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.
