Your best bet is to ditch the textbooks and instead teach reading comprehension from newspaper articles.
Ill demonstrate to you my teaching strategies. I give my students an article from a newspaper, and ask them to read and try to understand it. Then, I ask them some questions to see how much they understand what they've just read.
From the article, I pick one of the words that the students are struggling to understand, and I construct from that word 4 to 5 sentences with different meanings. I explain the meaning of each sentence. Then, I ask the students to reread the article and guess the meaning of that word according to the contextual clues.
I do the same with all the difficult words. A difficult word doesn't always mean that it is a big and long word. A word is recognized as difficult when it has many subtle nuances of meanings and it appears in a highly sophisticated construction. In the process of constructing many different sentences, I write out all the Greek and Latin roots that are the etyma of the words being taught.
This is a good time to teach students how to use a good monolingual learner's dictionary (MLD). There are many of them. Oxford Advanced Learner's Dictionary is one of the best MLDs, and its the one I highly recommend.
As I go along, I teach grammar briefly; I only focus on the topics that truly affect the student's ability to interprete the texts correctly.
In note taking, the students should only write down the words being learned, the sentences that can be formed from such words and the Greek and Latin roots that are the etyma of such words for the purpose of memorization by association. Students should not write down the meanings of any word. Looking at a word with its meanings (without any sentence samples) and trying to memorize them like a parrot can severely dull the brain. Looking at many self-explanatory sentences does stimulate the brain's mechanism that grasps the meanings of the texts instinctively and intuitively.
This is the outcome of frequent revisions by reading many different sentences that demonstrate varieties of collocations and sentence structure types: Whenever the student reads those sentences in his note, it rings a bell. He remembers the meanings of many words through association of all the ideas surrounding such words, and he can sense that each sentence is becoming more and more self-explanatory each day.
Student's notes should be arranged in alphabetical order in a ring folder. On each sheet of paper, there should be only one entry of one word with its etymon, possible sentences that that can be formed from that word and cross-references associating that word with other words that share the same etymon or the same grammatical construction --synonyms and antonyms can also be included. This type of arrangement makes it very convenient for revision.
If the students take notes at random in an exercise book, they won't be able to find any notes when the teacher wants to add more information such as more sentences that can possibly be formed from any particular word.
In the old days, I handed out lessons in hard copy, wrote essential details on whiteboard with markers, and my students took notes on separate sheets of paper to be filed in alphabetical order in a ring folder. But now, I do all of my teaching on computer, using only digital media. So my student's note taking has undergone a major facelift/development: the program OneNote is being used instead of a ring folder. Each note is divided into sections, subsections, pages and subpages, and all cross-references are achieved by hyperlinks. With OneNote, my students can sort their entries in alphabetical and/or chronological order, which makes it very convenient for revision, and it successfully serves the purpose of memorization by association. I think mind mapping can be done on OneNote far more effectively than on MindManager software.
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