She argues that reading is an active skill that involves the reader, the text, and the interaction between two. Mastering reading skills is important for EFL learners. It is a dynamic and interactive process, during which learners make use of a variety skills and strategies, combined with background knowledge, L1-related knowledge and real-word knowledge to be able to understand the texts. She believes that reading skill and vocabulary achievement are inter-twinned. one cannot improve his/her reading skills without developing his/her vocabulary, and vice versa.
According to her, annotations and glossaries are important features for the learners to understand written texts better as well as to provide meanings of difficult words. She says that glosses can increase reading comprehension and vocabulary retention. Among three kinds of glosses on the computer screen for understanding a text - full glossing, limited glossing, and no glossing, the first one shows greater positive impacts.
In line with what she mentions, English textbooks in schools in Indonesia also contain annotations and glossaries. Since the status of English in Indonesia is EFL, having annotations and glossaries in the reading sections help Indonesian students understand the text and improve their vocabulary.
Sample Lesson Plan with Technology
Class (name, type of student): Reading IThe students are 2nd semester students of the English Education Study Program. Their English competence is intermediate level. The students come from various parts of the country that possess different quality of education.
Duration: 1x 50 minutes
Materials
Technology component downloaded from/accessed in class at:
An article entitled " No stopping after eating 25,000 Big Macs " taken from http://www.guardian.co.uk/education/interactive/2011/jul/05/tefl1
Introduction
Review of previous lesson:
An article "Dialogue: A Business Presentation" containing Present Perfect from http://esl.about.com/od/beginningreadingskills/a/d_bizpres.htm
Objectives of this lesson (tell students about them):
• By listening to the teacher's questions and reading the first three paragraph of the text [C], the students taking Reading I [A] are able to answer them [B] correctly [D].
• Given the reading material [C], the students [A] are able to complete the gap-filling exercise with Past Tense or Present Perfect [B] with 5 correct answers out of 7 [D].
• After reading the text and do the exercises [B], the students [A] are able to make a summary of the reading passage [C] in at least 80 words [D].
Procedure
Presentation (teacher or student), including key vocabulary.
- Warm-up: Students move around the class and ask their classmates: Is there anything that you eat or drink everyday? Why? And try to find somebody with the same food habit.
- Warm-up: The teacher writes on the blackboard: sesame seed bun, pickles, onions, sauce, cheese, fries, soft drinks, fat, calories, packaging. Ask: What type of food is the article is about? Students discuss in pairs and check meanings in dictionaries.
- Students listen to their teacher's reading the first three paragraphs and answer the questions orally.
- Students read the rest of the article and complete the sentences.
- Students complete the text with Present Perfect or Simple Past.
- Students write a summary of the article in their own words in at least 80 words.
- Key vocabulary: Big Mac, burger, calory, diet.
- Students move around the class and interview their classmates.
- Students discuss words in pairs and check meanings in dictionaries.
- Students listen to their teacher's reading the text.
- Students write down the exercises.
- Students write about the article in at least 80 wordds.
Kinaesthetic [moving around and interviewing], Auditory [listening to the teacher's reading the text], Visual [read the text].
Technology alternative (in case things don't work as planned):
I download the article and have it copied for my students.
Review before the end of the class session:
The danger of eating too much calories.
Homework:
One or more exercises about Present Perfect or Simple Past.
Hi Johanes
ReplyDeleteThanks for integrating all of your ideas and tasks from the week onto your blog!
Robert
Hello:
ReplyDeleteGreat to see your technology enhanced lesson plan. Reading is not a skill that should be developed on its own, rather it is a skill that develops students schemata that enhances writing knowledge. Reading that leads to writing exercises coupled with reading activities is the best. Your lesson plan also mingles both skills. That's how it should be.