Hola Irisha,
First of all, when we teach reading to our students in an EFL class, we do it because it provides such a great exposure to English language, also with reading is where our students will gain the richest bunch of vocabulary needed.
So before starting our reading class we should plan in advance :
->The needs of my students for practising reading: Are they university students reading for academic purposes? nursery school students? Do they need to learn to read for work? for pleasure? Study your students.
->The type of reading my students should do: It should be according to their age, where they live, etc. The readings rather be from real contexts. Although for the younger ones some fairy tales will be the best. On the other hand, for business students, maybe some articles from newspapers could be propper. It will up to your students. Of course that is why you had made your need analisys in advance. Just remember that the readings should be engaging and that the students are to respond to the content of the reading text, not just the language.
->The skills, tasks and activities my students should acquire: The students can skim, scan, read for details in a text.
I believe that traditionally reading skills is seen as such a passive moment. Nevertheless, We could swing from the comprehension questions to some discussion for example. In my classes I rather make them as active as I can. For me reading is the opening for writing and speaking. We should use the reading along all the moments of our class. Hence, a speaking discussion could be about the topic of the reading, or the students write a letter to the author of the article they read. To my understanding there is a lot of things to work with readings.
We can also make our students to read aloud for practicising pronunciation and entonation. Play charade games with vocabulary from the text, anticipation of the sentences. Even some Total physical response activities: Choose one student to read aloud and make the other students stand up when they hear a special feature point in the text or the meaning of a specific word you wrote on the board. I mean dont make them read and then only anwer questions or mark true or false.
->The steps in your lesson plans:
It depends on your time but as once the teachers from this site suggested me: Make one template of your lesson plan and automatize it to all your classes. I mean the template, not the activities. I like when my students already know what is the following step in the class and they are expecting something like � �oh now the discussion, what situation will Miss Melissa give us now? � � and some times I surprise them changing the steps and they even complain sometimes saying: � �Miss, and the discussion? � � LoL.
About the moments; I usually make them predict ( read the tittle and predict the text so they brainstorm ideas about it, predict possible vocabulary that will be used, show pictures related to the text and they guess the text, etc)
Then the atual reading moment ( I usually give them their own time to read the text then i check pronunciation, i make the games about the new words from the text, charades, catch special grammar features, ask questions in the middle of the readings to tets if they are following it, etc)
Then it is a post-discussion about it. Finally the evaluation ( about the content of the text if they understood the meaning and also i test them inductively the grammar feature held)...
.... Etc, dear Irisha.
Well this is what I �ve learnt in my years as a trainee , from teachers in this site, from books and � �personal experience � �.
I hope I helpt a little bit.
Miss Melissa .
(sorry if its too long my fellow teachers)
