- Home
- Prez. handout sets
- Non-English majors (warm-ups & tasks)
- ELT & the Science of Happiness (Positive Psychology)
- DIY Neuro-ELT
- Physical Activity in the ELT class
- Energy breaks
- Extensive Reading
- Reading aloud
- Questioning comprehension questions
- Language Learning & the Senses
- Task Planning
- Innervoice
- Imagination (mental imagery/guided journeys)
- Mind Maps
- Speaking tasks (dialogs)
- Talking about Japan
- Misc. fluency tasks
- English in 3D (a fresh look at traditional tasks)
- Engagement
- Firsthand, misc
- Odds and ends
- Learning to embrace rainy season
- Songs for kids' classes
- My students teaching kids
- John & Marc's BBQ
- Contact Marc
- Thanks, Mike!
- Extensive Reading
- Listening Links
- transfer
- Tohoku ELT EXPO2019
- Aomori BOE resource page
- Making learning visible Firsthand
- Christmas Party 2013
- Teach your passion
- Think page sign up
- •••
- TYS
- Kansai JACET links
- Marc's morning routine
- The History of your Future Success
- Mindsets: fixed & growth plus the Power of YET
- EF song project
- EF2 song project
- PELT
Reading aloud is often criticized by reading experts. Yet it is something nearly every parent does with their kids.
"Reading aloud isn't really reading," the experts say. I agree. It is speaking. And sometime is is a good middle step between controlled practice and free conversation.
Reading aloud is common in most EFL English classes. And much of it seem to be a waste of time. It is either choral mumbling with most people drowning along together while a few actually read the text well. Or it is one student reading a paragraph (or sentence) while the rest of the students wait for him/her to make a mistake.
But since reading aloud is so common, maybe we should look for things to do with it that are actually useful. Reading aloud can be a good way to work on phrasing, which, of course, follows the meaning of English. It can also help students work in the stress and timing of English. That's especially important for students, like mine in Japan, who are coming from a syllable-timed language -- unlike English which is stress-timed. And reading aloud can be a stop toward story-telling. And the brain (and nearly every person) likes stories.
At the 5th Extensive Reading World Congress, I'm presenting on Reading Aloud with a purpose. This is based on a unit I do with my Education Majors at Miyagi Gakuin. HERE is the handout.
HERE is the PowerPoint I used at the World Congress.
"Reading aloud isn't really reading," the experts say. I agree. It is speaking. And sometime is is a good middle step between controlled practice and free conversation.
Reading aloud is common in most EFL English classes. And much of it seem to be a waste of time. It is either choral mumbling with most people drowning along together while a few actually read the text well. Or it is one student reading a paragraph (or sentence) while the rest of the students wait for him/her to make a mistake.
But since reading aloud is so common, maybe we should look for things to do with it that are actually useful. Reading aloud can be a good way to work on phrasing, which, of course, follows the meaning of English. It can also help students work in the stress and timing of English. That's especially important for students, like mine in Japan, who are coming from a syllable-timed language -- unlike English which is stress-timed. And reading aloud can be a stop toward story-telling. And the brain (and nearly every person) likes stories.
At the 5th Extensive Reading World Congress, I'm presenting on Reading Aloud with a purpose. This is based on a unit I do with my Education Majors at Miyagi Gakuin. HERE is the handout.
HERE is the PowerPoint I used at the World Congress.