Motivate Students to Read

Designed by: Munkhzul.T

Enkhbulgan.T
Suvd-erdene.G
Taivanjargal.B
 Why did we choose the topic?
Students do not try to read at all. When the teacher
wants the students to be active they prefer to be passiv
e. This is a universal problem.
During teaching it is quite common for us to have st
udent who are highly motivated or semi-motivated or
unmotivated. Sometimes even motivated students bec
ome passive because of the activities and topics whic
h are not interesting to them.
 What Is reading?
Reading is a complex cognitive process of decoding
symbols in order to construct or derive meaning (re
ading comprehension). It means of language acquisi
tion, of communication, and of sharing information
and ideas. Like all language, it is a complex interact
ion between the text and the reader which shaped b
y readers prior knowledge, experiences, attitude, a
nd language community which is culturally and soci
ally situated. The reading process requires continuo
us practise, development, and refinement.
 There are no concrete laws in reading, but rather allows re
aders an escape to produce their own products introspecti
vely. This promotes deep exploration of texts during interp
retation.
Reading is an intensive process in which the eye quickly mov
es to assimilate text. It is necessary to understand visual perc
eption and eye movement in order to understand the reading
process.
Advantages of reading:
1. Reading texts also provide good models for English writing.
2. Reading texts provide to study language: vocabulary, gram
mar, punctuation and the way we construct sentences, par
agraphs and texts.
 MAP Formula

MAP is formula which is to make all student

s in a class without inhibition. MAP is the acro
nym for Motivate, Activate and Participate.
According to Encarta dictionary, the word mot
ivate means to make somebody feel enthusia
stic, interested and committed to something.
A good teacher is a person who can motivate hi
s /her students.
 Motivate
Before you motivate other you should
motivate yourself.
Be a role model to your students. If you want
your students to speak well, you should be able
to express your own ideas clearly in words.
Established close relationship with your
students. You should attract your students you.
Be friend but not a philosopher. That is,
dont sound abstract when you speak to them.
Always use phrases such as Well done. I
t is a good attempt it is a good point.
Always sound positive. Tell them that it is
easy to develop their speaking skills and ma
ke them believe your words.
Add humour to your presentation and hav
e fun with your students.
Make students sit face to face during grou
p discussion. Direct eye contact helps stude
nts develop their communication skills.
 Activate
You can activate your students in a number
of ways:
Show great interest for your students and en
ergize them.
Create a friendly and conductive environme
nt for students to speak and discuss topics and
issues.
Make your students feel comfortable discus
sing any topic.
Encourage free discussion. The objective is t
o make your students speak fluently.
Tolerate their grammatical errors and correct
them later.
Use of certain words and expressions in the
students native language when they struggle t
o find the equivalents in English.
Gently tell them not to use L1.
Give more pair work and group work.
 Participate

Associate with your student and participat

e in activities such as group discussions and
role play.
Emphasize learners who need your special
attention.
Know your students strengths and weakne
sses.
 Book Hunter
Have a book hunter" by dividing the
class into teams and giving each team
a copy of the same book. Have them fi
nd the page numbers of particular obj
ects, events, or people in the book. Gi
ve a reward to the winning team.

Lana Downing, Hanson Memorial School, F

ranklin, Louisiana, Grade 6
 Musical Books
Chairs are placed back-to-back in a straight lin
e, and the teacher places a book under each cha
ir. Every child then sits on a chair. The children
march around the chairs when the teacher start
s the music. When the music stops the children
sit down and begin to read the book under their
chair. After a few minutes, the teacher starts the
music again. After the game, the teacher puts t
he books in a special box marked "Musical Book
s" so that the children may later read the rest of
the story.
Mary Vandeyander, Jefferson Elementary, Newell, West
Virginia, Grade
 Two Characters Meet
Pick a favorite character from ea
ch of two books and write a new
story or play in which they meet.
Have the members of your class a
ct out the new story.

Alice M. Cosgrove, St. Joseph School, Cuyahoga

Falls, Ohio, Grade 5
Picture" Books
Take a picture of each student holding
his/her favorite book and attach a short
summary of the student telling in his/her
own words why this book is so special. L
aminate and display. Students can read a
bout classmates' selections and expand t
heir knowledge of exciting books to read.

Marcelle J. Smith, Gamewell Elementary, Lenoir, North

Carolina, Grade 1
Conclusion
 Reference
http://www.educationworld.com/a_curr/columnists/
miller/miller004.shtml
Bailey, J., & Hayes Williams-Black, T. (2008, Nove
mber). Differentiated instruction: Three Teachers P Per
spectives. College Reading Association Yearbook. Retr
ieved January 23, 2009, from Education Research Com
plete database.
Anderson, K. M. (2007). Differentiating instruction t
o include all students. Preventing School Failure, 51
(3), 49-54.