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Importance of designing specific materials to teach grammar and vocabulary in contex

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Importance of designing specific materials to teach grammar and vocabulary in contex

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Reading comprehension strategies as a whole to develop receptive language skills

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Reading comprehension strategies as a whole to develop receptive language skills

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Specific materials to develop Reading, Grammar, and vocabulary

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Specific materials to develop Reading, Grammar, and vocabulary

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Teaching grammar and vocabulary in the context of reading passages allows students to see how language is used in authentic situations.

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Approaches of teaching grammar, vocabulary and reading

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Approaches of teaching grammar, vocabulary and reading

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Helps students to develop communicative competence.

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Expose students to real language usage, rather than contrived examples.

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Providing reading activities with grammar and vocabulary instruction reinforces new language skills through practice.

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Students can apply what they are learning right away.

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Provide cultural knowledge and increase engagement and motivation.

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Present vocabulary and grammar in diverse contexts.

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Offer a range of difficulty levels.

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Learning Advanced English (practice reading comprehension)

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Socrative (quizzes and exercises)

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Read Theory (leveled reading passages).

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Epic (digital library for kids 12 and under)

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Raz-Kids (leveled reading books and quizzes).

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Predicting: When students make predictions before reading, it sparks interest, gets them thinking about the text topic, and sets a purpose for reading. Their minds are primed to comprehend the text.

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Grammar not explicitly taught but learned for communicative purposes.

Vocabulary focused on high frequency and contextualized words.

Reading viewed as a communicative act and a source of authentic texts.

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Grammar learned inductively through context of oral communication.

Vocabulary acquired via objects, actions, and contexts emphasizing concrete lexicon.

Reading used later on to reinforce oral language structures and vocabulary.

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Grammar taught deductively through direct instruction of rules which are practiced via translation.

Vocabulary learned via bilingual word lists, dictionary study, and memorization.

Reading as a means to translate texts word-for-word to get grammar/vocabulary practice.

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Grammar patterns sequenced and drilled through repetition and substitution exercises.

Vocabulary controlled at beginner levels and expanded through dialogues.

Reading mainly for reinforcement of spoken language rather than skill development.

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Visualizing: As students read, they create mental images to represent people, actions, and scenery depicted in the text. This visualizing forces deeper cognitive processing and understanding of details.

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Making Connections: By linking the text to their background knowledge and experiences, students are making personal connections that aid memory and understanding. Past learning scaffolds new learning.

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Questioning: Students learn to ask themselves questions that clarify confusion, check understanding of key details, and probe for deeper meaning as they read. This helps address comprehension gaps.

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Summarizing: Stopping periodically to summarize important ideas and details requires students to synthesize what they've read so far and distinguish key points. This consolidates learning.

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For vocabulary instruction specifically, some effective approaches include:

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For vocabulary instruction specifically, some effective approaches include:

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Keyword method to link new words with auditory/visual mnemonic cues.

Semantic mapping/word webs to illustrate relationships between words.

Restructuring reading materials to highlight target vocabulary.

Morphemic analysis to break down word roots/affixes.

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Azam, A. (2014). Teaching grammar and vocabulary. Journal of Advances in Linguistics, 2(1), 61-79.

Ahmed Okasha, M. (2020). Using strategic reading techniques for improving EFL reading skills. Arab World English Journal (AWEJ) Volume, 11.

Chakravarthy, C. K., & Sunita, V. (2023). THE USE OF MOBILE APPS TO ENHANCE READING SKILLS OF LANGUAGE LEARNERS: a REVIEW. Human, 13(1), 31-37. https://doi.org/10.21554/hrr.042303

Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1), 2093493.

Petro, D. (2017). AUTHENTIC MATERIALS FOR TEACHING ENGLISH [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=s7Wdn_fhK2w

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Promote communicative competence through natural language exposure.

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Develop critical thinking by interpreting real-world issues.

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Expand cultural awareness.

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AUTHENTIC MATERIALS FOR TEACHING ENGLISH

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Bookshare(Middle School Reading)