Reading for pleasure has big benefits – vocabulary growth, expanded knowledge you get from different text types, and of course the sub-skills of reading itself – skimming for gist, scanning for details, making inferences and so on.
My students are all migrants so I try to motivate them to read by choosing materials that they can relate to. I choose texts that would connect them to the community. For example, I take stories from the community paper which would raise awareness about their own locality and neighbourhood. They are free so they are easily accessible to the students.
But I know I need more tools.
So I’m looking forward to this webinar. It has always been a struggle and a dream for me to motivate my students to read English material on their own. For my lower level and older students who are relatively new to New Zealand, it’s even a stretch for them to be aware of reading English signs.
Looking at the original post, Olha asks the following questions that are pertinent to my students’ needs:
- What strategies can students employ to get a ‘feel’ of the text when they first meet it, putting into to context, to make reading easier?
- What can we do before looking at the text to increase motivation to read and to prepare students for potential difficulties like a lot of new vocabulary?
- How can students deal with new vocabulary within a text?
I want to pick up more techniques that I can employ to my multi-level classes. My students fall on a different range in most aspects – reading skills, comprehension, vocabulary knowledge just to name a few. It’s definitely a challenge to deliver lessons on receptive skills.
This webinar should give me fresh ideas and tactics to get all of my students’ reading skills to improve.
Signing up now.
How do we motivate our students to read long texts in course books and how do we ensure that students understand and enjoy what they read?
To our students a long text in a course book can be very off-putting. Not only does the length put them off but it may contain a lot of vocabulary they are not acquainted with and the tasks they need to do, e.g. answer comprehension questions, may seem too difficult.
Using examples from the Insight series, my webinar on reading aims to address these issues by answering the following questions:
- What is reading?
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