Trusted teacherReading and Public Speaking Coaching. French & Spanish.Translate this text using Google Translate.
Reading and Public Speaking Coaching. French & Spanish.Translate this text using Google Translate.
The reading aloud workshop is open to everyone, beginners or not, native French speakers or not, to learn or improve the art of reading aloud. This workshop allows you to address the technical aspects of reading aloud (meaning, breathing, rhythm, phrasing, musicality, etc.) but also to share your love of literature with other participants and to discover texts or authors.
The sessions begin with a physical and vocal warm-up, work on breathing and voice. Each participant comes with one or two texts of their choice. During the session, excerpts from these texts are read, one or more times. They are the subject of comments by the workshop facilitator. These comments come to enlighten the reader on the perception of his reading.
objectives:
It is about teaching the student to master a range of reading strategies to refine and expand throughout his life.
Once the learner reads fluently, strategies, such as establishing links between the text and his experience, anticipating what will follow, interpreting the implicit nature of the text, summarizing it, etc. will be addressed explicitly.
Advantages :
Explicit and functional teaching of reading in Spanish & French;
possibility of working on authentic texts, on literature albums reinforcing motivation through their emotional side;
pedagogical freedom of the teacher, who is not stuck by a framework imposed by a textbook;
reading and writing are considered together, which reinforces the learning of these two skills.
Our method in brief:
Discuss with the participants so that they know what “reading” is, and enrich their vocabulary to promote learning to read.
strengthen phonemic awareness. the pupil should be able to decompose a word heard into its successive phonemes;
link reading and writing (which concretizes the relationship between oral and written). Copies and dictations are not enough, children must be made very early on to produce small free sentences or those imitating a given structure.
Learning materials and supports:
To facilitate written production, gradually create a word bank displayed in class, organized thematically or alphabetically. Break down each word into syllables, observe the spelling... Tool words, which are common and often difficult, should be included as a priority. Each person can also have a "word box" whose content they will personalize in an emotional way;
choose various types of texts: narrative, informative, etc.;
propose various exercises of composition and variation of words and syllables using letters to manipulate, more concrete and mobilizing the kinesthetic memory;
create reading games to make learning more motivating and therefore more effective;
Become familiar with variations in writing (handwritten, printed, etc.).
