Activating Prior Knowledge : using outlines or artefats
In this strategy, a sequence of images (refer appendix 2) is used to help students develop their schemata and visual awareness before introducing the reading material. In the number 1 of the lesson, instructor shows the students an image of a birth of a pencil. Students remove to scan through the pictures to securek nurture slightly the reading material. Then teacher asks questions round the pictures. Let students make connections from one picture to the next to understand sequence and the progression of the events in the story. Teacher led discussion encourage students to interpret the pictures. pick up them to describe orally for each picture, what or who appears in the picture and what is happening. The students answer establishing a connection with their background knowledge and personal experiences. Answers from the students are jotted down on the board.
The objective of pre-reading activities is to activate alive schemata, build new schemata and provide information to the teacher about what the students know. (Chen & Graves 1995). This technique is very useful for helping students to see the importance of selection and focus in creating meaning. It also encourages discussion. many times text does not make sense without the pictures. Using pictures is one of the ways students gather information to support their tho reading.
The first process used in this activity was the see skill to find out what the text was all about through the pictures. Later, listening and speaking skills are developed when the teacher asks them the questions and when the students describe on the image shown. These skills give out information and promote evidence. Cognitive skills...If you want to get a replete(p) essay, order it on our website: Orderessay
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