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The importance of predicting and interacting
with texts in developing learners reading skills
by Malgorzata Bryndal
- 7


  • The students will be interested in the topic of the text (the Indian actress Sangeeta Ghosh).
  • The students will have the necessary formal and content schemata to make predictions and get a global understanding of the text.
  • They are familiar with the ‘T/F/not given’ type of comprehension questions.
  • The students will be willing to respond to the text and share their opinions with the class and the teacher.

Anticipated problems and solutions

Problem: The text is not of interest to some students.

Solution:  Interest will be stimulated in the first two stages of the lesson by visual and verbal prompts, getting students to ‘interact’ with the text by asking questions about the character, making assumptions and predictions, and getting involved personally by drawing on their personal experiences.

Problem: Some students are slow readers.

Solution: The text is given to the students in 3 manageable parts to help slower readers to keep up. Also, the teacher will monitor closely and adjust reading time accordingly.

Problem: Timing: reading and/or students’ responses to the text are taking too long leaving too little time for stages 6 and 7 of the lesson.

Solution: Teacher monitors and manages the stages carefully, adjusting the timing to suit the students’ needs. Also, Stage 6 can be done as an open pair activity, with each student asking one question to another student in the group.

Problem: Unknown vocabulary/grammar structures obscure the meaning of the text for some students.

Solution: Teacher will encourage contextual guessing. Particularly difficult vocabulary items crucial for understanding will be dealt with ‘on the spot’ and the record kept on one side of the board throughout the lesson. Other vocabulary queries will be dealt with in stage 5 of the lesson.

 Materials and teaching aids:

    • handouts (see below)
    • board and marker pens
    • monolingual dictionaries
    • picture prompts (see below)

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