Reading for comprehension can be best achieved througha)Helping learners speak words softly while readingb)Learners reading silently and asking comprehension questionsc)Asking the children to read text aloudd)All of theseCorrect answer is option 'B'. Can you explain this answer?

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Reading for comprehension can be best achieved through

a)
Helping learners speak words softly while reading
b)
Learners reading silently and asking comprehension questions
c)
Asking the children to read text aloud
d)
All of these

Correct answer is option 'B'. Can you explain this answer?

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Reading for comprehension can be best achieved througha)Helping learne...

Reading for Comprehension

Reading for comprehension is a crucial skill that every learner needs to develop. It involves understanding what is being read, interpreting the meaning of the text, and being able to retain and use the information. There are various strategies that teachers can use to help learners develop this skill. In this context, option 'B' is the most appropriate answer.

Silent Reading and Comprehension Questions

Silent reading is a strategy that allows learners to read and understand the text without any distractions. It helps them focus on the content and engage with the material. After reading, asking comprehension questions can help learners to evaluate their understanding of the text. This technique is effective because it encourages learners to reflect on what they have read and think critically about the content.

Advantages of Silent Reading and Comprehension Questions

The following are some of the advantages of using silent reading and comprehension questions to improve reading comprehension:

- It helps learners to develop their reading skills at their own pace.
- It encourages learners to think critically about the content.
- It helps learners to develop their vocabulary and language skills.
- It allows learners to engage with the text and understand the meaning of the content.

Conclusion

In conclusion, reading for comprehension is an essential skill that every learner needs to develop. Teachers can use various strategies to help learners develop this skill, but the most effective one is silent reading and asking comprehension questions. This technique helps learners to engage with the text, understand the meaning of the content, and think critically about what they have read.

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Read the following passage carefully and choose the best answer to each question out of the five given alternatives.To teach is to create a space in which obedience to truth is practiced. Space may sound like a vague, poetic metaphor until we realize that it describes experiences of everyday life. We know what it means to be in a green and open field; we know what it means to be on a crowded rush-hour bus. These experiences of physical space have parallels in our relations with others. On our jobs, we know what it is to be pressed and crowded, our working space diminished by the urgency of deadlines and competitiveness of colleagues.But then there are times when deadlines disappear and colleagues cooperate when everyone has space to move, invent and produce with energy and enthusiasm. With family and friends, we know how it feels to have unreasonable demands placed upon us, to be boxed in the expectations of those nearest to us. But then there are times when we feel accepted for who we are (or forgiven for who we are not), times when a spouse or a child or a friend gives us space both to be and to become.Similar experiences of crowding and space are found in education. To sit in a class where the teacher stuffs our minds with information, organizes it with finality, insists on having the answer while being utterly uninterested in our views, and forces us into a grim competition for grades-to sit in such a class is to experience a lack of space for learning. But to study with a teacher who not only speaks but also listens, who not only gives answers but asks questions and welcomes our insights, who provides information and theories that do not close doors but open new ones, who encourages students to help each other learn-to study with such a teacher is to know the power of a learning space.A learning space has three essential dimensions: openness, boundaries and an air of hospitality. To create an open learning space is to remove the impediments to learning that we find around and within us: we often create them ourselves to evade the challenge of truth and transformation. One source of such impediments is our fear of appearing ignorant to others or to ourselves. The openness of a space is created by the firmness of its boundaries. A learning space cannot extend indefinitely; if it did, it would not be a structure for learning but an invitation for confusion and chaos. When space boundaries are violated, the quality of space suffers. The teacher who wants to create an open learning space must define and defend its boundaries with care because the pursuit of truth can often be painful and discomforting, the learning space must be hospitable. Hospitality means receiving each other, our struggles, our new-born ideas with openness and care. It means creating an ethos in which the community of truth can form and the pain of its transformation be borne. A learning space needs to be hospitable not to make learning painless, but to make painful things possible, things without which no learning can occur-things like exposing ignorance, testing tentative hypotheses, challenging false or partial information, and mutual criticism of thought.The task of creating a learning space with qualities of openness, boundaries, and hospitality can be approached at several levels. The most basic level is the physical arrangement of the classroom. Consider the traditional classroom setting with row upon row of chairs facing the lectern where learning space is confined to the narrow alley of attention between each student and teacher. In this space, there is no community of truth, hospitality or room for students to relate to the thoughts of each other. Contrast it with the chairs placed in a circular arrangement, creating an open space within which learners can interconnect. At another level, the teacher can create conceptual space-with words, in two ways. One is through assigned reading; the other is through lecturing. Assigned reading, not in the form of speed reading several hundred pages, but contemplative reading which opens, not fills, our learning space. A teacher can also create a learning space by means of lectures. By providing critical information and a framework of interpretation a lecturer can lay down the boundaries within which learning occurs.We also create learning space through the kind of speech we utter and the silence from which true speech emanates. Speech is a precious gift and a vital tool, but often our speaking is an evasion of truth, a way of buttressing our self-serving reconstructions of reality. Silence must, therefore, be an integral part of the learning space. In silence, more than in arguments, our mind-made world falls away and must also create emotional space in the classroom, space that allows feeling to arise and be dealt with because submerged feelings can undermine learning. In an emotionally honest learning space, one created by a teacher who does not fear to deal with feelings, the community of truth can flourish between us and we can flourish in it.Q.Conceptual space with words can be created by

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Constructivist approach in language teachingConstructivism is a learning theory that emphasizes the importance of learners' experiences in constructing their own understanding and knowledge. In language teaching, a constructivist approach is focused on helping learners construct their own knowledge of the language rather than simply transmitting pre-constructed knowledge to them.Expectations from the teacherA teacher who adopts a constructivist approach to language teaching is expected to:1. Facilitate learning: The teacher should act as a facilitator of learning, providing guidance and support to learners as they construct their own understanding of the language.2. Encourage active participation: The teacher should encourage learners to actively participate in the learning process by asking questions, sharing their ideas and experiences, and engaging in collaborative activities.3. Use authentic materials: The teacher should use authentic materials that reflect real-world language use and provide learners with opportunities to use the language in meaningful contexts.4. Help learners construct knowledge: The teacher should help learners construct knowledge by providing them with opportunities to explore the language, make connections between new and existing knowledge, and reflect on their learning.5. Provide feedback: The teacher should provide feedback that is focused on helping learners improve their understanding of the language and develop their language skills.6. Adapt to learners' needs: The teacher should adapt their teaching to meet the needs of individual learners, taking into account their prior knowledge, learning styles, and interests.ConclusionIn summary, a constructivist approach to language teaching expects the teacher to act as a facilitator of learning, encourage active participation, use authentic materials, help learners construct knowledge, provide feedback, and adapt to learners' needs. By adopting a constructivist approach, teachers can help learners become active and engaged participants in their own learning, leading to greater motivation, deeper understanding, and improved language proficiency.

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Reading for comprehension can be best achieved througha)Helping learners speak words softly while readingb)Learners reading silently and asking comprehension questionsc)Asking the children to read text aloudd)All of theseCorrect answer is option 'B'. Can you explain this answer?

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