Are Your Students Bored With Reading? What to do to Change That Situation

      Whenever we need to train reading text, the first thought we frequently have in mind is: “Students aren’t terribly fond of reading; I need to motivate them so that they enjoy the activity”

As good teachers, we prepare everything needed to teach our learners how to read. For instance, we prepare videos related to the topic or use different visual aids to enhance students´ participation. In most cases, our pupils get excited and become ready to welcome the passage. However, as the lesson goes on, something happens that makes the honeymoon finish before having the chance to truly enjoy it. Learners start getting bored, and a considerable amount of time has been dedicated to an apparently inactive exercise. Or maybe worse, some students finish first, while the others are still struggling with the text. Then we tend to accelerate the process because we cannot stand a “silent and inactive stage.” We have our students compare their answers either with their classmates or with the key provided by the text or even with their teacher, namely, us.

And the big question is: Does this work? Are students learning how to read? Are we teaching them how to read or just motivating them to do what they already do in their own language?

In fact, this topic needs more than one article to give a better idea of what teaching reading implies. The explanation of what this process means will help us understand why the enchantment of initial motivation does not last until the end of a reading lesson. In general terms, reading is not just the act of decoding symbols, it deals with the comprehension of the message contained in the text and to do so it is necessary that the reader negotiates the meaning between the text and his own background, experience, knowledge, as well as his objective about this activity. It is not enough to work with the well-known BDA activities (activities done before, during and after reading). The act of reading demands not only knowing the vocabulary related to the topic but also discerning how to use the different cognitive skills and strategies that will help establish permanent interaction with the text. This enduringly active communication will create an interaction back and forth which will keep the flame of joy for reading longer and stronger.

If we know how the process of reading really works, we will be able to make better use of any aid to motivate students and keep them motivated along the road. Nowadays, there are many tools that will make this part of the job easier since they provide interesting reading passages, in different levels of English, diverse lengths and dissimilar topics. Moreover, they contribute with the visual aids needed, the pertinent vocabulary explanation and some exercises that will reduce our workload. Some of them are Newsela, News in levels, Readworks, Rewordify, Commonlit, Tween tribune, Breaking news English, Guided reader, Books that grow, and Footsteps to brilliance. Each of them has a number of advantages; you just need to decide which your main objective is to choose the one that fits. Try just one of these tools and start experiencing the change in your reading lessons.

სერტიფიკატი 2015-2016

სერტიფიკატები 2011 წლის

სერტიფიკატი : " 1 : 1 ელექტრონული სწავლება "

Happy Mother's Day

Happy Women's Day

❤️❤️❤️

🎉🎉

სერტიფიკატი : " 1 : 1 ელექტრონული სწავლება "

                                                2011  წელს  მიღებული  სერტიფიკატები

                სერტიფიკატი 2015-2016

Practice with Practical Vocabulary

Here are three classroom ideas to do post-viewing. Choose the communicative activity that suits your students best.

Partner Recap: Assign two different videos to be watched before class. In class, ask students to recall the information learned by describing a how-to process to a partner. For example, Student A must explain how to brew a cup of tea (Video: Drinking Tea). Student B must explain what is needed in order to mail a letter by regular mail (Video: Mailing a Letter). Once each partner has recapped his or her assigned video, they can do so again for the class. A volunteer in the role of Student A will provide a short recap. Others in the role of Student A can volunteer additional information or clarification. Repeat the process for the role of Student B.

Q & A Recall: Assign two different videos to be watched before class. Divide students into two teams. Team A must answer questions about Video 1. Team B must answers questions about Video 2. If a team answers correctly, they get two points. If a team cannot answer a question, the other team may try to answer in order to earn one point. Sample questions: (Video topic: Drinking Team) 1. Is a tea kettle exactly the same as a teapot? 2. What does it mean to “steep” tea? 3. In what two forms can you find tea? 4. Name three condiments people like with tea.

Sort and Say: Assign two different videos to be watched before class. Create word cards for each video. Create approximately the same number of words per topic. On the board write the two topics. Show one card at a time and ask the class to identify which topic it belongs to. Tape the card to the board under the appropriate topic. Once all the cards have been sorted, divide the class into two groups (or smaller groups if the class is large). Each group must use the words for their assigned topic to compose a text. The text can be a how-to description or a narrative (about someone in the group or a fictitious person).

კედლის გაზეთი (მე-3 და მე-4 კლასები) და კალიგრაფიის კონკურსი (მე-2 , მე-3 და მე-4 კლასები)

სპეკტაკლი: " The  flower meeting "

სპეკტაკლი: The Adventure of Pinocchio-პინოკიოს თავგადასავალი 

         The New Year concert '' Snow White and seven Dwarfs ''.

Bringing Music into the Classroom

Listening/ Pronunciation.  Choose a song that targets sounds or clusters of sounds you’ve practiced in class. The lyrics to Elvis Presley’s Heartbreak Hotel are full of words with /l/ and /r/, a common difficulty for Asian speakers in particular. As a class, listen once. Pass out the lyrics and review them. Listen again. Practice pronunciation. Listen a third time and encourage students to sing along. Need a slower and more clearly sung song? Try Elvis’s Can’t Help Falling in Love with You. There’s plenty of opportunity to practice /l/.

Listening/ Grammar. Songs illustrate meaningful use of grammar. Have you just covered modal verbs? Do students need more exposure to modals used in the past? Try listening to a song like Beverley Knight’s Woulda Coulda Shoulda. The lyrics are online, and the video is on YouTube.  Give students a copy of the lyrics with all the modal verbs omitted. Their task is to fill in the blanks. Let them work together and give them a chance to hear the song at least twice. When the lyrics are complete, listen a final time.

Listening/ Writing/ Conversation. From country ballads to Broadway hits, there are songs that tell powerful stories. Let your students listen to one and then have them write down a summary of what they heard. You can try Tracy Chapman’sFast Car for this exercise. Ask: “Why is this song titled Fast Car? What is she singing about?” Once the summaries are written, students can compare their interpretations. Identify the main theme(s) of the song and discuss the problems the artist sings about.

ინტეგრირებული გაკვეთილი თემაზე: "The Solar System ''

Speech Writer for a Day

Step 1 – State some background information on a particular speech, for example, Reagan’s Address on the Space Shuttle “Challenger” made on January 28, 1986. (Retrieved from the the Scripps Library and Multimedia Archive.) Ask students what they know about the U.S. space program and the tragedy of “Challenger”. Do they know the name Christa McAuliffe? What other space-related tragedies are they aware of – either in the U.S. space program or that of another country?

Step 2 – Tell students: “Imagine it is January28, 1986 (the date of the presidential address). You are the speech writing team for the U.S. President, and this evening the president must address the nation and speak about the recent space shuttle accident. What points do you think he should make?” List key points on the board as the students suggest them. You can add 1-2 points actually made in the speech and which the class fails to mention. For instance, Ronald Reagan made a point of addressing the schoolchildren who saw the shuttle explode. Ask the students, “What should a president say to young children about the deaths of astronauts?”

Step 3 – Provide key vocabulary from the actual speech and have students develop some appropriate sentences to incorporate into the final speech. In the case of the address on the space shuttle “Challenger” I’d suggest: mourning/ mourn, pained to the core, a national loss, heroes, process of exploration and discovery, fainthearted, brave, journey. Students can compose sentences alone or in pairs. Make time for the sentences to be shared with the entire class.

Step 4 – Provide a gapped text version of the speech. As students listen to the full speech, challenge them to fill in the missing words.