- Have students identify genre by giving them 3-4 completely different types of texts and asking for probable sources
- Have students write before or while reading to express their expectations and discoveries.
- Have students compare passages from simplified (for EFLLs) and original versions of a text.
Start with a discussion of how the students think language may be simplified for a new learner. Discuss, at the end, the question, "What does the author of the simplified version assume that the readers are and are not familiar with in terms of (a) their literary and cultural competence, and (b) their linguistic competence?" (Cots, "Critical Discourse Analysis in EFL Teaching," 342-343)
- Have students write their own questions, make summaries, monitor their own comprehension and motivation, review common transitions
- For work on reading rate - practice identifying phrases among similar phrases, short warmer activities; reread same material in detail getting farther each time, timed;
- Do reference questions backwards - (identify all the referents to a particular antecedent using various colored pens)
Online Reading Resources
https://readtheory.org/https://rewordify.com/
http://cueprompter.com/ - teleprompter, to encourage faster reading / skimming / scanning
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