Приложение 5 a commonly-used blueprint in designing reading materials
phase 1 Pre-reading
phase 2 While-reading
phase 3 Post-reading
1. Pre-reading
Source • the learner – prior knowledge of the text’s topic, attitude to reading, attitude to English, interest in the topic etc.
Goals • to introduce the topic, and arouse learners' interest in it
• to motivate learners by giving them a reason for reading
• to provide any necessary language preparation for the text
In preparing pre-reading activities, ask yourself. “Why should anyone want to read this text, and can I generate similar reasons in my learners?” “What knowledge/ideas/opinions might my learners already have on the topic, and how can I draw out this knowledge and use it?”
Exercises
Give the title (and, if relevant, author, date and source). Ask students to write down three important factors related to the topic. Brief whole-class discussion.
Give the title ... Students to write down 10 words related to the topic. Collect them on the board; elicit meanings and pronunciation.
Give the title ... Ask learners to predict how the text begins. Then display the first two sentences on the board.
Give the title ... Display a set of statements (4 or 5) based on the overall message of the text. Learners to mark them true/false or yes/no, according to their prediction of what the author will say.
Select 10 key words from the text, and give 12 Spanish in random order (inc. 10 translations). Matching exercise.
Learners to complete:
Things I know about the topic
Things I don’t know
Things I'm not sure about
1.
1.
1.
2.
2.
2.
3.
3.
3.
Scanning for key facts, e.g. people, dates, events.
Learners to write questions they expect the text to provide answers to.
Use visuals (eg diagrams, maps, photographs) related to the topic, to arouse motivation and elicit key vocabulary items.
NB Keep the pre-reading phase brief: about 10 minutes only.
While-reading
Source • the text itself
Goals • to help learners understand the author's purpose
• to help them understand how the text is structured (i.e. organized)
• to clarify the content of the text.
In devising while-reading activities, ask yourself “What is the author’s overall message?” ”How is the text organized? – a narrative? an explanation with various examples? causes and effects? an argument and counter-argument…?” “What is the learner expected to infer from the text?” “What sort of activities does the text lend itself to?” Start with exercises that focus on global understanding of the text, then move on to content in smaller units such as paragraphs, sentences, words. (Why?)
Exercises
Comprehension questions (WH, T/F, М/С, yes/no) – pre-text, in-text, post-text.
Information transfer (i.e. completing illustrations, maps, etc with information from the text).
Completing a gapped set of notes; writing an original set of notes.
Summary-writing; completing a gapped summary, reorganizing a summary presented as a jumbled set of sentences, making accurate an inaccurate summary, creating an original summary.
Presenting the text as a diagrammatic display:
or or