Thursday 11 January 2024

Supporting Pre-Reading Activities in Language Teaching

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Which of the following supports a pre-reading activity ?

(1) Teaching grammatical structures

(2) Using paraphrasing tasks

(3) Using a prediction task

(4) Asking learners to summarise the text

 

Supporting Pre-Reading Activities in Language Teaching

Explanation:

1.     Teaching Grammatical Structures:

·         Explanation: Teaching grammatical structures is more aligned with language learning rather than pre-reading activities. It focuses on language rules and syntax.

·         Relevance to Pre-Reading: Limited relevance, as it doesn't directly prepare learners for the content of a text.

2.     Using Paraphrasing Tasks:

·         Explanation: Paraphrasing tasks involve rephrasing or expressing information in one's own words. It helps develop comprehension skills.

·         Relevance to Pre-Reading: Moderately relevant, as paraphrasing can aid in understanding but may not directly anticipate content.

3.     Using a Prediction Task:

·         Explanation: Prediction tasks involve making educated guesses about the content of a text before reading. It activates prior knowledge and engages learners.

·         Relevance to Pre-Reading: Highly relevant, as it encourages learners to predict and connect with the upcoming text.

4.     Asking Learners to Summarize the Text:

·         Explanation: Summarization involves condensing the main points of a text. It is typically done after reading for comprehension.

·         Relevance to Pre-Reading: Limited relevance, as summarization comes after engaging with the complete text.

Conclusion: The pre-reading activity is best supported by option (3) Using a Prediction Task. Prediction tasks actively engage learners before reading, fostering anticipation and connecting to the upcoming content.