Chapter Theoretical structures and explanations of teaching reading

Participate in drama, conversations, role play, discussions and debates;

Understand formal and informal speech;

Listen and understand different points of view;

Hold the attention of the listener.

Some students may have difficulty with abstract concepts such as before, after, or following, and with sequences such as days of the week or months of the year. Teacher might try the following strategies to facilitate reading comprehension:

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  If there’s an introduction to the story or passage, ask students to read it and answer purpose-setting questions: “Where does the story begin? “What kind of story or article is this? Why do you think so?”;
  
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  Ask students to predict outcomes: “What will happen? How do you know?”;
  
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  After the reading, ask students to reveal whether their predictions were correct and identify where the ending or conclusion begins;
  
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  Have students summarize the passage: “Who were the characters?” “What was the plot?” “What was the outcome?” “What was the main idea?” “What were the supporting details?”
  

Communicative game activities allow the students to feel more comfortable and surer when they have to hold a conversation in English and they make skills more effective in order to get a perfect acquisition of the second language, covering all the skills: listening, reading, reading and writing. If the reading activity is preceded by activities that present and give controlled written practice of grammar or vocabulary items, the reading activity will have a language practice aim. If the reading activity comes before a text (reading or listening) or just involves reading for reading’s sake, then the activity will have a reading fluency aim. Broadly reading, there are two main reasons for getting students to speak during a communicative game activity:

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  to give students practice of language items (vocabulary, grammar functions etc.) – a language practice aim;
  
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  to develop students’ ability to speak fluently and interactively – a reading fluency aim.