96 ELT METHODOLOGY: PRINCIPLES AND PRACTICE Ways of recyciing ‘sight’ words 1 Keep records of work inthe class init English corner. 2 Label the things around the classroom. 3 Get pupils to constantly re-use words to express themselves, 5 Make flashcar 4 Keep the words within reach of the pupils themselves w. throughout the day so that they can work individually whenever they want to or need to. ‘8S of words chil ant lag children | lol =fREADING Making pocket charts for yourself and your pupils, Pocket charts made on a smaller scale are very useful in. mixed-ability classes where itis necessary to set separate work = Top 1 boro) for different groups, and for individuals ‘or sinall groups of children who need >, tt vansparane help with reading and with the forma- a phase or pockets tion of sentences for copying. Most of the activities described for class work can | dent be transferred to use with individual = J catoures vin or pocket charts with the teacher providing tecking Lor PVC) help to the individual child or the group. | piate pockets Two designs are given below: bisects | ‘teed ont si ie oP Aroll-up vinyl pocket chart old and staple 2em Qt") —10em oe eto Milena I | tov ne Fl [arn [el[years|_} — tormpocsers feral ) pied oF ‘masuing 008 An individual pocket chart 2 ‘An individual pocket chart 198 ‘Activity 4 1 What words would you teach when you want your ‘Year 2 pupils to ead (a) descriptions ot people (©) descriptions of animals? 2 Here are a number of words, Think of as many Sentences as you can, using any combination of these words. Three sentences have been written foryou. fed apples Mazna tke tikes want | Tre is nice the green 1 and dont | uians doesn't start wants some | gave to and ae but Example 1 Mazna wants some green apples 2 | ke green appies but doritike red apples. 3 The ed appies are nce {3 Werk in groups. Think of aiferent ways in which, you can create opportunites for pupils fo use a ‘Word repeatedly without experiencing boredom 4 Word attack skills Six basic kinds of word attack strategies ae re- coppined: 1 Word attack using configuration clues ELT METHODOLOGY: PRINCIPLES AND PRACTICE 2. Word attack using picture clues 3 Word attack using contextual clues 4 Using the dictionary 5 Word attack using structural analysis 6 Word attack using phonemic cues. 1 Using configuration clues ‘When a reader uses the shape of a word to help in pronouncing or recognizing the meaning word, heissid to be using configuration cues [sas] Cas) FI Marna || sees | [a] pen Such clues are useful at che earliest stages but lose their usefulness asa child begins to learn words that all have che same shape. For example child can distinguish ddy (>) from ( Fea Su cll bat there iso way be tell the difference between house ({_—) and (>) by looking atthe shape alone. Hi at the earliest stages, word configurations can be helpful. You can make your pupils notice the form of the word, its length, shape, size and. configuration Without reference to individual words in a number of was: : 1 Read a word, phrase or short sentence co your Pupils. Then, show what you just read 10 the Pupils. Place the word/phraselsentence in a Pocket chart and run your finger from ket Fight as you say the words. Ask pupils co choose the picture which shows whac the word() sas Repeat the words a few times. Then, take awaY the words. Ask pupils ra close their eyes and UY {0 “see! the word(s). Check by showing (#0 ‘words/phrases/sentences and asking pupils 10 sclct the one they jst saw: AC first, ony ge words that are very different from cach othe ©&. ant and butter. Very stil and sat may be confusing att troduced later. he words, eg ca his sage but can 2 Get pupils to sort and match shapes, Seoary | 3 Gerpe 4 Make words 2 Using These are use, as ch supports. as a chik cannot be mature st 3 Using We usua the word the unfa ‘nfamil what thi ‘unknow the sure the mea tion m Message ‘dues, he Ecampl Abuire Even if gue the wo thingREADING 3. Get pupils to trace word shapes: 4 Make pupils feel, with their fingers, shapes of words cut out in sandpaper. 2 Using picture clues These are some of the earliest clues children learn to use, as children’s books usally come with picture supports. This skill again soon loses its importance a6 child begins to learn abstract words which books earner brooks people isl wil ead will ead rohim ‘The primary function of the fir isso develop is sword recognition sls and his knorledge of print ‘comentions 25 well 3 t0 build up hit telLeon fidence and sense of pogrs (I-can-read-a-whoe book! fling). The function ofthe second i to ive pupils a chance to develop knowledge of the [ind of language they wil mect in books and to give them a foreast ofthe joys of rain. “The texts forthe pupils co read would offen be individual words oF groups of words. Where they arc books, hese ate some ofthe things you need to watch out for Features early readers should have 4 Appropriate language: + They should repeatedly se the woud the pupils Ihave earnt so hat chey gett be pat ofthe sight word store of the pupil * IMlustrations and colour + The anguage should be simple and drs, + They should hae legible pei: 1 pint size THIS pon suitable fr beginning 12-14 poine for 7 year olds 10-12 point 9-13 year olds 1 10point | 11 point s2point JBpoint | 14point 15point | 16 point 17 point 18point mmmmmmanmn 2 ae lowercase letersate to be prefse f star. Introduce upper cae leters when stat teaching punctuation. eg. Lower ct: at bat Upperand lower ease: Cat, Bat bb Simple but interesting content * They should have a very clear and sted ory line, *+ They should if possible, have repeating eps 4 that pupils donot have to eoncemrae hardin order to follow the sory line spisodes alo mean that pupils can begia Participate inthe story telling and reading {quick + They should be ‘experience of chikleen the understanding + asteaons should suppor understanding Msrom sal bea and unl where they can be dun ‘being helpful os * Black be and glen are though o be lebih elo ange, Sod ‘orange for print or for pictures where on ‘colours be use. © 2 Iystations in early When texte are read 19 pupil 0 it exporure co book language, de shook Following featur Features of books tobe read op: + Be within the experienal budgr Be aoe + Have very simple, sepeating story alle cay paricipation of sean, Licken, Thrce Bers The Lite Re Enormous Turnip. + Bein language that canbe easy wt the pupils. This does noe mein know every word in the book. Lis story cin and should bea mens + theie knowledge of word and src ——_— The Six Blind Men and ‘Tis ic a sory aout i men They © ‘ne ofthe bind men si Tes "The seco mans, "An let The int man si Toth" “The second man aid, "dk what an elephants ike "Nabe hae, Sot all went St man ocho the lephat HE trunk "An, hea, Now Tanow wb Jong an ubteryld be simple and diet, lei pene: lor hogioning reader rears pear olds n When tons are read t0 pupils co increase thie ‘eposre ro book language, these should contain the falling features. sfeted fromm ters when Features of books to be read to pupils + Be within che exprincal background of the pop + Have sery simple, repeating storylines which allow easy participation of students. Chicken Licken, Thaee Bears, The Lite Red Hen, The Enormous Turnip. * Bein language that can be easily understood by the pupils. This does nor mean they have 10 Inow every word in the book. Listening co the story can and should be 2 means of increasing theirknowledge of words and structures. This is a story about six men. They The second man said, ‘An elephas” The first man sid. don't kno The second man said, ‘I don’t know W! hat an elephant slike?” Nobody knew. So they all first man touched the elephant. He trunk. “A,” he said, ‘Now know {ong and rubbery.” coulda’ nat an elephant is like, Do you know wr Iustrations in early readers are simple and bold, They suppor the text. Actity7 Workin pars Reade folowing sory 1a Pick uth repeating sctures nit Say which senience pars the sylabus these stu tues cover. bb Say the sory i stable for young Malaysian unis Gve reasons fr your answer fe Think of how you can get pupil patepaton in theory 4. Say how you can integrate to various teachiog spproaches—whcle word, phones, language experenceinexpiotng ts sry €e Think of eter stores you brow thal have 1e- eating stuatons and svuctures las this ene 1 Fing Melaysian stores that can be adapied 10 become repeating srucure toes The Six Blind Men and the Elephant could not see. They were blind. One day, ne ofthe blind men said, “There's an elephant in Kampung, Bahru.” What isan elephant? hat an elephant is ike. It's like a snake Wisprince gut METHODO! oGy pe fete its tusks. “AP. fea snake. ts tke a kris. ir'ssharpand smoot couldn't see it Se hed man couched the be He fens ear "AR, he sa d snake, It's not like aris. Ws smooth ‘te fourth man wouched th ¢ fe couldn't He eis leg. ‘Ab he sti anel sana, I's not ikea ris am ikea big Fea. It and hard” : tar man couched the elephant He couldnt se it but he could feel it. He ets side "Ab, he std, ‘Now 1 kno aan elehant is ike. 1's 900 TE Hert mat ike aris. I's ike a IB man's ot ike ae. 1 ke aval. W’shigh and wide? ae paan outed te elephant. He could 5p it, but he could fee it aa ee tanow what an elephant is ike 1's et like i's not like a tree and it's not He elisa, “AR esi He sno ikea drs. W's nike a big eal earn ste pe Tongan thi” Cea nbegan to quire and shout tech ODT Tesismen ee col hep quiet anymore. He said, Excite Oe veal ight My tui ik asnake My wsks ae Fis Er, My ears Exedy fy pare es My sides a ike walls Mya Te rope sctnty tere an ec tome Sitar Pl Cee ee cdhctnnat teach ees. speach olin tems. Remember thal a combination of approaches is also possible. E Sshits | setts scope 21 Acquire word " recomntonand | eawevais | + recognize words on sight guess moa rings rough we otworc, [os pretnee,outixes ‘contextual clues: es = eric anaes setmecmmmtens, + momma _ a ratoncene erro ote | mn tat se ry ‘synonyms a men ro eee coro, 34 Aequiteawiderangeo vcaby ary, 35 Usethe dectionary. wo eth appropraie mean ing in context 36 Skmana scan for gs, specie nto (_ arcs nggors KASR Work in rus, a ingrups. Sa ee chap wodd be sulle er MsREADING. 109 Developmental Reading In Malaysian schools this phase would begin just afer students complete Tabap 1 of the KBSR and would, for most students, go on ill chey finish ‘chool. In this phase the student learns the reading skills necessary for silent reading, 1 What silent reading involves 1 Recognizing structures, words, etc. These involve acquiring general service words that_most people would need but also words and struc- tures typically used in the content areas the pupils are likely to want to read about in English Predicting outcomes, guessing word meanings using contextual clues, Applying a reading strategy to the text, eg deciding whether to skim some part ofthe text or cad the whole of it carefully; increasing the pace of reading through increasing sight vocabulary, ete Making connections within the text, ¢-§- 1 be able to recognize what words such as shi that, such, one, it efor t03 2 recognize that the words car, Proton Saga, imaller vebicle refer to the same object i 2 text like the following: ‘There was a terrible accident yesterday. j-{ Anhuge lorry | rammed into | Proton Saga. 4 | waller vehicle | was a wreck but be rushed to hospital. 3 understand the relationships indicated by Se ike so, a res, Deca we auch as afier thas logical connector and sequence marke Sinly, finaly, at fir 5 Thinking while reading: ask questions classify deduce form impressions predice 6 Having an affective reaction to the text (I like this, I don’ like the way that character treats his mother ete); 7 Building up familiarity with che many different kinds of texts the studenc is likely to need to read in English, eg. toad signs, bus schedules, advertisements, travel brochures, journal art- idles, textbooks, poems, novels. 2 Selection of texts for developing silent reading skills One of the most importanc skills a teacher of reading must have isthe ability ro choose texts ap- propriately. Some people would go so far as to say that, “The teacher should spend as much time find- ing ‘the fight reading materials for a child as instructing him in reading.” “Here are some of the major areas of concern and the issues: 1 Balance + Are the texts representative of all the kinds of texts the pupils may have to read? «Is there a sufficient variety of genres, g. poems cesays, stories, non-linear forms (graphs, dia- grams, et.) descriptions, plays? «+ Bs there a good mixture of styles, ¢g. expository narrative, argumentative? + Is the content of the texts sufficiently varied co take account of different interests and needs? For example, some people may lke to read about love and noc war. + Would the collection of texts appeal ro people from different geographical, ethnic and cultural backgrounds? # Areboys and girls interests equally represented? 2 Suitability of language + What proportion of unknown words are there in the text? (AS a rule of thumb, no more than oneWe tr METHODOLOGY wor in rer twenty should be unknown) + Are emence pater simple enough fe. is fre bebe cha cv eee sim Dlr than pase sentences complex sentences te more iia than simple or compound + Can pupil ndestand she dims inthe tex? To die thi cer wed ef meaning For example, the meaning ofthe io matic rasp up i nou he sum ofthe tearing he wor pur pan with + re the reference tems and other eabeve dies wel appropri? Remember the words lke and th an ree toa single word oto anenire quent fides * Are thee enough clues wo pth ear low the rlaomshipberwcen Msn the tx? Fr sample. ae there lg connects to toe othe ies linked wo one snot ofa the rae hve to sor out the elton on his ewn? Avellriten tet uly uch sero read hans that poo pcre 3 Concepts in the text * Are the concept ame known in the tee xual own he pope + Arete comepe in he ext appt wo the age of the students? ren " * Hehe ia St fps a tex which do ot fe impo ides ex wich Jo nota spl and tho which contin eet oe concep Texs which conan foreach sovealtepciions and crample a na understand. bs a 4 Level of reasoning required * Would the pupil find it hard c reasoning ven ifhe under ‘onceptsin the tex Follow the writers stood all dhe words and 5 Content + Would he cote fhe tt bey to pup Would thy ae ae eh IRINCIPLES AND PRACTICE + Would the pupils have enough world e to understand the experience or j presented in the text + Is the topic of the text likely to be 4 Racist or sexist attitudes and religious some ofthe potentially unlimited lst of * Is the content of the text suitable for the cultural and moral values this holds Would ic nurture the kind of values society to which the pupils belong prove! Pedagogic suitability Can this text be used to teach the strategies you want to teach? For example want to teach skimming, i the text lng and docs i have enough of the features effective reader oien uses in skimming ( shouldsr headings, summaries, opie ‘) to help you teach the sil effectively? Would the content of the text st Pupils 9 want to read more? For exam the text set up questions that a student want to find answers to in the source fom theencerpe comes? * Says stale for Mai lo for Malaysian schoo ‘escola cloung eves fear ‘Eat mos educsnons accept the naion tht 864 privat business and thac itis ony the! ac oreafitenene clmeirariryetin domain ens eee a eeteca je eer! at cl aorta Why we ead (argon) Whatwe read = alec =p a i determines ‘What wedo,kaow orb ‘ara enuf rait (producoatome I we wane to reat ean, foee kind of text we choose would be Yih text rather hana novel poet this text, we would probably eal ‘ourselves enough time to undestan shat we ed, Because we ave ead £0 learn from ies contents the ssuding would be knowlege: Th ‘most importane kinds of rating © learn [nan English clas, fen the stage of leaning to ead adh cutcome of reang isnot the Kr ontane in dhe text bt the acquis "suired when one reading 1 b ext refers to presenting the tt it sures the sudent would procesitin iy maxim chance fo aa the teacher wants him co aqui {purpose swell a eal ing 4 Possible procedure for de! how to exploit atext 1 Read hesextcarflly nd ma ‘marca chat need practi: DD! information conned i i Look alo athe lionREADING sho can lear, The teacher’ role is to arrange the {ircumstances in which learning can best take place. ‘The teacher can skilfully exploit texts so that they can be used as learning resources. When we use a teat lor helping a learner to acquire new reading dill or to become more fluent in using skills he already has, we have to remember the intereations benseen reading purposes, reading texts, reading scratepies and reading outcomes: Why we read a a What weread <= affects =H How we read texts) (process) determines Y determines “What we do, know or become asa result of reading (product/outcome) If we want to read to learn, for example, then the kind of text we choose would be an information rich text rather than a novel or poem, When we read this text, we would probably read it slowly, giving ourselves enough time to understand and remember what we read, Because we have read the text in order ‘© learn from its contents, the outcome of our reading would be knowledge. This is one of the ‘most important kinds of reading we do: reading to learn. In an English clas, often students are still at the tage of learning to read and this means thatthe ‘outcome of reading, is not the knowledge that is ‘contained in the text but the acquisition ofthe skills ‘equired when one is reading to learn. Exploiting ‘ea refers to presenting the text in a way that en sures the student would process it ina way that gives him maximum chance to acquire the reading, skill the teacher wants him to acquire, It refers 10 peda gic purposes as well as real reading purposes 4 Possible procedure for determining how to exploit a text 1 Read the text carefully and mark ic or take notes ‘on areas that need practice. Do not look only at information contained in individual sentences. Look also at the relationships between | I > mi sentences, between paragraphs, etc. Look at the layout and the supporting visuals (e.g. pictures, maps; diagrams, et.) Some areas you may want to loo 1 whether any orall ofthe linking devices used in the text would improve your pupils understanding of how ideas ar linked to one another in a text. Look, for example, at how the ideas inthis text are linked. aw My name is Pralert ‘One year ago 1 university in ( Bedford Square.) 2 the use of words in the text, eg. whether any of them can be used to improve your pupils use of contextual dlues, their knowledge of sense relations (eg synonymy). For example, in the text above, University of London and. the universieyare syonymous. 3 whether the presentation of episodes, use of words, the actions of a character, etc. can be tused to develop thinking skills and an affective response to cexts (I like him because sed think he did X because...) 4. the layout of the text to see ifanything there can be used for teaching reading skills, eg the relationship between a picture and the words which accompany it; how layout can bbe used in skimming or scanning a text; how some words are given prominence and why they ate given this prominence, etc. Think about available options in presentation of the text. eg. Can [ reduce the dullness ofthis text by giving a pre-reading activity? What kind of pre-reading activity would do the trick? Should I present the text whole or should 1 bbreak it up? Which way would I achieve myELT METHODOLOGY: PRINCIPLES AND PRACTICE inthe order in which they come or should he text? How should I jumble the parts? his text to teach inferencing? What based activity? Which 412 {goal best? Do I present the broken parts it {jumble them up? How should I cut up ¢ How many parts should I have? Can I use t format should I use, e.g. True/False, multiple-choice, tas parts of the text can be used? Teaching-Learning Strategies Teaching-learning strategies for any course have to be determined by looking at the characteristics of the learner and the situation in which he learns. 1 Strategies for beginning readers ‘The chart below gives some of the major characteristics of the pupils and suggests some strategies for taking account ofthese characteristics. Student characteristics I “Teaching-learning strategies “Teach reading as part ofa broader context, that includes listening, speaking writing, physical activity, singing, etc. Us, for example story ora project, ro give a context from which the need to read would naturally 1 Provide a variety of activities to keep pupil Young children chink in a concrete integrated way. Specialization is for adults | | Very young children have short attention spans. They get bored very quickly. attentive 2. Plan alot of physical activity. eg Stand up all those who know the ‘Come to the pocket chart and arange the words. 3 Make sure you keep all the children i all che time, eg. [fone pupil is reading, give the et listening task that will make them p5y being red. Recent research has shown that children's ‘concentration reaches a peak when they wherever possible. are playing | a Yeungchin need concept enrichment, | Give chem many opportunities 0 under not just labels, the meaning of a word: 8 1 Let them sce, hear, say a word at the sim time, eg. get the whole class cosy the words as you write chem ou 2 Lec them see the object or picture ofthe ‘object a the sume time that they hear i name being said and sce it writen dom This way the spoken and wren fm | _the word can be acquired a che samtors? : | ee Tha 3 Give pupils opportunics ro we as many of sich | cheisenses as posible informing thei ideas “fad mene, When they ae | ang hwo man fr eampl | hem ee,smellouchandaeamango. Young eileen ae curious about the ' | Provide pupils opportuni oar o ove wo che vein teaing by ging them oppomrits 0 sats har cure sbout he word chrough the materi you gv them tread 11 Begin reading insraction using he whole | word method so ha che can read simple texts quickly Introduce phonics onl ater pcan rea simple exts and have gun 0 dpreitethevluea reading | Bonoreah won lon. Inrdace | wordsin context eg through soy. 5 Donocuse shea of words uni pupils know | the meaning ofthe wordson the fase Ts | ‘ung children find wmeaningiland abt activites difficul. They also eed see results next ing, 1 Build up you pupils abilyco listen vo and understand English belore you stare caching Many Malaysian children do noc know | any English when they come school | hem ead. | 2 Givealor of audio-visual support when you | induc new angus dough eng, | egg when youreada book with your pupils, make sure that you use pictues, your Facial expressions, {your voice and your hands to help them understand the story. | 3, Bale pupils o overcome che problem they | would face in expressing their understanding inwords by allowing chem to expres their | understanding through some non-verbal | wayceg. by acting drawing or doing T Dont jus plan formal esonsin English, Crete an | 7 Malin children, especially thos frm eedacheetekentomennl «| erin ornate | Scrdaehgetanmnl | eee au ee b Kept nba ea | ln English a libraries whenever they ate fee. aati | e Finupblln sow ppiin he cls i | using language pupils know: | Maus esa new baby brother | fieuent thon Sunday | Pin up instructions: ‘Next Monday we are going to make anice- | cream bury Pease bring __ ttns ~ Characteristics Many pupils do noc sce the relevance of ‘reading and therfore are poorly ‘mocvated ro readin the language. Young people are often unable to work towards fuure need. They need immediate ‘The only reading material some pupils seca those they readin clas. They often ‘ead rea texts the way they read marcrals svn for intensive reading Devising Activity Types ‘Activities to tach teaing ae different fom ati i dep tring Them a teaching activites hold be enabling ee perform the tasks requed of im; eb ppl develop alove for reading, eaing es form goo reaing habits, ELT METHODOLOGY: PRINCIPLES AND PRACTICE 2 Strategies for beginning and developing readers 2 Plan multiple repetitions of words and structures introduced, eg. through the use of graded basal readers, ~Teaching-learning strategies 1 Give pups materia that ar ofimmedine ‘loaned ies adresses th thow the clulnes of radingin Engh eres to cunent nterae 2 Alvysetapupost for dng 3 lnde questions that ak for cir persona racionstotheconentofthe ten, 4 Scepojec thar equie reading n Engh Enls thehelp of abject telerik 5 Devise acties dara inereiog a theme and prom imegrted leaning, €4:makings bea chain hee papiticas langage (eg color andes led oa help develop conte offinges mses Ger wring hls pup toscana depsthirasthetc ese Wl ups ar doing he acivig hones eda only becuse iienjybl dee tad ina chain they can wear andor because they areavarethatewilentieee _tolea lke hingrtnele 1 Vay thks of atria gen shar’ Donic hadnt 4 Matoteraddtens ics to make pupils pace their readingeffcendy. PP reading, this is not tion to reading goes on eid hc nade and therefore isnot however, you need behaviour so that yo help your pupils imp The most comm: reading is 0 devise cobcain verbal respons co what is read need obsained in two fo Some of the main fo: below: Forn Verbal Asl/Answer question: (poken or writen) Read aloud Discuss Rearrange sentences Fill gape Note-taking 1 Verbal response: Basically there are ro ki Verbal Reading aloud cos Some reading packag cards, corand therefore is not directly observable, As a teacher, however, you need t0 be able to observe learner behaviour so that you can plan effective strategies to help our pupils improve their performance. The most common practice in the teaching of realingis to devise comprehension questions and to chain verbal responses co these. However, response to what is tad need not always be verbal. Ie ean be cbained in wo forms: verbal and non-verbal. Some ofthe main forms are shown in the diagram belo: Form of resp Verbal Non-verbal Channel conversion: draw, label, use pictures, graphs. pie-charts, et. to express understanding, Read and do: act, mime, fallow instructions, lay look sad, ec. AddAnswer questions Gpoken or written) Read aloud Discuss Rearrange sentences Fill gaps Note-taking 1 Verbal responses Basally there are ewo kinds of verbal response: Verbal Responses Silent reading, Reading aloud Some reading packages offe cards, context cards, tapes, Workbo' above is the Oxtord Reading Tree. package. READING. 15 Reading aloud ‘The most common verbal response sought in our schools is 10 have the pupils read the text aloud. Eicher a single pupil reads the text aloud for the rest of the class to listen, or different pupils take curns to read different parts of the text. When reading aloud is done routinely and occupies a major proportion of teaching time, this can be counter productive. ‘The time spent on it ean more usefully be spent on silent reading. A number of suggestions on when to use reading aloud and for what purpose are given below for your reference: Good reading aloud practices a Reading-while-lstening Pupils listen to a good reading of the text while they look at the words being read. There are books on the market that come with tapes and these can be used for individual practice or ‘group listening, You or a good reader may also read for the rest of the cass to listen while read: ing. This technique improves reading in a num- ber of ways 1 improves comprehension by restoring features of speech, eg. intonation, chunking, pronun- ciation, pause 2 with early readers, it also aids perception of sound-leter correspondences + a comprehensive range of materials such as readers, word ,oks, Big Books, Flopover Books and teacher's guid . The16 bb For diagnostic purposes Get pupil, especially the weaker ones, to read to you atleast ewice a week, You can get them ome to you, ane by one, while the rest of the clas is doing other work. This is nota promun ciavion exercise but reading exercise, So pay 1 the words the doit seem to know 2 whether they read word by word or they read in meaningl chunks 3 whether they cotect themselves when what they real docnt make sens. For example, do they read on when they say “He ws a biel’ insta "He ana bin”? 4 whethcr they ae able to we contextual or phe i ‘When you do dis seul it 1 helps you thea’ the problems your pupils fic, fg, words they dont know, wondby- word fealing;incotect chunking, tc 2 belps you to evahate your cm practices as a teacher For example, all your ple seal worl hy wow Phayreading Get pups read parts in plays, ls cha they ‘ead the way the characte they ae reading no ‘ty the won Tis ind uf ean rn fear ora wth expresion, kevelopingpenenal sponses eaing mate 4 itp ea tke ply his pan when his umreomea es them toe ate of ue Choral reading Ges pup 0 eal ee samen ha she following advantages 1 femaks inal ste and weakeney ee ELT METHODOLOGY: PRINCIPLES AND PRACTICE {he lowing advan readers to acquire good pronunciation, 2 Where sour allceratio Ficantly to meaning asin poetry, reading becomes is mot merely desirable, ie cee and fl ny of the work, Pupils readin parts and ‘ced special training to develop choral ofthis. 1 can provide occasional variation co reading, Unison eeading like cis is beter reading aloud as i is more effective. Individuals reading round the take a lot more time and bring about fa lean aspects, eg. thythm, ‘onamatopacia—contibane ry For appreciatio Individual reading to teacher Gee pupils to pesioicaly read to you i ally This practice enables you to 1 check indivi progres: 2 give incentive 10 pupil to achiev i progress 3 achieve individualized instruction; to give alized help at the ine and level at which Fequited. Some pupils rxtay eae school about 9 years of reading. instruction ilicrates. The timely help that in kes possible prevents thi pls co select som read 40 the clas Tell of thee the they must 2 they like and that hey woul share with their fends, Final somet se about each child effort. Ths pct mages Te gives pupil ‘wn material instead oa the teachet ha selected much teacher efor ilalization in cems of tenes and N makes pupils very anvious vo succeed thetlore ase thet Kel of mania 1 give you a i yor pup ‘ment for poor readers, whilt ing gives specialized help. 4 Ie helps you collet mater 1 Reading aloud as part of fed Check on silent reading by p read out relevant bits from th “heir answers or argument dt Verbal techniques for the dew. silent reading skills There are a number of diferent + ‘commonly use in the teaching of = the most common ate discus fot p 4 purpose: © construction classroom exploitation responding co pupil + Open ended questions The mont com Actviy 10 1 Wek n par. We down ngs rough each questo 2 Werk npars Su) oparancoae ‘hat coreranaen a) 8 © attains tary, pera & sac eran toy at onancen) Gvereason 4 mon frm of vehREADING Choral reading creates a supportive environ- ment for poor readers, while individual read- ing gives specialized help. 4 It helps you collect material selected by the Pupils themselves for use with Future classes. « Reading aloud as part of feedback Check on silent reading by getting students to read out relevant bits from the text to support {heir answers or argument during discussion. Verbal techniques for the development of sient reading skills There are a number of different exercise formats commonly usd in the teaching of reading, Some of ‘he most common are discussed from the following, Points of views 2 purpose © clssroom exph 1m exploitation: 4 ‘responding to pupils. 2 Open-ended questions The most common form of verbal response is Activity 10 1 Workin pairs. Wrte down the ings on pages 134-5, Write your questo ‘hwough each question. 2 Wor n pare Study ne open ended © wnat cfexies ary, pups wi facein ane e0ch © what other formal, any, can be use esa decide which questions can be answered in 2 word sentences). Give reasons for your decisions 17 clicted through comprehension questions. These may take the form of open-ended questions where the student formulates his own answers and/or expresses his own interpretation of the ‘meaning of a text. These kinds of questions are important in the development of personal or affective responses to text. Questions such as: + ‘Doyou like this story?” + ‘Docs this story remind you of anything in your own life?” + ‘Which character do you like becter? Wh + "Do you agree with the writer's view thac cars should be abolished?’ ee. ate only possible in this fce response format. In fact, most of the higher order skills in Barret’s taxonomy are probably best learnt through an- swering such questions. They make the pupils aware of the need for personal interaction with the text and train him to look forthe details that help him to leaen to use his previous knowledge, vale systems and reasoning in actively re sponding ro what he reads. “There is, however, one major snag in sing this format. Most students will nor have enough pro- ficiency in the language 10 express their un- derstanding of and reaction 10 the text. Since hurturing active response to texts and developing personal responses should be your main purpose im asking these questions, you should not pay too rmuch attention to grammatical errors. You should also accept any reasonable answer and not have a predetermined ‘correct’ answer for each question. Get pupils o show you what part ofthe text supports theie answers. Where the pupils) English is poor, you may wane t9 conduct the discussion and explanation part of the lesson in Bahasa Melayu. asking questions about in any two o the texts ve down. Say what reading skil wil be nurtured questions given below the folowing text and discuss med atin each question, question 10 develop the same ski [phrase (and not in completaAND PRACTICE ETHODOLOGY: PRINCIPLES AND P us fora In this way, the poorer pu imitate the thinking proce pupils and in this way ie, bilities. While the pupils» should ose wht thy you insights into the di ‘pupils may face in tex proc Finally, conduct a class « answers. Again, the purpos listen co each’ others sta standing texts. Another imp the cass discussion is 10 gs eporaniy to ad new the teicher conta vote pupil’ processing sil coe sans ‘Home of those who ning Th use es you through beautiful countryside. jn ath om spin Nexen shan rng aud Yo il sae rae plans and animals (ne of heres oer ste Raf hvac he get Nowerinthe word Awe flung questions Sop ouranersy refeing closely othe et 1 inh ngugs he name Sn Va? 2 Wiy shennan ln at? 3 Were dress nl 4 Doseu medio teary pronto Kink? Why? § Doyoutink ou would fc tocli Kulu ig? 6 Doyoutbetie ay this wrter desea lin hy? 7 Wnt doyouik heres et wl abut? Whe makes outa so? © True-False questions ‘True/False questions are often us ing of reading in two way: 44 asaquick comprehension ches asa seimulus eo encourage inte discussion ofthe text. ‘The construction of True/Fals qu firse purpose is discussed in Chap Second purpose is solely used in almost never in testing, this etior trate on the construction and ase + kind of True/Fase question. Nubiles ein (CQ) eat evdence in thet i Adeiedepnsionc cfm. Wh ten in the ex i choice questions and fui fr thi con Redo you agree with Ps Erduaion How sone pra dame SMES nth text i 9 ions between MCQ as a esting format and Prand R have che Dai ped crzace acne temicks — [itRhwe chon oon Da do you ae nit areay brow: This difeone re ‘ext hat tlls you that Cand A Guidelines for construction way MCQ is consucted and aad, Wintt® answers. et 1 " ete hat is Look dhrough the text and pick opment aces 2 ing The pupae af hi cain men ais nhc sn state 1 the students how they Actvy 19 ans faving the crc an with the text and to prpste Mere are wo Tuas exes Wo © lp he pul buildup apne Sup discussion to come "tere worked mel and wich ones 0 ( for fetivedy responding wrioe Mn ‘Westone a this stage should The plants on Mount Kina 3° t. Here ina pe interpretive skills and. demo ins of orchids and sbow 450 pet wise pn Ge one indi sk tec oen reel a in teks pee ein the wold Feat The plants change as you climb i bot ie in Rea Kia Hot wees block the sunlight. They make the fee thatthe same answers cl artived ac through different lifer people rerniy wad teromnaylth 38 * Now ke paige work at svete rae myo + Hold clas dcusion ofthe mae suans: fis alone and thew i bento ples, cooker SP at ging the comet any Ap 2 individual phage i to give «¥ ‘Above tm you ener cre qe Pre ome he Seve err enna It oyu ik hea, Need Question 1? newer fog a saatIn this way, the poorer pupils get a chance to imitate the thinking procedures of the better pupils and in this way improve their reading. abilities. While the pupils work in groups, you should monitor what they say. This will give you insights into the difficulties that your pupils may face intext processing + Finally, conduct a class discussion of the answers. Again, the purpose is to help pupils lien to each other's strategies in under standing tents, Another important function of. the class discussion is to give the teacher an opportunity to add new strategies that the pupils are not yee familiar with. In this way the teacher contributes to the extension of the pupils processing skills True False questions TruelFalse questions are often used in the teach- ing of reading in two ways 42 asa quick comprehension check; b asa stimulus to encourage interpretation and discussion ofthe text. ‘The construction of True/False questions for the fire purpose is discussed in Chapter 10. As the second purpose is solely used in teaching and almost never in testing this section will concen- trate on the construction and use of the second kind of True False question. 1es for construction 1 Look dhrough the text and pick out elements Aewity 11 Here are wo Tuefalse exercises Work ems werked well and which ones cid no 1 The plans on Mount Kinabal are Lins of orchids and about 430 types ee inthe world ‘The plants change as you climb higher how ike itis in Kota Kinabal. Het trees block the sunlight. They make shrubs, There are also many orchids and cl bamboo plans Above 900m, you ener a cooker climbers. The flowers are 00 38 reaches the ground, Sothere are more shrubs ike needles. very interesting. There a I fems. Many of these are not found anywhere ‘and higher. In the lowest par, the c re there ae thick forests with very ta READING, n9 that people can have different viewpoints about. For example, ‘a questions that do not have a clear ‘cortect™ answers by issues where judgement is based on personal priorities and values: «statements that are ambiguous. 2 Write statements based on the issues you have picked out. To generate most talk, express the ideas in such a way asco cause controversy. 3. Make sure the discussion that each statement generates, forces the pupils back into the text and not away from the text. Otherwise, this will be more a speaking and less a reading activity 4 You may also want to add more options instead of sticking to just True and False. You can add different options to create different kinds of Jearning, For example, fr students who read ot will have to read for learning, you can add ‘no information’ of ‘insufficient information’ to hrlp them to realize that in real reading (as ‘opposed to the typical reading comprehension exercise where answers are always inthe text), piece of information a person needs may not be found inthe texe(s) heis reading. Procedure for use Proceed in the same way as with MCQ. Stare with individual work, then proceed to group work and finally co class discussion. Your primary focus in teaching must be on getting pupils 1o defend thei answers by cose reference o the text. in groups. Do each of he exercises, Then say which (Give reasons for your answers wre over 1000 different ees. These ithe forest dark, There are few short plants or imbers. Along the rivers there are many Jace. The plants here are shorter and there are 90 tug as the lowers inthe lowlands, More sunlight The leaves are thicker. Some leaves are