Describe five pre reading activities that are used in FAL class
1. Previewing the Text: Students are instructed to look at the title, headings, subheadings, captions, and any visual aids in the text. They can make predictions about the content and discuss their initial thoughts and questions with their peers. This helps activate prior knowledge and build interest in the topic.
2. Vocabulary Preview: Students are provided with a list of key vocabulary words that they may encounter in the text. They can work individually or in pairs to brainstorm definitions, use the words in sentences, or match them with their synonyms or antonyms. This helps familiarize students with the vocabulary and improve comprehension.
3. KWL Chart: Students complete a KWL (Know-Want to know-Learned) chart, where they write down what they already know about the topic, what they want to learn, and what they have learned after reading. This helps students set a purpose for reading and actively engage with the text.
4. Graphic Organizers: Students are given a graphic organizer such as a story map, concept map, or a cause and effect diagram, related to the topic they will be reading about. They can fill in the graphic organizer based on their prior knowledge or make predictions about the information they expect to find in the text. This helps organize their thoughts and make connections while reading.
5. Pre-reading Discussion: Students participate in a class discussion or a small-group discussion about the topic they will be reading about. They share their prior knowledge and personal experiences related to the topic. This encourages critical thinking, activates prior knowledge, and creates a collaborative learning environment.
Pre-reading activities in a first additional language (FAL) class can be beneficial in preparing students for reading comprehension. Here are five common pre-reading activities used in FAL classes:
1. Pre-viewing: Before reading a text, teachers can engage students in a pre-viewing activity. Here, they can present images, graphs, or headlines related to the topic to activate prior knowledge and generate interest in the upcoming reading.
2. Predicting: Students can make predictions about the text based on the title, headings, or pictures. They can discuss their predictions in pairs or small groups, sharing their thoughts on what the text might be about. This helps create a purpose for reading and encourages critical thinking.
3. Brainstorming: In a brainstorming activity, students can generate ideas related to the topic of the text. These ideas can be written on the board or recorded in a mind map format. This can help students activate their background knowledge and build connections to the text.
4. Vocabulary building: Pre-reading activities can focus on introducing and practicing key vocabulary words that are likely to appear in the text. This can be done through various techniques such as word associations, concept maps, or vocabulary games. Building vocabulary beforehand enhances comprehension during reading.
5. Anticipatory questioning: In this activity, teachers can present students with a series of questions related to the content of the text. The purpose is to stimulate curiosity and encourage students to actively search for answers while reading. Students can work in pairs or small groups to discuss and share their thoughts on the questions.
By incorporating these pre-reading activities, FAL teachers can help students develop a deeper understanding of the text, improve their reading comprehension skills, and enhance their overall language proficiency.
Pre-reading activities are essential in FAL (First Additional Language) classes as they engage students and activate their prior knowledge, ensuring a better understanding of the text that they are about to read. Here are five pre-reading activities commonly used in FAL classes:
1. Brainstorming and discussion: Begin by asking students what they already know or think about the topic of the reading. This can be done through a group discussion or individual brainstorming. Encourage students to share their ideas, opinions, and experiences related to the topic. This activity helps in activating prior knowledge and generating curiosity about the text.
2. Predicting: Ask students to make predictions about what they think the text will be about. Encourage them to base their predictions on the title, headings, or any visual cues if available. Discuss their predictions as a class, highlighting the reasons behind their assumptions. This activity stimulates critical thinking and encourages students to make connections with the text.
3. Vocabulary exploration: Introduce key vocabulary words from the text before reading. Write the words on the board and ask students to brainstorm their definitions or use them in sentences. This activity helps in building vocabulary and comprehension skills. Teachers can also provide context clues or show images related to the words to aid understanding.
4. KWL (Know-Want to Know-Learned): Divide a piece of chart paper into three columns labeled "Know," "Want to Know," and "Learned." In the "Know" column, students write down what they already know about the topic. In the "Want to Know" column, they list questions or things they are curious about. After reading, they fill in the "Learned" column with new information. This activity encourages students to reflect on their prior knowledge and curiosity about the topic.
5. Picture analysis: Show students a relevant picture related to the text or topic. Ask them to carefully observe the picture and share their thoughts, observations, and predictions. Discuss the picture as a class, drawing connections to the upcoming text. This activity improves visual literacy and helps students make predictions about the content.
To implement these activities effectively, teachers can encourage peer collaboration, provide guidance, and establish a supportive learning environment. Additionally, it's essential to choose texts that are level-appropriate and engaging for students, fostering their interest in reading.