Teaching_Reading
Chapter I
Introduction
1. Background and the important of study
1.1 Background
Ban
Hom Lower secondary school is one of school that depend on the education and sports
of Hartsayfong district and the department of education and sport of Vientiane
Capital. The school is located in the central of Chiumpang village. And has a
total area of 3 km. it share border with
- Chomthong village to the north
-Chiumpang village to the south
-Farm land to the east
- Hom tai to the west
The campus consist of 3 building,
content 4 levels, one meeting room, two toilets. Ban Hom Lower secondary school
is in service of the many primary school of Hartxayfong district. Ban Hom
secondary school has 31 teacher and the number of students 377, women204 the
learning –teaching of school is based on the curriculum of Lao P.D.R by student
be center.
For our
learning-teaching process at Ban Hom Lower Secondary, we have fond more the
problems in the training session and step of teaching. It was not effective
because the local teacher has not more techniques in teaching especially
teaching Reading. Teacher don’t teach by curriculum, teach by textbook and
teacher don’t use teaching aids, teacher don’t give students to think. Moreover,
Teacher don’t have drillings techniques, don’t elicit new vocabularies and students
don’t work in pairs or group.
1.2 The Important of study
English language is very important. People around
the world decide to study it as second language to contact with other
countries. Many countries include English as a second language at their school
syllabus and children start learning English at a young age. Nowadays, Lao
country is more developing in education. All learners in Laos want to study
English and English language is provided as a second language for
learning-teaching systematization. Reading is the most important part for all
learners because reading make our pronunciation fluently, to understand about
the situation deeply. Learners can use English language for own vacation in the
future. Manmany SYSOMBATH (2010) : Learning English Step by Step.
For our teaching – learning process at Ban Hom
Lower secondary school in the period of teaching training was not effective
because the teacher does not have many techniques of teaching in particularly
teaching reading skill an d we could not attract students’ interest, students
did not involve in our teaching and they cannot read or pronounce some vocabularies
in the text such as: attended, baby, since, got, studied .in book3, English for
Lao secondary school, Unit4, NEW NEIGHBOURS lesson 3, Since and for Activity 3:
read, on page 46. So we are very interested in this topic and chose it to be
our final report.
2. Objective of
study
2.1 Objective
·
To get a good atmosphere and successful
in searching techniques for teaching reading skill in lower secondary school.
·
To support students to read and pronounce,
know the meaning of vocabularies in the text.
3. Scope of study
3.1
scope of unit and lesson
The scope of unit and
lesson that we use to be our report this time is English subject for Lao
secondary school, Unit4, NEW NEIGHBOURS lesson3, Since and For Activity 3:
read, on page 46
3.2
Scope of teaching method
For
our teaching practice especially is teaching reading we divided into three
stage: Pre-reading, while reading, and Post-reading.
3.3
scope of time and place
The school that we had
training is Ban Hom Lower secondary school, Hartxayfong district, Vientiane
capital. And been training in semester 2, academic year 2016-2017 with students
M3/1 class, the total students is 30 people, 17 females. It took 90’ minutes of
teaching period.
4.
Expected outcome
·
To ourselves:
Teachers are able to get a good
atmosphere, successful in searching for teaching reading skills in lower
secondary school.
·
To students:
Students are able to
read, understand the meaning of vocabularies in the text.
Chapter II
Literature review
According
to Richards and Schmidt, Longman Dictionary of language Teaching and Applied Linguistics
(2002), reading strategies refers to the ways of accessing the meaning of
texts, which are employed flexibly and selectively in the course of reading.
Such strategies include keeping main idea in mind, guessing unknown words from
context where possible and stopping stop and re-reading when you don’t
understand.
Reading strategies are often divided into
three stage: a) before reading: e.g preview, set purpose for reading b) during
reading e.g monitor comprehension, adjust purpose and c) after reading:
summarize text.
It
states that reading strategies are the comprehension process readers can use
each stage of reading to understand texts on their own.
1.
Pre-reading strategies
Pre-reading
strategies are relevant to two way key words which are anticipation and
prediction. The purpose of using pre-reading strategies are following:
·
Activate prior knowledge on the topic of
the text.
·
Preview the passages to look for key
vocabulary in the text
·
Analyze text structure and features
·
Make predictions about the passage
before read
·
Determine the purpose of the passage
readers are about to read
·
Generate questions about the passage
before they read
Pre-reading
strategies are employed when readers encounter text, they read the text for
clues to find meaning and predict the content before they start reading.
Pre-reading strategies usually don’t require much reading and writing. However,
they should require students’ interaction so that student share knowledge and
ways of thinking.
2.
While-reading strategies
While or during reading strategies help
readers construct meaning from text, develop fluency, and make connections to
the real world. Strategies utilized during reading should require readers to
interact with the text and reflect, analyze, make inferences, draw conclusions,
state opinions, distinguish between fact and fiction, distinguish between cause
and effect, identify main ideas and problems. The readers use while reading
strategies to evaluate the meaning of text they read. If the meaning they get
is inaccurate, they will sue fix-it strategies to construct new understanding
that fix the new information. In addition, during reading strategies focus on
problem-solving skills readers use to monitor their understanding of the text.
The strategies include word attack skills, vocabulary work, visualizing
details, rereading for clarification, and adjusting the pace of reading in
order to construct meaning. Readers develop a repertoire of strategies in order
to extract meaning from text.
Using pre-reading strategies will help the readers
as following:
·
Clarify and review what has happened so
far.
·
Confirm or create new predictions.
·
Critically evaluate the story and make
personal connections
·
Make connection with other experiences
or books.
·
Monitor the reader’s reading for meaning
and accuracy.
3. Post-reading
strategies
Post
or after reading strategies help readers read between and beyond the lines.
They respond to what was read readers revisit a selection to closely examine
elements of the text to achieve deeper levels of understanding. There two types
of post –reading strategies, first, organizing or reconstructing strategies
including summarizing, drawing conclusions about an author’s main or theme,
second, evaluative strategies including evaluating or making judgments or doing
critical reading about an author’s message. Using post-reading strategies will
help the readers as following:
·
Reinforce the concept that reading is
for understanding the meaning of the text, making connections.
·
Model ways of thinking through
organizing the information they have taken in from reading a text.
·
Encourage critical think and
personal response
·
Build awareness of common themes and
structures in literature.
It is
necessary to state that post-reading activity almost always depend on the
purpose of reading the time of information extracted from the text. Post-reading
exercises first check students’ comprehension and then lead students to a
deeper analysis of the text. In the real world the purpose of reading is not
memorize an author’s point of view or to summarize text content, but rather to
see into another mind, or to mesh new information into one already knows
Van Duzer (1999) recommend that: For
implementing a theory of reading which will help to develop learner’s
abilities. The teachers must consider the text characteristics, before
pre-reading, During-reading, and After-reading.
§ Texts
should contain words and grammatical structures familiar to the learners.
Moreover, teachers should choose the text that suitable for students and it is
interested for them.
§ In
pre-reading, teachers can introduce the vocabularies that focus on language
awareness such as: finding synonyms, antonyms and related words. Teachers
should encourage students to use their background knowledge in to text,
brainstorm ideas to think about meaning of the title, discuss what they know
about text.
§ Sometime
teachers can be directed in pre-reading as some vocabulary and ideas in the
text are explained it can lighten students’ reading in while-reading.
But Steinhofer (1996) recommend that in
pre-reading will not take a very long time to carry out, the purpose is to
overcome the common motivate or stimulate to start reading text from the
beginning. While-reading: to encouraging students active reading. They consist
of summarizing, reacting or showing abilities, questioning, arguing, evaluating
and placing a text with one’s own experience. These processes are most
challenge to students interested in reading. And one thing they will understand
with what they are reading without coming between them and the text presents to
teachers.
According to Ur (1996), Vaezi (2001), and
Fitzgerald (1995) they use following strategies:
Making
predictions: students must think what is going to
happen to the text and combine what has come with what is to come.
Making
selections: students who are experience in reading,
they make decisions about their reading.
Integrating
prior knowledge: The typical planning that has been
activate in the pre-reading part. Teacher test students’ knowledge before
lesson.
Re-reading:
Readers should be encouraged to become sensitive to the effect of reading on
their comprehension.
Making
use of context or guessing: readers should not be encouraged
to define and understand every single unknown word in a text. Instead they
should learn to make use of context to guess the meaning of unknown words.
Breaking
words into their comprehension parts: To keep the process of
comprehension ongoing, efficient readers change words into their bases. These
parts can help readers guess the meaning of a word.
Paraphrasing:
while reading texts it may be necessary to paraphrase and interpret text order
to relate what was comprehension.
Monitoring:
teacher
monitor their students’ understanding to evaluate whether text that relate to
the reading text.
In this activity almost always depend on
the purpose of reading and the type of information extracted from the text,
first check students’ comprehension and then lead students to a deeper analysis
of the text, group discussion will help students focus on information that they
did not comprehend, or did comprehend correctly.
Chapter III
Method
1.
Teaching-learning process
In the teaching-learning, we prepared some pictures, we use
“Pre-reading, While-reading, post reading” with the teaching aids such as:
lesson plan, Flipchart, pictures, text book.
v Pre-reading
- T shows picture of Somphone and asks Ss to guess
and list down to their note book, who is he? Where does he from?
- Teacher shows picture of Somphone’s family and
asks whose family is this? How many
people are there in Somphone’s family?
- Teacher present new vocabularies from the text
then, leads student drill by use four techniques of drilling and write on the
board.
v While-reading
- Teacher asks students to read the
text and check for their prediction in above is it correct or incorrect, then
teacher lead students to check together.
- Teacher asks students to work in
group of six to read the text and underline all “past participle” as they can
see.
- Teacher asks students to read the
text again and answer the questions by using informations of Somphone, say
whether the sentence is “True” or “false”.
v Post-reading
-Teacher
asks students to write about themselves how many people are there in their
family?
-
Teacher asks students to change the paper to each other and read the
information of their friends.
2.
The difficulties
In the teaching
reading stage we faced many problems such as students did not involve in our
teaching and could not attract students’ interest beside that, students cannot
pronounce vocabularies due to the teacher doesn’t have a variety technique of
teaching reading skill and doesn’t have much experience in teaching.
3.
Solution
For solution of the problems which students
did not involve in our teaching, and we cannot attract students’ interest,
moreover, some students can read the vocabularies
-
Teacher help each other control the class
-
Teacher elicited the difficult words from the text and leads the students drill
by using four techniques until students can pronounce words correctly.
Chapter IV
Findings
According to the theories of teaching reading, that I have discovered the
techniques from internet and the teacher have taught in reading lesson, it has
varieties techniques for teaching reading in English from the internet website
and books of teaching reading techniques that we compare to our teaching
reading experience.
The first theory as Richards and
Schmidt(2002) Technique of Teaching Reading strategies are often divided into
three stage:
§ Before
reading: preview, set purpose for reading
§ During
reading: Monitor comprehension, adjust purpose
§ After
reading: summarize text
The second theory as Van Duzer (1995), Steinhofer, Ur 91996), Vaezi
(2001), and Fitzgerald (1995). These five authors had an agreement to use three
stages of teaching reading such as: pre-reading and after-reading but sometime
they sometime had opposite theories as Van Duzer said that, teachers can be
directed in pre-reading as some vocabulary and ideas in the text are explained
it can lighten students’ reading in while –reading. But Steinhofer (1996)
recommend that in pre-reading will not take a very long time to carry out, the
purpose is to overcome the common motivate or stimulate to start reading text
from the beginning. According to Ur (1996), Vaezi (2001), and Fimulate (1995)
in pre-reading, readers should be encouraged to become sensitive to the effect
of reading on their comprehension.
When
compare between the theory mention above and our real teaching in class room,
we have known that there are many tactics of teaching reading. But we did only
some tactics in our teaching-learning. We can evidently the similarities and
the differences between the theory and our real teaching implementation in the
class room.
In the pre- reading and post
reading activities.
·
In the pre reading
-
Discuss bout the topic with the students
to make the student familiar with the topic and know what they are going to
read and then, the teacher presents new vocabularies in the text by showing the
flipchart and leads the student drills by using four techniques of drilling.
·
Post reading the teacher asks the
students to write about their family such as how many people are there in their
family? What are their parents’ occupations? Then asks them to change the paper
to each other and read informations of their friend for the whole class.
According to the theories in while reading
there are some activity that we did not do in the while reading stage such as:
rereading for clarification, and adjusting the pace of reading in order to
construct meaning, making selection, breaking words into their component part
paraphrasing. The Cause of the teacher couldn’t do these activities, because
the teachers doesn’t have enough time to do all these activities teacher just lead students some activities
that suitable in our real class room.
Chapter V
Conclusion and
Recommendation
1.
Conclusion
Based
on our teaching practice especially, teaching reading, we have found that using
three steps of teaching reading is very successful. Because students to be
ready before reading the text such as: in Pre-reading teacher shows the
pictures and ask students to guess, the students have reasons to read for
example: read the text for underline all past participle, or do “True” or
“False” exercise, Therefore, three steps of teaching reading make good
atmosphere, students involved in our teaching, students can read and also pronounce
the vocabularies that teacher has provided in the text correctly.
2.
Recommendation:
o We
would like to commend to the next generations to concentrate to study and find
out many information that related your final report particularly teaching
reading techniques.
o
Research for the theory before go to
teaching practice.
Referent
English
For Secondary Schools. Book3 Unit4 NEW NEIGHBOURS lesson3, Since and For
Activity 3: read, on page 46
Richards
and Schmidt, Longman Dictionary of language Teaching and Applied Linguistics
(2002)
Van
Duzer (1995), Steinhofer, Ur 91996), Vaezi (2001), and Fitzgerald (1995).
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