TECHNIQUES FOR TEACHING READING COMPREHENSION  Pre- & While-Reading Techniques  Post Reading Techniques (Adapted from English Language Teaching Methodology- BA upgrading course-The Ministry of Education & Training -2003) Pre- & While-Reading Techniques 1. OPEN PREDICTION 2. TRUE/FALSE PREDICTION 3. ORDERING PICTURES 4. MULTIPLE CHOICE 5. GAP- FILL 6. ORDERING 7. ANSWER GIVEN 8. PRE-QUESTIONS 9. GRIDS 10. MATCHING 11. COMPREHENSION QUESTIONS 12. NETWORK 1. OPEN PREDICTION (Description)  The teacher establishes a context and introduces the topic of a reading text.  The students are required to guess what they are going to read.  The teacher (or students) writes students’ guesses on the board.  The students are asked to read the text to check if things they guess are correct or not. 1. OPEN PREDICTION (Example) Work with a partner to discuss the answers to the following questions before you read the text “ Global Diet Choice ” a. What are some meanings of the word ‘diet’? b. Are fast-food places international? What types of foods are common fast foods? c. How do most people make decision about food and diet? d. What are some examples of diets based on location, history, tradition, or religion? e. How are diet choices becoming more alike around global? (Interactions I: Reading, Chapter 3, page 43) 2. TRUE/FALSE PREDICTION (Description)  The teacher writes 5-10 statements about the main points of a reading or listening text. Half of the statements are true and the other half are false.  The students are asked to work in pairs and decide if the statements are true or false.  The teacher writes students’ guesses on the board.  The students are asked to read the reading text to check their answers. 2. TRUE/FALSE PREDICTION (Example) Before you read the text “Tourism: the biggest business in the world” (Tourism 1-Unit 1 page 10) , discuss these statements with a partner. Write T (true) or F (false). a. One in fifty of all workers are employed in tourism related industries. b. The number of international tourism arrivals will be more than double between 2004 and 2020. c. Tourists often worry about international security. d. Tourism has only had a good influence on the modern world. 3. ORDERING PICTURES (Description)  The teacher prepares some simple pictures to describe a story or a text, and sticks them on the board randomly.  Students work in groups to rearrange the pictures and think of a story based on their picture order. This activity is also used for while techniques to check the ideas students have heard or read about. 3. ORDERING PICTURES (Example) Look at the pictures and arrange them in a logical order. Then, read the text “Are we alone in the universe?” and check your answer. (Lifelines/Elementary - Unit 12: Health - page 85) 4. MULTIPLE CHOICE (Description)  The teacher prepares questions about the ideas in the text. For each question, there are three or four options for students to choose from. 4. MULTIPLE CHOICE (Example) Read the text “ Child Prodigies ” (New Interchange 2- Unit 12: It’s been a long time! page 77), then choose the best answer to each of the following questions. 1. When did Sarah begin studying at the famous Juilliard School of Music? A. 4 B. 5 C. 7 D. 8 2. How long did Michael finish his high school classes? A. 4 years B. 3 years C. 2 years D. one year 3. What did Alexandra do at the age of 8? A. became interested in art B. met Picasso C. had her first art exhibition D. sold many paintings [...]... the main information of the reading text Students are asked to read the text and fill in the gaps with information taken from the text Then they are asked to write the information in the grid on the board 9 GRID(S) (Example) Read the reading passage “the story of my village” (Tieng Anh 10Unit 8- page 82-83) and complete the following table Area of changes House Radio &TV Farming methods BEFORE NOW 10... Education as a mirror of a culture 11 COMPREHENSION QUESTIONS (Description)  These questions are related to the main ideas of a reading text to check students’ comprehension Students work individually or in pairs to answer questions from the teacher or from the textbook Students are encouraged to check and compare the answer before the teacher gives feedback 11 COMPREHENSION QUESTIONS (Example) Read... (Description)  This technique is used for pre -reading The teacher writes a few questions on the board These questions should focus on the main ideas of the reading text The teacher gives students a few minutes to think about the questions Students are asked to read and answer the questions It doesn’t master if students can’t guess correctly 8 PRE-QUESTIONS (Example) Before you read the text “National Parks”... technique is used for pre -reading or pre-listening The teacher writes about 6 or 8 statements on the main points of a reading text, but the statements are jumbled The students are asked to work in groups or pairs to predict the order of the statements This technique is also used for while -techniques to check the ideas students have heard or read about The teacher writes students’ guess on the board 6... from the reading text on the board Students read the text and match these main ideas with the number of the paragraph OR: The teacher writes the main/essential ideas from the reading text and several details related to the main ideas Students read the text and connect the main ideas with the details 10 MATCHING (Example) Read the text “Education: A Reflection of Society” (Interactions II / Reading- ... Buying a single train pass gives you…… travel for a period of time Train passes are useful in India, ……… and European countries Moreover, staying in hostels when traveling may help you to save money Not only do hostels provide cheap…………., but nowadays they are also a great way to meet new people 6 ORDERING (Description)      This technique is used for pre -reading or pre-listening The teacher writes... 4 5 When and where was Marie Curie born? What kind of student was she? Why did she work as a private tutor? For what service was she awarded a Nobel Prize in Chemistry? Was the prize her real joy? why/ why not? 12 NETWORK (Description)   This can be used for students to brainstorm in the pre -reading stage The teacher writes the network on the board Students are required to work individually to find... Shanghai in 1961 She looked for work in Hollywood agents She was chosen to study at a film studio 7 ANSWER GIVEN (Description)  The teacher writes several answers on the board Students are asked to read a text and make questions based on the answers given 7 ANSWER GIVEN (Example) Read the text “Hip-Hop Fashions” (New Interchange 1- Unit 9- page 59), then write the questions for the answers     a... their answers Students write the words they guess on the board 5 GAP- FILL (Example) Read the text “Getting more for less” (New interchange 2, Unit 5: Going places - page 33) and choose appropriate words in the text complete the blanks in the following summary There are some ways to travel for less First, buy cheap airplane ticket You can buy ……… plan tickets two or three months in advance The cheapest... “music” (Tieng Anh 10 Unit 12- page 124-125) and write them on the network E.g kinds of music important roles of music in daily life famous music composers famous singers in Vietnam/ in the world Post -Reading Techniques    Discussion Role -play Write – it - up Discussion (Example 1)  Work in groups to discuss other uses of the computer in our daily life (Tieng Anh 10, Unit 5: Technology and you, page . TECHNIQUES FOR TEACHING READING COMPREHENSION  Pre- & While -Reading Techniques  Post Reading Techniques (Adapted from English Language Teaching Methodology- BA. contain the main information of the reading text. Students are asked to read the text and fill in the gaps with information taken from the text. Then they are asked to write the information in. PRE-QUESTIONS (Description)  This technique is used for pre -reading. The teacher writes a few questions on the board. These questions should focus on the main ideas of the reading text. The teacher gives students