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The reading of the content areas is mainly divided into three parts. The students draw upon a prior experience or knowledge about the text, during reading they identify with the text and after reading they make interpretations. The strategies of the teacher depend on the activities of the students. (Literacy matters, n.d.). The appropriate strategies of the teachers are as follows:
The content materials have a different structure than the other varieties of texts. If the preview of the structure is provided to the students beforehand with headings and sub-headings, pictures and captions then it will benefit the students to understand the nature of the text beforehand. A teacher can discuss these features before beginning starting the lesson.
Before starting a new lesson, it will be beneficial for the students if the teachers give an idea of the concepts present in the lesson. The teachers should enquire the students about their knowledge of the subject, which will help in the flow of teaching. Various techniques like the Concept mapping can be used to know the prior knowledge of the students about the subject. The content readings have a high level of vocabulary, which has to be made familiar to the students. The meaning of the new words should be clearly explained to the students. (Abromitis, 28th July, 2009).
Reading literature is of great importance because it is through reading of literature that the student learns to view the thoughts and actions of the character compassionately. It develops a sense of emotion in the minds of the reader. Therefore, reading of literature is of utmost importance. The appropriate strategies of teaching literature are as follows:
The teachers may teach the whole literature through creating mini lessons about the text. It will be easier for the students to relate to the bigger picture and form a generalized idea about the text. This strategy is helpful for both the
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