CONTEXT SUPPORT APPROACH Context support approach reflects Having

CONTEXT SUPPORT APPROACH Context support approach reflects “Having a situation or aids, which can help the students to read. ” Things to consider when using context Approach • When your students are just learning to read it is important to choose books that really interest them. • If boys like cars; choose a book with pictures and simple words about cars. This will keep their interest and enjoy their learning with you. • If girls like dolls obtain books with doll pictures and simple words. This will encourage them enthuathism because they are actually looking at something they can relate to. • Some books are especially written to support this method of learning. • You will find a long sentence on one side of the page while the other side has a single word or maybe two to three words for your students to read. You will read the longer sentence while your students read the simple version. •

CONT…. • You may like to try this method of long and short text or maybe combine it with one or all of the other methods above. • Give students chance to read regularly. • Give the student time to browse through a book before attempting to read it. • Show confidence in your students ‘ability to read. Lack of confidence may affect the students’ ability to read. • Don’t tell your child you are worried of his or her reading progress. This will only increase your Childs’ problem. Discuss with your partner, school, home, parent for advice. • Give your child /students chance to read to parents, aunt, and friend (public). This could make a big difference with your child’s confidence to read. •

CONT…. . • Don’t expect too much too soon • Don’t push too hard for immediate results it takes time • Provide opportunities for your child to write some words e. g. ; shopping lists, names of their friends and their relatives on top of the letter or on bottom of the letters or cards you made you have written

Cont…. . • Use easy books to encourage your child’s abilities, make sure it is not too easy or you will undermine your child’s confidence with him/her. • Make sure that your child’s hearing or eyesight are okay otherwise will cause reading problem. • Those with hearing and eyesight problems should be taken to a doctor to seek advice.

Translation game Explain how you are going to use context supports approach when teaching reading; • Use of pictures –sentence card , words in relation to the pictures • Use real object • Use of letters and cards –write their names in the letters. • Prepare brief statements of words. • Give it to your students to read to their parents.

THE USE OF GAMES: • Give students word cards with reading games • Flash cards game • An elementary reading game, to be played in pairs. • Students arranged in pairs, facing each other. • Each student has one card. On the card is a list of words, some of which have an X next to them. This means the student must read out the word. His partner decides whether the word he has on his /her card is the same or different.

STUDENT A STUDENT B 1. Dog x 1. Boy 2. School x 3. Blackboardx 4. Mouth x 4. House x 5. Car 6. Cat x 6. Hat x 7. glass x 7. Glass x

CONT…. • To play this game properly, the teacher has to guide the students to read in different series; that if the student A read the first word, the student B has to read second word in his or her card.

Describe and arrange • The words written in a card; pictures related to those words are also prepared in a cards or boards. • Students have to describe the pictures first then the teacher shows the students the words to read; after that a teacher has to tell the students to match sentence card-picture. • Prepare examples of sentence card –pictures and explain how are you going to use.

Jigsaw pictures/text game • Here you need a piece of strong card but one which can be easily cut up into Jigsaw shapes. Stick a picture from a poster or calendar on one side of the card and text on the other side of the card. Finally, it can be cut into Jigsaw shapes. If the picture and the text are connected and are on a subject of interest to the students, then it can be a highly motivating game for a low ability students.

Task • Prepare a jigsaw cards then explain how are you going to use it when teaching reading.

Translation game • For this you will need two texts, one which is the translation of the other. • The English version is cut up into paragraphs or individual sentences and stuck onto card. • The L 1 (for Tanzanian students, use Kiswahili) text is kept whole and used as a model to reconstitute the English version. • A source of text of this type is tourists’ information

Flashcard game • The teacher needs pieces of cards with various commands written on them. Draw cards • Point to me • Pick up your bag • Sit down

Cont…. • One student stands behind the teacher, the teacher holds up the flash cards to show the rest of the class, who then have to obey command written on flashcard. • The student standing behind the teacher has guessed the exact words written on the card. .

MATCHING GAMES • The idea here is for students to make up complete recipes by matching the right title and ingredient to the right instructions. • Cut up three or four recipes into the three sections and past them on cards. What other things apart from recipes could your students match. • Remember they do not necessarily need to match words but you could also have a game which requires matching words to pictures.

CONCLUSION • Once pupils have begun reading in English, you should encourage them to read as much as possible. Reading is an enjoyable way of learning language and you will find that the children learn a lot new words and more accurate in their use of structures if they read regularly. The teacher therefore has to encourage children to read in their free time to borrow books from school.