Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Reading texts are great tools for vocabulary development 
Just imagine if you could prepare your students to deal with unfamiliar words so that 
when they encounter them outside of class, they have the skills to achieve greater levels 
of comprehension. Just imagine if you could exploit one main task for a series of other 
language features and get 2 tasks out of one. 
Imagine if you could plan activities that didn’t just focus on individual words, but 
contextualized phrases, collocations and natural usage of key language.

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Well, using reading texts can allow you to all of these things, with a bit of planning 
and practice. First of all, helping your students to deal with unfamiliar words is a key 
skill. So next time you’re focusing on reading, why not follow up a detailed reading 
stage by: 
•
Asking students to identify any unfamiliar words 
•
Then ask them to identify the whole unit of meaning in which those words 
occur. So if they identify the word “tragic”, the whole unit of meaning might be “a 
tragic loss of life” or “a tragic outcome for…” 
•
Then help the students to identify other linguistic cues around the target phrases 
that might help them guess the meaning. Try asking questions like “is it positive or 
negative”, “does the picture show something that is easy to survive or not?” 
•
Once students have identified these phrases and been supported to understand 
them, give them additional practice at applying and personalizing them by writing 
discussion questions or sentences that are true or false. 
Reading is linked to speaking 
Do you ever ask students to read aloud during reading tasks? 
If so, why? 
“This is a fairly common approach to teaching reading skills and literacy in early 
childhood education because it allows the teacher to identify where students are having 
difficulty decoding the words written on the page”
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. This gives us a clue as to what is 
actually happening: the words written on the page are converted into an auditory signal 
by your brain. This is one of the reasons why phonological awareness is linked to 
successful outcomes in reading and spelling.