Tutorial Week 1 TSL3106

7/29/2019 Tutorial Week 1 TSL3106

1/16

Teaching Reading Skills and

Vocabulary in Primary ESL ClassroomTSL 3106

Group Members:

1. Clara Beatrice

2. Viviana Mihen3. Mohd Afif


2/16

Tutorial 1 Week 1 Question(s) :

1) Discuss differences between intensive and

extensive reading and effects they have on

reading.2) Discuss about factors that would encourage

reading among students.


3/16

Differences between Intensive and

Extensive Reading

Aspects Intensive Reading Extensive Reading

Definitions A reading where we read and

analyse it deeply. Students

are expected to understand

every word, we discuss what

it means, we deal perhapswith grammar.

Reading as much as possible, for

your own pleasure, at a difficulty

level at which you can read smoothly

and quickly without looking up

words or translating to English

Areas of

Reading

Narrow area- students are

not allowed to find a topic

they like. The topic chosen byteacher is short and easy to

understand.

Large area-reading long texts or large

quantities for general understanding,

with the intention of enjoying thetexts. Students have to find

supported articles related to the

topic.


4/16


Linguistic Focus Analysis of the

language

Fluency, skill forming

Materials All learners study the

same material

All learners read

different things

(something interesting tothem)

Where to read In class Mostly at home

Comprehension Checked by specific

questions

Checked by reports /

summaries


5/16


Purposes/

Objectives

provides a basis for

explaining difficulties of

structure and for extending

knowledge of vocabulary

and idioms.

to train the students to read

directly and fluently in the target

language for enjoyment without

the aid of the teacher

Students

activity in

class

the students are asked to

answer some questions

related to the topic which is

given by the teacher. All of

the answers are available on

the text, so that the students

only rewrite it.

asked to write a summary after

reading an article/ passage.

the students also will do a short

presentation on what they have

read.

The use of

dictionary

Dictionary is a must-a text

will be used to answer some

questions, so the students

have to know the meaning

of all words in the text in

order to make them easy to

answer the questions.

discourage the over- use of

dictionary.

The habit of using it will cause

inefficient reading and destroy the

pleasure that reading is intended

to provide.


6/16


Principles O Overview

(surveying & skimming)P Planning a purpose (How

detailed the comprehension

should be?)

Q Question (formulating

questions answered thru-out

the text)R Reading (guided by

purpose carefully and

thoughtfully)

S Summarize

T Testing Yourself (to retain

memory)

U-

Understanding/Comprehensio

n

1. The reading material is easy.

2. A variety of material on a widerange of topics is available

3. Learners choose what they want

to read

4. Learners read as much as

possible.

5. Reading speed is usually fasterrather than slower

6. Reading is individual and silent.

7. Reading is its own reward.

8. The teacher orients and guides

the students.

9. The purpose of reading is

usually related to pleasure,

information and general

understanding.


7/16

Effects of Intensive & Extensive Reading

Intensive Reading(Advantages)

It provides a base to study structure,

vocabulary and idioms. It provides a base for students to develop a

greater control of language

It provides for a check on the degree ofcomprehension for individual students


8/16

(Disadvantages)

There is little actual practice of reading becauseof the small amount of text.

In a class with multi-reading abilities, studentsmay not be able to read at their own levelbecause everyone in the class is reading the samematerial.

The text may or may not interest the readerbecause it was chosen by the teacher.

There is little chance to learn language patternsdue to the small amount of text.

Because exercises and assessment usually followintensive reading, students may come toassociate reading with testing and not pleasure.


9/16

Extensive Reading

(Advantages)

the students may:

- develop a "reading habit"- gain more confidence in reading-improve their attitude towards reading and

become more motivated to read- feel more autonomous over their own learningand more likely to take more initiative, becomemore " independent readers", being able to read

for different purposes and being able to changereading strategies for different kinds of texts


10/16

- become more aware of what's available to themto read and how to access materials

- expand sight vocabulary- acquire "incidental" grammatical competence -

that is, it may be acquired even though it wasnot directly taught

-build background knowledge

- increase reading comprehension

- improve overall language competence

- be more prepared for further academic courses

because they have read large quantities


11/16

(Challenges)

Students need to have easy access to

texts within their language proficiencylevel.

For intermediate levels, students

require a specialized library withintheir language proficiency range.

Some teachers feel that time spent on

Extensive Reading will take away fromtime that could be spent on learninglanguage skills.


12/16

Some people feel that students may place too

much emphasis on the number of pages

read instead of on the understanding

achieved.

Some people feel that if graded readers are

used, they can give a false impression of the

level of reading that has been achieved. They

feel that some students may try "ungraded"

materials too soon.


13/16

Factors that encourage reading among

students

Personal InterestsThe frequent mention of personal interests indicated thatchildrens reading motivation was influenced by theirown interests

Characteristics of booksChildren enjoyed books that were funny or scary. Theyalso chose books with great illustrations. Such things asexciting book covers, action packed plots, and humour.

Choicethe children were motivated to read when they weregiven an opportunity to decide which expository textthey would like to read.


14/16

Sources of book referral

1) School library

The childrens repeated referral to the school libraryshows that the school library provided the children

with a variety of books that interested them and

motivated them to read.

2) Teachers

They play roles in exposing children to books was

also revealed during the interviews. the children

frequently identified their teacher as the personwho introduced books to them.


15/16

3) Family members

Family had a positive effect on childrens reading

motivation by exposing them to books.4) Peers

Children are motivated to read by sharing books with

one another.

Actions of family members, peers and teachers

1) Buying or giving books

Children valued receiving books, and that the action

of giving or buying books for children motivated themto read. They enjoyed receiving books for their

birthdays and for holidays, as well as other occasions.


16/16

2) Reading to children

Many of the children revealed that they enjoyed being

read to by others-highlighted the importance ofreading to children regardless of their age.

3) Sharing books

The children enjoyed being told about books otherswere reading. They mentioned both formal and

informal methods of sharing, such as book reports and

informal discussions with peers.

Sources of motivationSchool library, teachers, family members, peers,

themselves

Documents

Tutorial Week 1 TSL3106