Previewing Vocabulary

Making Reading Work One on One: 5 Never Fail Tips

One on one teaching can be a valuable experience to English as a second language students. With individualized attention, they can learn at their own paces, get instruction specific to their areas of weakness, and cover material targeted to their interests and needs.

Sometimes, though, one on one dynamics can be challenging. Students do not want their teachers to hover, but teachers want to make sure their students get the attention they deserve. This awkwardness can be especially challenging when teaching reading in an individualized setting. Still, it is possible to teach a great reading lesson even when you teach a class of one. Here are some tips to keep in mind when planning for and conducting an individual reading class.

Making Reading Work: 5 Never Fail One on One Tips

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Warming up

Before giving your student a text to read during your session, spend a few minutes talking about the general topic that the article or text covers. You may want to ask your student what he already knows or what he would like to know about the topic. Because you only have one student, you can tailor your material to his specific interests and aspirations. This will keep him engaged and interested in the material as well as give him something to say about the topic from the start. For lower level students, you may want to modify a selection from the newspaper or a magazine, or use a selection from a textbook. For more advanced students, try to bring in authentic English material rather than selections written specifically for ESL students. Doing so will better prepare your student for the language he will encounter once he has completed your ESL program. Your text should be challenging but not overwhelming or intimidating. Find the right balance, and for each student that balance will be in a slightly different place.

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Previewing Vocabulary

Previewing vocabulary with your students serves 3 purposes. By reminding your student with topic specific vocabulary she already knows, you bring to mind ideas about the subject at hand. She remembers past experiences, and this will enable her to retain what she learns in her present class experience more easily. Secondly, by defining the preview vocabulary words she does not know, you aid her comprehension as she reads the text. Because her comprehension is higher, she feels confident and makes good emotional associations with the topic and learns better. Finally, by previewing vocabulary that the text presents, you give her some context for making predictions about what she will read. Making predictions also helps aid in comprehension and language retention. So before you introduce your student to the text you plan to use, choose some topic specific vocabulary she will find in her reading as a preview. Doing so will aid her comprehension and retention as she reads.

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Reading

Generally speaking, you should not ask your student to read aloud once you give him the text. Asking a student to read aloud, especially on the first read through a new piece of literature, may cause your student to feel uncomfortable. Having the teacher hover and listen to every syllable can be almost paralyzing and could set your student up for failure. Instead, allow your student to read to himself, and you do the same. This way you can review the content of the text and prepare to answer any questions your student had with the reading. Anticipate any sections he may struggle with, and have him make notes as he reads of anything that he finds difficult to understand.

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