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Date Posted: 10:14:51 06/11/07 Mon
Author: Mariana
Subject: Final Paper Mariana Faria

Building new strategies


The deepening and the rescue of the act to read are necessary in the lessons all the moment. The construction of hypotheses and ways to be covered during the reading is basic. Nevertheless, some teachers do not make the act of read an interesting thing and as a result, the students, most of the time, do not like to read. The reading skills must be better developed in classrooms and for this the teacher needs to explore them in a different way.
Reading is present in our lives of very intense form, therefore it is associated with many of our activities, are of work, same leisure or of our daily routine as to make purchases or to read a ticket left for familiar or a friend. The reading inside the classroom must have some relation with reading done outside it.
The reading in classroom must be used to construct knowledge, to promote interaction, and experiences and not a mere excuse to learn this or that grammatical point or still to train pronunciation. So, a teacher has to use authentic texts, starts with simple texts as menus, headlines, small pieces of news, recipes, simple poems, forms, postcards, tickets, letters; price lists; signs and dictionary until arrives to more complexes texts as tales, short stories, biographies, newspapers, magazines, reports, reviews, guidebooks. “Use diverse texts”, said Ur, “so that the pupils can practice different types of reading and make sure themselves that the majority of the vocabulary is known and that the pupils can identify the unknown words easily or, simply, to ignore them”.

It is also important associate the activity of reading to the other abilities: listening, speaking and writing. Brown says that “reading ability will best be developed in association with writing, listening, and speaking activity. Even in those courses that may be labeled “reading”, your goals will be best achieved by capitalizing on the interrelationship of skills, especially the reading-writing connection.”
A teacher can associate reading with listening using interviews or dialogues recorded before read them. In the same way, the teacher can use speaking producing dialogues and discussions about the text. The students can imagine they are some character of the text. In order to associate reading with writing, the teacher can ask students to read a magazine and write back to the author, commenting the article or ask them to read book stories and write letters to some character as he/she (the character) was their friend.
Concluding, “Reading is to the mind what exercise is to the body” (Sir Richard Steele) but the focus only in the reading treats the language as a death language, as if its manifestation was restricted to the written registers. Exploring reading with different strategies, the teacher will awake student’s interest so the classes will be more productive.

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