2. READNG N CLASS OR OUTSDE CLASSReading activities that we do in class are usuallyintensive. We may aim to* present and give practice in reading skills ss willfind useful for independent reading for later* introduce or give further practice. 3. SELECTED READNG TPS*Reading aloud*Ss dont need to understand every singleword*Setting a time limit to speed up ss reading 4. HOW TO NTRODUCE A READNG PASSAGE1- Do a speaking activiy.2-Have Ss preview the page or reading passage. Previewing steps: Read the title Look at any pictures Notice if the text is divided into parts and if there are subtitles Read the first sentence of each paragraph Read the last paragraph or at least the last sentence3- Have students predict what will be in the passage. 5. TRANNG STUDENTS NOTTO READ EVERY WORD Cloze passages and Scanning exercises 6. Sample exercise : Cloze passages Elise Butler doesnt need to own a car. She is 28 years., single, and a school.. She doesnt earnmuch , she likes to .. She often . acar. She prefers . rent a car on becausethe prices are.. . She also usually rents .. car forseveral weeks the summer because she.. to take a vacation Elise Butler is married.yes/no Elise likes to travel.yes/no Elise often rents a car.yes/no 7. POST READNG ACTVTES Comprehension Check (Scanning ) game with white boards Group Summary Presentations Vocabulary study Debate Make a list of discussion questions Find a video clip that matches the topic 8. SPEAKNG ACTVTES FORREADNG PASSAGES Read and Run Read, Think, Speak Off the Wall Reading Finish the sentence 9. TIPS ON TEACHING READING Explain the purpose of each reading activity. Make sure you teach the strategies they should use for reading. Show them how toread a text and answer the questions especially the first week (strategies like highlightingor underlining). Always plan pre-reading activities because they facilitate comprehension. Tell your students to answer the questions without looking at the text. This will helpthem learn paraphrasing. Asking a student to read a long text aloud will not help your students. This can causeword-for-word reading. However, reading short excerpts aloud can be beneficial. 10. PRESENTNG VOCABULARY Visuals (flashcards, board drawngs, photographs, realia:the real thingsthemselves) Mime, gesture, facial expression Synonyms, antonyms and defintions in simple English Illusrative mini-situations Examples of the type (pear, plum, peach, mango are allfruits) Translation Dictionary Getting ss to guess the meaning from the context and word formation. 11. H O W WO U L D YO U T E A C H T H E S E WO R D S ?Target Give examples/explanationsvocabulary of how you would do, what you would say,*Mime Leader*PictureLift*Realia Mosquito*Simple example Mountain*Simple Petrolexplanation Teddy bear*VisualsTo limpTo staggerTo stammerVinegarVelvet 12. T I P S O N T E A C H I N G VO C A B U L A RY Explain the purpose of vocabulary activities. They should do their homework at home and speak in class. Create speakingactivities, so students can use the new vocabulary they learn. Emphasize the importance of using vocabulary acquisition strategies likecontext clues. Highlight the importance of reading more. To learn a new word, they need to beexposed to that word 5-16 times. Make sure they understand the importance of having a vocabulary notebook orcards. Repetition can be helpful in the lower levels.