students in fours. Give a piece of the text to each student. They mustn't show their piece to the others. Give each group a set of questions. The group have to work collaboratively to answer the questions since no one has the whole of the text. Groups can compare answers when they have finished. 7 November 20187 November 2018 Teaching Reading

While-reading tasks 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. 7 November 20187 November 2018 Teaching Reading

While-reading tasks Jigsaw reading: Divide a text into two parts or find two (or three) separate texts on the same topic. Students A get one text and a related task, students B get the other text and task. Students A complete their tasks in a group. Students B likewise. Students get into A & B pairs and tell each other about their tasks. 7 November 20187 November 2018 Teaching Reading

Post-reading tasks 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). 7 November 20187 November 2018 Teaching Reading

Steps of teaching reading Step 1: Instructive period for teaching reading 7 November 20187 November 2018 Teaching Reading

Step 2: Stages of teaching reading based on active learning 1- Motivation stage: Stimulation question/Brainstorming: The question raised should refer to the topic of the lesson. For example if the topic is about touristic places, you can show students a picture about a place they are familiar with and ask them: Why do we like to travel to Dubai? 7 November 20187 November 2018 Teaching Reading

Step 2: Stages of teaching reading based on active learning 2- Gathering information and assignment: Each group will study a paragraph about a touristic place in Kuwait ( places should be different )to gather information: Assignment: In a poster, students draw the place and write the necessary information they picked out from the paragraph. Remark: During these two stages, teacher can introduce some new lexical items that he feels very important to understand the reading passage. 7 November 20187 November 2018 Teaching Reading

Step 2: Stages of teaching reading based on active learning 3- Sharing information and discussion: Students share information and discuss the reasons behind favouring a place rather than another within their group and then with the whole class. Through a Criteria-based Assessment Chart, students choose the best work. presentation idea colour picture Groups G 1 G 2 G 3 G 4 7 November 20187 November 2018 Teaching Reading

4- Conclusion: New knowledge Step 2: Stages of teaching reading based on active learning: 4- Conclusion: New knowledge What have you learned?/ What have you accomplished? 5- Creative application: Asking students to think about a project that helps Kuwait be the first touristic place in the Gulf. They have to state what is the project and add information about it. Remark: The project can take more than one period to be covered. 7 November 20187 November 2018 Teaching Reading

Possible route map for a reading lesson    Pre-text 1 Introduction and lead-in, e.g. get the learners interested in the topic, initial discussion of key themes, make an explicit link between the topic of the text and students' own lives and experiences, focus on important language that will come in the text  2 First task (pre-reading), e.g. predict from some extracted information (illustration, key words, headlines), read questions about the text, students compose their own questions Text 3 Tasks to focus on fast reading for gist (skimming), eg check text against predictions made beforehand, guess the title from a choice of three options, put events (or illustrations) in the correct order 4 Tasks to focus on fast reading to locate specific information (scanning) 5 Tasks to focus on meaning (general points), e.g. answer questions about meaning, make use of information in the text to do something (make a sketch, fill out a form, find out which picture is being described, etc.), discuss issues, summarise arguments, compare viewpoints 6 Tasks to focus on meaning (finer points of detail, more intensive comprehensive understanding) 7 Tasks to focus on individual language items, e.g. vocabulary or grammar exercises, use of dictionaries, work out meaning of words from context    Post-text 8 Follow-on task, e.g. role play, debate, writing task (e.g. write a letter in reply), personalisation (e.g. 'Have you ever had an experience like this one?') 9 Closing, e.g. draw the lesson to a conclusion, tie up loose ends, review what has been studied and what has been learned 7 November 20187 November 2018 Teaching Reading

Task Five Each group has to propose a vision about how to prepare the reading lesson from (SB) p. 29 Unit 3 Grade 6 based on the active learning stages. 7 November 20187 November 2018 Writing

Thank you& see you tomorrow That’s all for today. Thank you& see you tomorrow Writing 7 November 2018