Preface

One of the most effective means through understanding to poet whether if it is for
fact they give, opinions, and information is through listening. As a significant part of
studying in schools, working and communicating to others is knowing not fast to speak
what we do have in our minds but also learning to listen.

Wherever we go we tend to read whatever it is printed such as in books,

magazines, or even in our cell phones we tend to read. To teach reading in students is
not thing to do, we need more patience, not only in teaching reading but also teaching in
reading with comprehension.

In this compilation of information‘s in how to Teach Listening and Reading will

broaden your knowledge , understanding, awareness to listening and reading, aside
from that will give you a lot of strategies and activities on how to teach listening and
reading effectively in classroom and most importantly valuing it.

We the researchers of this module about Reading and Listening takes a lot of
time to search information from different websites and books, that will give you
satisfactory knowledge. In this compilation we tend to divide it into two parts. The first
part is about teaching listening and the other one is teaching reading and each part
have five chapters . We hope that you will enjoy them.

The researchers

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 PART I: Teaching Listening

Introduction

Listening is the neglected communication skill. While all of us have had

instruction of reading, writing and speaking, few have had any formal instruction in
listening. Most of us spend seven of 10 minutes of our waking time in some form of
communication activity. Of these seven minutes (or 70% of the time we are awake),
10% is spent writing, 15% reading, 30% talking, and 45% listening.

Think of it we spend nearly half of our communication time listening, but few of us
make any real effort to be better listeners. For those who do, however, the effort pays
great dividends—higher productivity, faster learning, and better relationships.

Listening is more than merely hearing words. Listening is an active process, by

which student‘s receive, construct meaning from, and respond to spoken and or
nonverbal messages (Emmert, 1994). As such, it forms an integral part of the
communication process and should not be separated from the other language arts.
Listening comprehension complements reading comprehension. Verbally clarifying the
spoken message before, during and after a presentation enhances listening
comprehension. Writing, in turn, clarifies and documents the spoken message.

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 Chapter 1

The Goal of Teaching Listening

Instructors want to produce students who, even if they do not have complete
control of the grammar or an extensive lexicon, can fend for themselves in
communication situations. In the case of listening, this means producing students who
can use listening strategies to maximize their comprehension of aural input, identify
relevant and non-relevant information, and tolerate less than word-by-word
comprehension.

Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening rather than on its
product.

• They develop students‘ awareness of the listening process and listening

strategies by asking students to think and talk about how they listen in their native
language.

• They allow students to practice the full repertoire of listening strategies by using
authentic listening tasks.

• They behave as authentic listeners by responding to student communication as a

listener rather than as a teacher.

• When working with listening tasks in class, they show students the strategies that
will work best for the listening purpose and the type of text. They explain how and why
students should use the strategies.

• They have students practice listening strategies in class and ask them to practice
outside of class in their listening assignments. They encourage students to be
conscious of what they‘re doing while they complete listening tape assignments.

• They encourage students to evaluate their comprehension and their strategy use
immediately after completing an assignment. They build comprehension checks into in-

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class and out-of-class listening assignments, and periodically review how and when to
use particular strategies.

• They encourage the development of listening skills and the use of listening
strategies by using the target language to conduct classroom business: making
announcements, assigning homework, describing the content and format of tests.

• They do not assume that students will transfer strategy use from one task to
another. They explicitly mention how a particular strategy can be used in a different type
of listening task or with another skill.

By raising students‘ awareness of listening as a skill that requires active engagement,

and by explicitly teaching listening strategies, instructors help their students develop
both the ability and the confidence to handle communication situations they may
encounter beyond the classroom. In this way they give their students the foundation for
communicative competence in the new language.

The Nature of Listening

Listening takes up as much as 50% of our everyday communication time. It is the main
channel of classroom instruction and the most used language skill at work and at home.
Many learners want to develop effective listening comprehension because it is crucial to
their academic, professional, and personal success.

Listening is assuming greater and greater importance in foreign language classrooms.

There are several reasons for this growth in popularity. By emphasizing the role of
comprehensible input, second language acquisition research has given a major boost to
listening. As Rost 1994, points out, listening is vital in the language classroom because
it provides input for the learner. Without understanding input at the right level, any
learning simply cannot begin. Listening is thus fundamental to speaking.

When we teach listening we consider what the object of our instruction is. We look at
the ideas that have influenced thinking on learner listening in English language
teaching.

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I. Multiple Choice

Direction: Choose the letter of the correct answer.

1. To accomplish this goal, __________ focus on the process of listening rather than on
its product.

a. Students

b. Instructor

c. Listener

d. Teacher

2. They behave as authentic listeners by responding to student communication as a

listener rather than as a__________.

a. Students c. Listener

b. Instructor d. Teacher

3. Listening is the __________ communication skill.

a. Neglected c. Undervalued

b. Underestimated d. Scruffy

4. Most of us spend seven of 10 minutes for our waking time in some form of
communication activity. Of these seven minutes, 10% is spent writing, 15% reading,
30% talking, and ___________ listening.

a.20% c.40%

b.25% d.45%

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5. For those who do, however, the effort pays great dividends-higher productivity, faster
__________, and better relationship.

a. Learner c. Learning

b. Learn d. Learners

6. Listening is more than __________ hearing words.

a. Simply c. Solely

b. Only d. Merely

7. This means producing students who can use listening strategies to maximize their
comprehension of aural input.

a. Listening c. Reading

b. Hearing d. Speaking

8. They allow students to practice the full __________ of listening strategies by

authentic listening tasks.

a. Repertoire c. Supply

b. Range d. Store

9. When working with listening tasks in class, they show students the strategies that will
work best for the listening purpose and the type of __________.

a. Idea c. Context

b. Text d. Contents

10. Listening takes up as much as __________ of our everyday time communication

time.

a.20% c.40%

b.30% d.50%

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II. TRUE OR FALSE

Direction: Write TRUE if you think the statement is correct. Write FALSE if you think
the statement is wrong.

1. Listening is an active process, by which students receive, construct meaning from

and respond to spoken and or nonverbal.

2. Reading comprehension complements listening comprehension.

3. Writing clarifies and documents the spoken message.

4. They develop students' awareness of the listening process and listening strategies by
asking students to think and talk.

5. They don't allow students to practice the full repertoire of listening strategies by using
authentic listening tasks.

6. They behave as inauthentic listeners by responding to students communication as a

listener rather than as a teacher.

7. They explain how and why students should use the strategies.

8. They don't encourage students to evaluate their strategy use from one task to
another.

10. Speaking is assuming greater and greater importance in foreign language

classrooms.

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III. Extended Response

Direction: Answer the following questions.

1. Most of us spend seven of 10 minutes of our waking time, 10% is spent writing, 15%
reading, and 30% talking. What is the percentage of listening?

2. Why many learners want to develop effective listening comprehension?

3. Why Rost, points out, listening is vital in the language classroom?

4. Verbally clarifying the spoken message before, during and after a presentation
enhances listening comprehension. What is writing in turn?

5. How the instructors want to produce students who do not have complete control of
the grammar or an extensive lexicon, that can fend for themselves in communication
situation?

6. How they allow students to practice the full repertoire of listening strategies?

7. How do they encourage students to evaluate their comprehension and their strategy
use immediately after completing an assignment?

8. What they do to encourage the development of listening skills and the use of listening
strategies?

9. How the instructors help their students develop both the ability and the confidence to
handle communication situations they may encounter beyond the classroom?

10. How they explicitly mention a particular strategy can be used in a different type of
listening task or with another skill?

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 Chapter 2

Different views of listening in language testing

Most people, most of the time, take listening for granted, it‘s something that just
happens. It is only when you stop to think about listening and what it entails that you
begin to realize that listening is in fact an important skill that needs to be nurtured and
developed.

Effective listening is very often the foundation of strong relationships with others, at
home, socially, in education and in the workplace. This page draws on the work of
Wolvin and Coakely (1996) and others to examine the various types of listening.

Listening as a SKILL

Wolven and Coakely identified five types of purposeful listening:

Discriminative Listening

It is to distinguish auditory and for visual stimuli.

Discriminative listening is first developed at a very early age – perhaps even before
birth, in the womb. This is the most basic form of listening and does not involve the
understanding of the meaning of words or phrases but merely the different sounds that
are produced. In early childhood, for example, a distinction is made between the
sounds of the voices of the parents – the voice of the father sounds different to that of
the mother.

Discriminative listening develops through childhood and into adulthood. As we grow

older and develop and gain more life experience, our ability to distinguish between
different sounds is improved. Not only can we recognize different voices, but we also
develop the ability to recognize subtle differences in the way that sounds are made –

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this is fundamental to ultimately understanding what these sounds mean. Differences
include many subtleties, recognizing foreign languages, distinguishing between regional
accents and clues to the emotions and feelings of the speaker.

Being able to distinguish the subtleties of sound made by somebody who is happy or
sad, angry or stressed, for example, ultimately adds value to what is actually being said
and, of course, does aid comprehension. When discriminative listening skills are
combined with visual stimuli, the resulting ability to ‗listen‘ to body-language enables us
to begin to understand the speaker more fully – for example recognizing somebody is
sad despite what they are saying or how they are saying it.

Comprehensive Listening

Listening to understand the message.

Comprehensive listening involves understanding the message or messages that are

being communicated. Like discriminative listening, comprehensive listening is
fundamental to all listening sub-types.

In order to be able use comprehensive listening and therefore gain understanding the
listener first needs appropriate vocabulary and language skills. Using overly
complicated language or technical jargon, therefore, can be a barrier to comprehensive
listening. Comprehensive listening is further complicated by the fact that two different
people listening to the same thing may understand the message in two different ways.
This problem can be multiplied in a group setting, like a classroom or business meeting
where numerous different meanings can be derived from what has been said.

Comprehensive listening is complimented by sub-messages from non-verbal

communication, such as the tone of voice, gestures and other body language. These
non-verbal signals can greatly aid communication and comprehension but can also
confuse and potentially lead to misunderstanding. In many listening situations it is vital
to seek clarification and use skills such as reflection aid comprehension.

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Therapeutic or Empathic Listening

Listening to provide someone the opportunity to talk through a problem.

Empathic listening involves attempting to understand the feelings and emotions of the
speaker – to put you into the speaker‘s shoes and share their thoughts.

Empathy is a way of deeply connecting with another person and therapeutic or

empathic listening can be particularly challenging. Empathy is not the same as
sympathy, it involves more than being compassionate or feeling sorry for somebody
else – it involves a deeper connection – a realization and understanding of another
person‘s point of view.

Counselors, therapists and some other professionals use therapeutic or empathic

listening to understand and ultimately help their clients. This type of listening does not
involve making judgments or offering advice but gently encouraging the speaker to
explain and elaborate on their feelings and emotions. Skills such as clarification and
reflection are often used to help avoid misunderstandings.

We are all capable of empathic listening and may practice it with friends, family and
colleagues. Showing empathy is a desirable trait in many interpersonal relationships –
you may well feel more comfortable talking about your own feelings and emotions with a
particular person. They are likely to be better at listening empathetically to you than
others; this is often based on similar perspectives, experiences, beliefs and values – a
good friend, your spouse, a parent or sibling for example.

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Critical Listening

Listening to evaluate the message.

We can be said to be engaged in critical listening when the goal is to evaluate or

scrutinize what is being said. Critical listening is a much more active behavior than
informational listening and usually involves some sort of problem solving or decision
making. Critical listening is akin to critical reading; both involve analysis of the
information being received and alignment with what we already know or believe.
Whereas informational listening may be mostly concerned with receiving facts and/or
new information - critical listening is about analyzing opinion and making a judgment.

When the word ‗critical‘ is used to describe listening, reading or thinking it does not
necessarily mean that you are claiming that the information you are listening to is
somehow faulty or flawed. Rather, critical listening means engaging in what you are
listening to by asking yourself questions such as, ‗what is the speaker trying to say?‘ or
‗what is the main argument being presented?‘, ‗how does what I‘m hearing differ from
my beliefs, knowledge or opinion?‘. Critical listening is, therefore, fundamental to true
learning.

Many day-to-day decisions that we make are based on some form of ‗critical‘ analysis,
whether it be critical listening, reading or thought. Our opinions, values and beliefs are
based on our ability to process information and formulate our own feelings about the
world around us as well as weigh up the pros and cons to make an informed decision.

It is often important, when listening critically, to have an open-mind and not be biased
by stereotypes or preconceived ideas. By doing this you will become a better listener
and broaden your knowledge and perception of other people and your relationships.

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Appreciative Listening

Listening to obtain enjoyment.

This type of listening gives the listener pleasure maybe from the humor or the blending
of voices in choric arrangements. Appreciative listening seeks certain information which
will appreciate, for example that which helps meet our needs and goals. We use
appreciative listening when we are listening to good music, poetry or maybe even the
stirring words of a great leader.

Listening Comprehension skills or Enabling skills

 Listening for detail - involves listening for specific information.

This refers to the type of listening we do in which we can‘t afford to ignore anything
because we don‘t know exactly what information of the listening passage will be
necessary to complete the task.

This term is sometimes confused with listening for specific information which is
applied to occasions in which we don‘t have to understand everything that‘s being said,
but only a very specific part.

 Listening for gist - listen for main ideas.

Listening for gist is when the learner tries to understand what is happening even if he or
she can‘t understand every phrase or sentence. The learner is trying to pick up key
words, intonation, and other clues so as to make a guess at the meaning.

 Drawing Inferences - ability to fill in gaps in the input.

 Listening selectively - listen only to specific parts of the input.
 Making predictions - ability to anticipate before and during listening what one is
going to hear.

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Listening as a PRODUCT

It shows what listeners do in order to demonstrate their understanding. It is described in

terms of outcomes which are stated either verbally or non-verbally.

Examples of listening outcomes:

 Take dictation
 Follow instructions
 Transfer information into graphic
 Organize and classify information
forms
 Take effective notes
 Reconstruct original text
 Make appropriate oral respond

Listening as a PROCESS

Students do not have an innate understanding of what effective listeners do; therefore, it
is the responsibility of teachers to share that knowledge with them. Perhaps the most
valuable way to teach listening skills is for teachers to model them, themselves, creating
an environment which encourages listening.

Teachers can create such an environment by positive interaction, actively listening to all
students and responding in an open and appropriate manner. Teacher should avoid
responding either condescendingly and sarcastically. As much as possible, they should
minimize distractions and interruptions. It is important for the teacher to provide
numerous opportunities for students to practice listening skills and to become actively
engaged in the listening process.

Listening is a mental process. Our brain processes linguistic information in three ways:

1. Attend to signals (sound or print) and identify them as words.

2. Process information in the most efficient way.
3. Draw on knowledge stored in long-term memory.

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Anderson proposed a three-phase language comprehension model:

 Perception is the encoding of sound signals.

 Parsing is the process by which an utterance is segmented according to syntactic
structures or meaning cues to create a mental representation of the combined
meaning of the words.
 Utilization occurs when listeners relate mental representations of the input to
existing knowledge in long-term memory.

You listen with your brain and your ears. Your brain makes meaning out of all the clues
available. When you are listening sounds are an important clue. But you also need to
make use of your knowledge. Your ears pick up sounds; your brain makes the
meanings.

The two main parts of the listening process are:

Bottom-up listening

This refers to a process by which sounds are used to build up units of information, such
as words, phrases, clauses and sentences before the aural input is understood.

This means making as much use as you can of the low level clues. You start by
listening for the individual sounds and then join these sounds together to make syllables
and words. These words are then combined together to form phrases, clauses and
sentences. Finally the sentences combine together to form texts or conversations.

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Top-down listening

This refers to the application of background knowledge to facilitate comprehension.

It is generally believed now that both top-down and bottom-up processing occur at the
same time in what is known as parallel processing (Eysenck, 1993). In some instances,
one type of processing might take precedence over the other, depending on the amount
of practice an individual has had on a specific task.

Top-down listening means making as much use as you can of your knowledge and the
situation. From your knowledge of situations, contexts, texts, conversations, phrases
and sentences, you can understand what you hear.

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I. Simple Recall

Direction: Answer the following.

1. It is very often the foundation of strong relationships with others, at home, socially,
in education and in the workplace.

2. They identified five types of purposeful listening.

3. It is to distinguish auditory and for visual stimuli.

4. This involves understanding the message or messages that are being

communicated.

5. It is not the same as sympathy, it involves more than being compassionate or feeling
sorry for somebody else – it involves a deeper connection – a realization and
understanding of another person‘s point of view.

6. This type of listening does not involve making judgments or offering advice but gently
encouraging the speaker to explain and elaborate on their feelings and emotions.

7. The goal of this is to evaluate or scrutinize what is being said.

8. We use this type of listening when we are listening to good music, poetry or maybe
even the stirring words of a great leader.

9. They use therapeutic or empathic listening to understand and ultimately help their
clients.

10. This type of listening gives the listener pleasure maybe from the humor or the
blending of voices in choric arrangements.

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II. Single Response

Direction: Shade the circle of the correct answer.

1. Follow instructions

o Product o Process

2. Attend to signals and identify them as words.

o Product o Process

3. Process information in the most efficient way.

o Product o Process

4. Organize and classify information

o Product o Process

5. Take effective notes

o Product o Process

6. Draw on knowledge stored in long-term memory.

o Product o Process

7. Take dictation.

o Product o Process

8. Transfer information into graphic forms.

o Product o Process

9. Reconstruct original text.

o Product o Process

10. Make appropriate oral respond

o Product o Process

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III. Matching Type

Direction: Match the column A to column B.

Column A Column B

1. Utilization a. This is the ability to fill in gaps in the

input.
2. Perception
b. It involves listening for specific
3. Anderson
information.
4. Making predictions
c. It is the encoding of sound signals.
5. Parsing
d. This occurs when listeners relate
6. Listening for gist mental representations.

7. Listening selectively e. He proposed a three-phase language

comprehension model.
8. Listening as a Product
f. It is the ability to anticipate before and
9. Drawing inferences
during listening what one is going to
10. Listening for detail hear.

g. This listens only to specific parts of

the input.

h. It is described in terms of outcome

which are stated either verbally or non-
verbally.

i. It is when the learner tries to

understand what is happening.

j. This is the process by which an

utterance is segmented according to
syntactic structures.

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 Chapter 3

Factors that Influence Learners' Listening

Three sources of information are crucial to how language learners listen:

1. Background knowledge (schematic)

2. Knowledge of the situation and co-text (contextual)
3. Knowledge of the language system (systematic)

Listening can be best understood as a combination of low and high inferences (Rost,
1990). Listeners make low-level inferences when they use their knowledge of linguistic
features to infer (decode) the sounds in an utterance. To understand what a message
means, they engage in higher level inferences by using on their knowledge of both
linguistic and pragmatic nature.

Another cognitive perspective on learner listening is the use of listening comprehension

strategies. There are mental mechanisms used to process and manage information.
The three categories of listening strategies are:

 Cognitive: process, interpret, store and recall information. This involves

strategies such as inference and prediction.
 Metacognitive: manage and facilitate mental process; cope with difficulties during
listening. Examples of such strategies include comprehension monitoring and
visualizing.
 Social-affective: ask the help of others to facilitate comprehension; manage one's
emotions when listening such as confidence building and cooperation.

Problems that Language Learners Face During Listening

Text

Three types of text can affect listening:

1. Phonology and speech rate 3. Text types

2. Discourse features

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Task

They are influenced by the types of question, the amount of time and whether or not the
listener can get the information repeated.

Interlocutor (speaker)

This includes accent, fluency, gender, and standard or non-standard usage.

Listener

Listener characteristics include: language proficiency, gender, memory, interest,

purpose, prior knowledge, attention, accuracy of pronunciation, topic familiarity, and
established learning habits.

Process

This refers to type of processing that listener‘s use, whether top-down or bottom-up or
both. The type of listening strategy used by the listener is an important factor.

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I. Multiple Choice

Direction: Choose the letter of the correct answer.

1. This refers to the knowledge of the language system.

a. Systematic c. Schematic

b. Contextual d. Text

2. This includes accent, fluency, gender and standard or non standard usage.

a. Listener c. Interlocutor

b. Task d. Process

3. This is the three types of text that can affect listening, except one.

a. Social affective c. Cognitive

b. Metacognitive d. Cognitive perspective

4. They are influenced by the type of questions.

a. Listener c. Process

b. Task d. Interlocutor

5. This is one of the listening strategies that process, interpret, store and recall

information. c. Social affective

a. Metacognitive d. Cognitive perspective

b. Cognitive

6. It manages and facilitates mental process.

a. Cognitive perspective c. Cognitive

b. Social affective d. Metacognitive

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7. The type of listening used by the listener is an important factor.

a. Process c. Interlocutor

b. Listener d. Task

8. These are the three categories of listening strategies, which is not included?

a. Social affective c. Cognitive

b. Cognitive perspective d. Metacognitive

9. One of the characteristics of a listener.

a. Accent c. Prior knowledge

b. Fluency d. Standard

10. It is the knowledge of the situation and co-text.

a. Systematic c. Text

b. Schematic d. Contextual

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II. Simple Recall

Direction: Identify the following group of words.

1. It can be the best understood as a combination of high inferences.

2. This is the knowledge of language system.

3. This influenced the types of question, the amount of time and whether or not the
listener can get the information repeated.

4. It has the characteristics of language proficiency, gender, memory, internet, purpose

and prior knowledge.

5. This manage and facilitate mental process, cope with difficulties during listening.

6. They make low-level inferences when they use their knowledge of linguistic features
to infer.

7. You can ask the help of others to facilitate comprehension.

8. It has three types that can affect listening.

9. It is the background knowledge.

10. This is the knowledge of the situation and co-text.

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III. TRUE OR FALSE

Direction: Write TRUE if the underlined word is correct; if FALSE write the correct
answer.

1. Listening can be best understood as a combination of low and high inferences.

2. Social-affective manage one's emotion when listening such as confidence building

and cooperation.

3. Metacognitive process, interpret, store and recall information.

4. Listening make low-level inferences when they use their knowledge.

5. Cognitive perspective on learner listening is the use of listening comprehension

strategies.

6. Task influenced by the types of question, the amount of time and whether or not the
listener can get the information repeated.

7. Interlocutor includes accent, fluency, gender, and standard or non standard usage.

8. Speaker characteristics include attention, accuracy of pronunciation, topic familiarity,

and established learning habits.

9. Task is the type of listening strategy used by the listener as an important factor.

10. There are mental mechanisms used to process and manage information.

25 | P a g e
 Chapter 4

Listening Tasks for Communicative Outcomes

Communicative Outcomes Examples

Lists Similarities/difference/errors

Sequenced information Pictures sequences, lyrics

Matched items Pictures with texts ,themes with texts

Restored texts Complete the gaps in a text

Diagrams or pictures Floor plans, sketches of people

Notes Short notes during presentations

One-Way Listening Tasks (Transactional)

One-Way Listening Tasks is a psycholinguistic process in which the listener

receives, interprets, reacts to the source of the aural input but does not respond
communicatively. Typically associated with the transfer of information. The listener is
engaged in listening but does not interact with the speaker such as;

 Asking for clarification

 Slower speech or repetition

Examples of one-way listening are:

* listening to radio, to films... * Speeches and lectures

* Online recording * telephone customer

* Live lectures * service recordings

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 In daily life and work place language users sometimes listen and receives
information without a need to make responses. This is because the purpose of one-way
listening is to understand the messages in the input e.g. a speaker on TV or on the
radio, internet video clips.

It involves listening and responding through different ways to achieve outcomes.

They do not have to interact with the speaker while listening. It is mainly concerned with
obtaining knowledge and information.

Task Response

Restoration Include omitted words or phrases

Reconstruction Create original message with words heard

or notes down

Sorting Sequence , rank, categorize items

Evaluation Identify inconsistencies and contradictions

Task Response

Matching Matching information from listening to

pictures or written texts

Jigsaw Create a whole from different parts

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Below is a categorization of one-way listening situations;

Domain Examples

On-site entertainment  The audience in a concert or in

TV. studio do not need to respond
interactively. They just watch the
show unless the audience wants to
cheer the performer.

"Offshore"  The listener is not connected with

the, speaker while receiving
Infotainment
information or for entertainment.
However, online video conferencing
device has changed the nature of
one-way listening. A listener can
listen and respond to the speaker at
the other end before the computer
real items interaction is possible.

Studying  In the classroom, e.g. in a

conventional lecture the student
need to take notes for their
homework to be done.

Workplace  Some jobs require one-way

listening. For example, a staffer
listens to the voice mails of clients
left on the hotline and makes notes
for follow up. A Secretary listens
attentively in a company meeting
and takes notes of the discussion of
other people in the meeting.

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Samples of one-way listening tasks types:

One-Way Listening Intensive listening Intensive

( in classroom) (Self-directed listening)

 Listing 4. The learners  The learners

 Restoration complete a blank download online
 Reconstructing filling exercise (the audios, recordings
aural input is a (with a tape script).
dialogue, a poem, a Without reading the
recount, a tape script, the
biographies, or a learner listens and
report with omitted writes down the text
words. and checks the work
later with the tape
script for accuracy.
 The learner listens to
songs on music or
song website and
focuses on the gist.
Then the listener
summarizes the
themes from the
memory and
produces a check list
of "my favorite
songs"

 Sorting  The learners are 4. The learner listens,

 Matching given a set of and take short notes
 Categorizing sentence strips from during live
a play. After they presentations or

29 | P a g e
 listen they put the speeches on some
sentence in the occasions or on TV...
correct order to Then the learner
reflect to the plot. restores the content
The content may based on the notes
contain physical in a complete text.
attributes, features, His learner‘s gist a
genres, themes, genres lists (e.g.
facts, and opinions. romance, comedy
sci-fi, melodrama
etc.) from any movie
websites and
watches and listens
to some trailers.
After listening, the
learners matches the
movie with the
appropriately genres
and makes rating on
the movie.

 Comparison/ content 4. In detective games,  The learners listens

 For similarities and learners listen to the to two commercials
differences description of a on the same type of
criminal and then product e.g. washing
choose from a set of product s, and notes
photos of suspects down the information
for the most possible and compare the
match. special features of
the brands and
chooses the one he

30 | P a g e
 or she would like to
buy.
 The learner listens
to row same news
items on a radio
channel and on TV.
and finds out the
similarities and
differences in the
two reports.

 Ranking  Learners listens to  The learners listen to

 Evaluation the presentations in the same news items
a speech content in on a radio channel
their school and cast and on TV. and
votes for the best writes down the
speaker. good points made by
 Learners listen to the the presenters.
speeches of some
candidate for the
chair of an academic
society in school,
then they choose a
candidate and give
reasons.
 Diagrams or pictures  Teachers collect  The learner targets
 Routes on maps some floor plan at authentic
 Flow charts sketches of people situations such as
or object, mind airport
maps, maps and announcement,
routes, all whip are promotional

31 | P a g e
 accompanied with messages,
video /audio broadcast in
explanations by the shopping malls.
organization. Then the learner
 Learners listen to writes down the gist
the clips and or details. This
complete the texts practice will be
according to the counted into the
instruction. entries of a listening
diary.

There are some tools and resources for use in one-way listening activities:

 Podcast
 Listening diary, etc.

With the advancement of technology and numerous learning websites, self

directed, one-way listening is easy and practical.

Two-Way Listening Tasks (Interactional)

- Typically associated with maintaining social relations. The focus shifts to language
only then meaning is not clear.

The listener has to interact with the speaker vy asking questions, offering information
and expressing opinions.

Task Response

Creative dictation Dictate to each other to complete a text

Description Seque/reproduce/ complete pictures or

32 | P a g e
 diagrams

Simulation Listen and express opinion in simulated

situations

Presentation Listen and respond to formal and informal

presentations

The table below lists the differences between one-way and two-way listening and
interactive listening.

Features One-Way Listening Interactive Listening

Number of participants One ( the listener) Two or more persons taking

part in the interaction

Flow of communication One direction Dual direction: listener

alternate as speaker and
listener

Function of language Transactional Transactional, interactional

, and/ or social

Goal of listening Receive information and Received information and

interpret meaning interpret meaning, initiate,
respond and re- initiate,
interpret and negotiate
meaning, establish social
relationships.

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Transactional and Interactional

For speakers of English as a foreign language, they listen when they are:

1. Taught to do something which they need or want to do. ( Transactional)

2. Taught to do something useful / beneficial. ( Transactional )
3. Taking part in discussion with friends about topics of interest and concern.(
Interactional )
4. Listening to questions about what they need or want (supermarket, clinic, bank, etc.)
( Transactional )
5. Listening to radio, TV for enjoyment. ( Transactional/ Interactional )
6. Listening to announcement. (Transactional )

Some practical Listening Strategies and Activities

Comprehensive Listening Strategies (elementary)

1. Forming a picture (draw an image, then write about it.)

2. Putting information into groups. (Categorizing)
3. Asking questions
4. Discovering the plan ( description, sequence, comparison, cause and effect
,problem/solution )
5. Note taking
6. Getting clues from the speaker.

Critical Listening (intermediate)

1. Help children to recognize, persuasion, and propaganda, deceptive language, and

propaganda device.
2. Steps
a. Introduce the commercials d. Review concepts
b. Explain deceptive language e. Provide practice
c. Analyze it f. Create commercials

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Appreciative Listening (primary)

1. Enjoyment is reason enough to read aloud to children.

2. Appreciative Listening is important for reading aloud to students, repeated readings,
and oral presentations.

Authentic Listening Activities (for different levels)

1. Acting out a story from one that is read.

2. Making or doing something by following oral directions.
3. Participating in class or group discussions.
4. Working in a group projects.
5. Critiquing a peer's draft of a story after listening to it.
6. Enjoying good literature that is well presented orally.
7. Evaluating an issue that is being debated.
8. Evaluating products advertisement.
9. Evaluating candidates from their campaign speech.

Choosing the Listening Texts

It is best to select authentic texts, that is, materials that students are expected to
meet and listen to real life. You can record exempt of the following text, read them aloud
at normal speed. Advertisement, newscasts, weather report announcement, homilies,
doctor patient consultations, job interviews, etc. . . . Here are some questions you may
consider in listening texts.

1. What type of talk is it?

2. Where do you expect to hear it?
3. Who is talking and to whom is he talking?
4. What is the objective of the speaker?
5. What type of listening is called for in the situation?

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Using Textbooks listening Activities

(Integrating listening strategies with textbook audio and video)

Students can use this outline for both in-class and out-of -class listening/ viewing
activities. Model and practice the use of the outline at least once in class before you ask
students to use it independently.

1. Plan for listening /viewing

 Review the vocabulary list, if you have one
 Review the work sheet , if you have one
 Rev any information you have about the content of the tape /video

2. Preview the tape/ video

 (Tape) use fast forward to play segments of the tape;(video) view the video
without sound
 Identify the kind of program (news, documentary, interview, drama)
 Make a list of predictions about the content.
 Decide how to divide the tape/video into sections for intensive listening/viewing

3. Listen/View intensively section by section. For each section:

 Jot down key words you understand

 Answer the worksheet questions pertaining to the section
 If you don't have a worksheet, write a short summary of the section

4. Monitor your comprehension

 Does it fit with the predictions you made?

 Does your summary for each section make sense in relation to the other
section?

5. Evaluate your listening comprehension progress

36 | P a g e
I. Simple Recall

Directions: Read the questions carefully. Write your answer before stem item.

1. It involves listening and responding through different ways.

2. Create original message with words heard.
3. Identify inconsistencies and contradictions.
4. Also known as one-way listening task.
5. The listener has to interact to the speaker.
6. A task that dictate to each other to complete a text.
7. It is also call as interactional.
8. Listen and respond to formal and informal presentations.
9. Associated to social relations.
10. Listen and express opinion in stimulated situations.
11. Sequence/reproduce/complete pictures or diagrams.
12. It includes omitted words or phrases.
13. Sequence, rank, categorizes items.
14. Match information from listening to pictures.
15. Create while from different parts.

37 | P a g e
II. TRUE OR FALSE

Direction: Write TRUE if the statement is correct; FALSE if otherwise.

1. Short notes during presentations are an example of notes in communicative

outcomes.
2. Floor plans, sketches of people are under diagrams.
3. Matched items include pictures with text.
4. Transactional is also called as one-way listening.
5. One-way listening is concerned with obtaining information and knowledge.
6. Two-Way listening is also called interactional.
7. Transactional communication has to interact to the speaker.
8. Listening diary is an example of transactional communication.
9. There is only one participant in interactional communication.
10. In interactive listening there is dual direction: the listener and speaker.
11. Listening to Podcast is an example of Two-Way listening.
12. On site entertainment is an example of categorization in one-way listening.
13. Through technology one-way listening is easy and practical.
14. In transactional communication there is one direction and it is the listener.
15. Taught to dodo something which they need or want is transactional.

38 | P a g e
 Chapter 5

Process in Listening Activities

Teacher allows the learner to" tune in‖ to the context

Pre-listening- listening tasks are what students are asked to do during listening time.
The listening tasks should be enjoyable and meaningful to the students to succeed.
During which we help over student prepare to listen.

 There are certain goals that should be achieved before students attempt to listen
to any text.
a. Motivation- it is enormously important that before listening students
are motivated to listen so you should try to select a text that they will
find interesting and then design tasks that will arouse your student‘s
interest and curiosity.
b. Contextualization - we listen in our everyday lives we hear
language where its material environment and that environment gives us high
amount of information about the linguistic content we are likely to hear.
c. Preparation- to do task we set students while they listen. There
could be specific vocabulary or expressions that students will use.
Before listening: plan for the listening task
 Set purpose or decide in advance what to listen for
 Decide if more linguistic or background knowledge is needed
 Determining whether to enter the text from the top down or for bottom up.

Pre – listening Activities:

Use your imagination

Strategies: use mental imagery, contextualize, personalize and us the language

Use Contextualize Clue

39 | P a g e
Strategies: use mental imagery

Identify your purpose

Strategies: set goals, organize and plan, self management, selective attention

Specific goal: ID

Strategies: set goals, organize and plan, self management, play selective attention,

Focus on key words

Teacher giving background information

Students reading something relevant
Students looking at pictures
Discussion and answer questions
Written exercise

While Listening – are tasks that students do during listening time. The listening task
should enjoyable and meaningful to students. It should be simple and easy to handle. It
should provide opportunities for students to succeed.

When we are listening to something in our everyday living we do so for reason.

While Listening Activities:

 Ask yourself a question

 Use grammar a guide
 Listening for group of words
 Control the input
 Listen for emphasis and stress
 Listen for the intonation pattern
 Re- confirm your purpose
 Think and substitute
 Identifying signal phrases and discourse markers used
 Shadow

40 | P a g e
  Take notes
 Confirm and clarify your understanding
 Filling in gaps
 Sequencing
 Information search
 Watching items
 Ticking of items

Post –Listening –it is usually at the end of the lesson. These are offshoots or extension
of the work done at the pre- and during listening stage. At this stage the students have
time to think, reflect discuss, and write.

These are the two common forms that post listening task can take:

Reaction to the task

We listen for a reason there is generally or following reaction. This could be
discussion a response to what we have heard.
Analysis of language

-focusing on student on linguistic features on the text. This is important in terms of

developing their knowledge of language.

Post- Listening Activities:

 Confirm your problems

 Paraphrase
 Assess your success
 Note down what you remember
 Read and check
 Listen and read
 Listen, read and repeat
 Organize and record new vocabulary

41 | P a g e
  Evaluate the success of your strategies
 Evaluate your beginning
 Use the vocabulary
 Clarify and confirm your understanding
 Answering multiple choice
 Problem solving activities
 Summarizing
 Jigsaw listening
 Writing letters, telegrams, podcast, etc

After Listening: Evaluate comprehension and strategy use

 Evaluate comprehension in a particular task or area

 Evaluate overall progress in listening and in particular types of listening tasks
 Decide if the strategies used where appropriate for the purpose and for the
task
 Modify strategies if necessary

Pre – listening Activities:

 Use your imagination

Strategies: use mental imagery, contextualize, personalize and us the language

 Use Contextualize Clue

Strategies: use mental imagery

 Identify your purpose

Strategies: set goals, organize and plan, self management, selective attention

Specific goal: ID

Strategies: set goals organize and plan, self management, play selective attention,
focus on key words

42 | P a g e
  Teacher giving background information
 Students reading something relevant
 Students looking at pictures
 Discussion and answer questions
 Written exercise

While Listening – are tasks that students do during listening time. The listening task
should enjoyable and meaningful to students. It should be simple and easy to handle. It
should provide opportunities for students to succeed.

-When we are listening to something in our everyday living we do so for reason.

While Listening Activities:

1. Ask yourself a question

2. Use grammar a guide

3. Listening for group of words
4. Control the input
5. Listen for emphasis and stress
6. Listen for the intonation pattern
7. Re- confirm your purpose
8. Think and substitute
9. Identifying signal phrases and discourse markers used
10. Shadow
11. Take notes
12. Confirm and clarify your understanding
13. Filling in gaps
14. Sequencing
15. Information search
16. Watching items
17. Ticking of items

43 | P a g e
Post –Listening –it is usually at the end of the lesson. These are offshoots or extension
of the work done at the pre- and during listening stage. At this stage the students have
time to think, reflect discuss, and write.

These are the two common forms that post listening task can take:

1. Reaction to the task

We listen for a reason there is generally or following reaction. This could be
discussion a response to what we have heard.
2. Analysis of language

-focusing on student on linguistic features on the text. This is important in terms of

developing their knowledge of language.

Post- Listening Activities:

 Confirm your problems

 Paraphrase
 Assess your success
 Note down what you remember
 Read and check
 Listen and read
 Listen, read and repeat
 Organize and record new vocabulary
 Evaluate the success of your strategies
 Evaluate your beginning
 Use the vocabulary
 Clarify and confirm your understanding
 Answering multiple choice
 Problem solving activities
 Summarizing
 Jigsaw listening
 Writing letters, telegrams, podcast, etc

44 | P a g e
After Listening: Evaluate comprehension and strategy use

 Evaluate comprehension in a particular task or area

 Evaluate overall progress in listening and in particular types of listening tasks
 Decide if the strategies used where appropriate for the purpose and for the
task
 Modify strategies if necessary

45 | P a g e
I. Simple Recall

Directions: Read the questions carefully. Write your answer before stem item.

1. It involves listening and responding through different ways.

2. Create original message with words heard .
3. Identify inconsistencies and contradictions.
4. Also known as one-way listening task.
5. The listener has to interact to the speaker.
6. A task that dictate to each other to complete a text.
7. It is also call as interactional.
8. Listen and respond to formal and informal presentations.
9. Associated to social relations.
10. Listen and express opinion in stimulated situations.
11. Sequence/reproduce/complete a pictures or diagrams.
12. It includes omitted words or phrases.
13. Sequence, rank ,categorize items.
14. Match information from listening to pictures.
15. Create while from different parts.

46 | P a g e
II. TRUE OR FALSE

Direction: Write TRUE if the statements is correct otherwise FALSE.

1. Short notes during presentations are an example of notes in communicative

outcomes.
2. Floor plans, sketches of people are under diagrams.
3. Matched items include pictures with text.
4. Transactional is also called as one-way listening.
5. One-way listening is concerned with obtaining information and knowledge.
6. Two-Way listening is also called interactional.
7. Transactional communication has to interact to the speaker.
8. Listening diary is an example of transactional communication.
9. There is only one participant in interactional communication.
10. In interactive listening there is dual direction: the listener and speaker.
11. Listening to Podcast is an example of Two-Way listening.
12. On site entertainment is an example of categorization in one-way listening.
13. Through technology one-way listening is easy and practical.
14. In transactional communication there is one direction and it is the listener.
15. Taught to dodo something which they need or want is transactional.

47 | P a g e
I. Simple Recall

Directions: Read the questions carefully. Write your answer before the number.

1. A task asked to students during listening time

2. They express their views about the text or be listened to.
3. Allows the students to "tune in‖ to the context.
4. It is usually at the end of the lesson.
5. At this stage the students need to think, reflect, discuss, and write.
6. This stage provides opportunities for students to succeed.
7. It is enormously important before the students listen.
8. To do task we set students while they listen.
9. Post-listening form that said that we listen for a reason.
10. Focusing students in linguistic features of the text.
11. Activate their prior knowledge and allows them to the words which they will hear.
12. It should be easy to handle and simple
13. Should be achieved before students attempt to listen in any text.
14. At this stage students examine pictures and sing a song or chant.
15. Students are asked to do during listening time

48 | P a g e
II. TRUE OR FALSE

Direction: Write TRUE if the statements is correct otherwise FALSE.

1. While -listening stage are what students are to do during listening time.
2. Teacher allows students to" tune in" to the context or to the topic given.
3. Post-listening is usually at the end of a lesson.
4. One of the listening activities is asking yourself a question as you read.
5. We listen to something for a reason.
6. There are three common forms of post-listening.
7. Reaction to the text is focusing on students linguistic features on the text.
8. Analysis of language states that there should be discussion for response.
9. Before listening we plan for listening task.
10. Post-listening helps our students prepare to listen.
11. There are certain goals that we should achieve before listening.
12. Preparation means setting our students while they listen.
13. Teachers should try to select text that is enjoyable to the students.
14. There are three stages in listening lesson.
15. Post-listening are off-shoots done at the pre and while-listening.

49 | P a g e
 Chapter 6

What is Reading?

Reading is a process of constructing meaning through the dynamic interaction

among the readers focusing in the knowledge, the information suggested by the written
language, and the context of reading in situation.

Reading is not detached from emotion; for instance, is a letter from the council
difficult to under because of complex vocabulary or fear of the message it may contain.
Discussing feelings and attitudes to reading can help.

Reading for content information

-the student‘s purpose for reading is often to obtain information about a subject they are
studying. Reading for content information in the language classroom gives students
both authentic reading material and an authentic purpose for reading.

Activities in Reading;

Group Reading- reading as a group foreign can be very supportive. This is don‘t more
beneficial than learners working alone. Oral fluency in reading aloud accurately and
smoothly, it can improve reading comprehension and confidence.

Paired Reading

Choral reading and Performance reading - reading as a group foreign can take
pressure of individuals either following a printed text or from a slide.

Repeated Reading- reading the same passage again and again over a short period
summary until fluency is achieved.

50 | P a g e
 Our understanding of a text
comes from understanding
the words of which it is
composed.

Nature of
We gather meaning from We need to receive and
reading
what we heard. decode letters in order to
read words.

We need to receive and

decode letters in order to
read words.

51 | P a g e
I. Simple Recall

Directions: Read the questions carefully. Write your answer on the space provided.

1. A process of constructing meaning through the dynamic interaction. __________

2. Reading is not detached from? __________

3. The student‘s purpose for reading is obtained? __________
4. A kind of reading that shown to be more beneficial than reading alone.__________
5. Reading that can take pressure of individuals.__________
6. Reading the passage again and again.__________
7. Reading the passage again and again until fluency __________?
8. In order to read words we need to perceive and __________?
9. We gather meaning from what we? __________

10. The more it has longer it will take to read.__________

11. Gives students both authentic reading material and authentic purpose for

reading.__________

12. Is not detached from emotion.__________

13. Reading aloud accurately and smoothly.__________

14. Reading that is primarily for enjoyment.__________

15. Reading by helping each other.__________

52 | P a g e
II. TRUE OR FALSE

Direction: Write TRUE if the statement is correct; otherwise FALSE.

1. Reading is not detached from emotion.__________

2. Discussing feelings and attitudes can help._________

3. The student‘s purpose for reading is to obtain information in a subject.__________

4. Reading for content information in the language classroom gives authentic purpose
for reading.__________
5. Oral fluency is reading aloud accurately and smoothly.__________
6. Reading together as a group can be very supportive.__________
7. Reading as a group can take pressure.__________
8. Reading alone can be beneficial .__________
9. Oral fluency can improve comprehension.__________
10. Reading the same passage can improve fluency.__________
11. Repeated reading is reading the passage once.__________
12. Reading is constructing meaning through the dynamic interaction.__________
13. We need to perceive and decode letters in order to read words.__________
14. We gather meaning from what we read.__________
15. We need to understand all the words in order to understand the text.__________

53 | P a g e
 PART II: Teaching Reading

INTRODUCTION

Making every child a competent reader and a functional learner is the ultimate
goals of teaching children learn to read. To become a competent reader, one should be
able to construct meaning from print using appropriate active strategies to relate what
he rears with his background knowledge and experience. Through continuous practice,
fluency and skill are enhanced and the child‘s motivation to read increases. Naturally his
constant engagement with different text exposes him to varied learning and insights
which enable him to cope better with life situations.

54 | P a g e
 Chapter 7

Theories on teaching reading

Top-down reading model also known as inside-out model, concept-driven model, and
whole-to-part model, uses the meaning given by the reader to the text. It‘s feature
including the following:

 It allows reader to decode a text even without understanding the meaning of

each word.
 It helps recognize unfamiliar words through the use of meaning and grammatical
cues
 It emphasizes reading for meaning instead of giving attention to each word, its
letter and sounds.
 It engages the reader in meaning activities instead of concentrating on the
enhancement of work attack skills
 It considers reading of sentences, paragraphs and whole texts as the core of
instruction
 It identifies the amount and kind of information derived from reading as an
important element.

Bottom-up Reading Model also known as part-to-whole model, considers the

importance of the written or printed text as it brings about reading. The views of the
following researcher about the bottom-up reading model helps in understanding better.

55 | P a g e
CONCERNS OF TEACHING READING

1. Schema Activation. For students to make sense of what they read, they need to
be able to grasp and make sense of new information in light of what they already know.
When readers activate and use their prior knowledge, they make the necessary
connection between what they know and new information. Teachers can show students
how to activate prior knowledge by demonstrating basic pre-reading techniques such as

 Brainstorming ideas that bring to mind;

 Previewing a passage, noting headings and bold print;
 Constructing a graphic organizer, web, or outline from passage headings for
use note taking

 Read the titles and subtitles of the chapter or reading.

 Look closely at the pictures, graphs, and captions in the assigned

reading.

 Read the first and last sentence of each paragraph.

 Pre-questions write out a series of questions you expect to be answered when

reading

2. Vocabulary Development. Words are labels we use to structure our

perceptions. Consequently, the more words the students know, the easier it is for
them to make connections in their reading. Research conducted in past few years
reveals that vocabulary knowledge is the single most important factor contributing
to reading comprehension. Studies conducted on the importance of vocabulary
instruction demonstrate that it plays major role in improving comprehension.

This instruction can be done through

 Wide range approach

 Direct instruction
 Superficial instruction

56 | P a g e
Three Goals for Vocabulary Instruction:

1. Provide students with skills/opportunities to learn words independently

o Vocabulary Literature students use strategies to access word meanings:

(a) Contextual Analysis. A strategy readers use to infer or predict a word from the
context in which it appears.

(b) Morpheme Analysis. A strategy in which the meanings of words can be

determined or inferred by examining their meaningful parts (i.e., prefixes,
suffixes, roots, etc.)

2. Teach students the meanings of specific words

o 300-400 new word meanings can be taught per year through direct instruction.
This is a significant proportion of the words that students who are at risk will
learn. (Stahl & Shiel, 1999; see References)

1. Select words to teach

o Choose words that are important for text comprehension.

o Choose functionally important words that students will encounter

often.

2. Use both context and definitions to teach words

3. Encourage "deep" processing of word meanings

3. Nurture a love and appreciation of words and their use.

What are the principles of vocabulary instruction?

1. Be enthusiastic about content area language and the power it can offer to students
who understand how to use these words effectively.
2. Remember that learning involves making connections between what we already
know and new information. Relate new vocabulary words to experiences and concepts
that students know.

57 | P a g e
3. Limit the number of words taught in each unit; concentrate on key concepts
4. Teach concepts in semantically related clusters, so that students can see clearly the
associations among related concepts.
5. Use mental imagery and symbolic representation techniques to help students think
about new words.
6. Model how to use graphic organizers.
7. Allow students enough practice in working with strategies and graphic organizers so
that their use becomes a habit
8. Use dictionaries and glossaries appropriately
9. Repeatedly model how to determine a words meaning in text material
10. Use words in discussions even after the learning of a text with that word
11. Tell origins and derivation of words
12. Vary strategies in teaching vocabulary
13. Use gadgets such as computers, cameras, and even video games in teaching
14. Use the words in sentences with clues regarding the meaning
15. The clues must be familiar among students

What is the basis for choosing words for explicit vocabulary instruction?
All words are not created equal. Some occur much more frequently than others and are
thus more useful for learners. The following can be used as criteria for choosing words
for explicit vocabulary instruction:
1. High frequency words
2. Academic words/ content area words
3. Technical words
4. Literary words
5. Low frequency words
(-from Nation, P., 2002)

58 | P a g e
Providing explicit vocabulary instruction:
1. Dedicate a portion of the regular classroom lesson to explicit vocabulary
instruction.
2. Use repeated exposure to new words in multiple oral and written contexts and
allow sufficient practice sessions.
3. Give sufficient opportunities to use new vocabulary in a variety of contexts
through activities such as discussion, writing, and extended reading.
4. Provide students with strategies to make them independent vocabulary
learners.

3. Comprehension Development. Comprehension is the main purpose of reading.

Without it there is no reading since reading is the process of constructing meaning from
print. It is a constructive, interactive process involving three factors--- the reader, the
text, and the context in which the text is read. For comprehension to improve, the
interaction among all the tree factors must be taken into consideration.

Comprehension is acquiring meaning from the text. Comprehension is a complex higher

level skill. Obviously, comprehension is critically important to the development of a
student‘s reading. Comprehension is an active process that requires an intentional and
thoughtful interaction between the reader and the text. Vocabulary development is
critical to comprehension.

While readers acquire some comprehension strategies informally, explicit or formal

instruction in the application of comprehension strategies has been shown to be
highly effective in enhancing understanding (from the Report of the National
Reading Panel). In other words you can take specific actions to help a student develop
comprehension skills.

4. Understanding text Organization. A text has both content and organization, so

students have to develop schema for organization patterns. This is because knowledge

59 | P a g e
of structure provides a blueprint for constructing a situational model of a short or
informational piece. Students need to learn the following in relation to text organization:

o Text type can be grouped into categories based on their structure and purpose.
These categories include narratives, expository texts, technical texts and
persuasive texts.
o A text genre is a type of written or spoken discourse.
o Hierarchy of ideas in exposition is a model which assists us in our ability to move
through and between different levels of abstraction from vague and ambiguous to
concrete and specific.
o Significant details in narrative and expository texts
(a) Narrative text engages the reader in a storytelling format that carefully
examines the major characters and provides a sequence of events or a
structured plotline. The plot often follows a chronological sequence of
events, but not always. Some narratives involve flashbacks or shifts
between time periods.
(b) Expository text is strived to educate readers based on facts. Even though
they might include real characters, such as those involved in a news story,
the writer presents information in a way that informs readers, rather than
telling a story. Expository texts often include lists -- sometimes
enumerated with bullet points -- of comparisons and contrasts as well as
causes and effects.

o Use of graphic organizers are important and effective pedagogical tools for
organizing content and ideas and facilitating learners‘ comprehension of newly
acquired information. Since graphic organizer present material through the
visual and spatial modalities (and reinforce what is taught in the classroom), the
use of graphic organizers helps students internalize what they are learning.

5. Application. This is part of the lesson that helps readers see the relevance of
learning to their own life, or appreciate the nature of their environment and
understand the significance of knowing about the lessons discussed in the

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 classroom. This provides a ground for making students remember and value
insights learned in the class. Reading instruction can end by:
o Valuing
o Appreciating
o Relating lessons to own life
o Linking lesson to explain real life contexts
o Responding creatively using multiple intelligence

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I. Multiple Choice

Direction: Encircle the letter of the correct answer in each number.

1. It uses the meaning given by the reader to the text.

A. Top-down reading model B. Bottom-up reading model

C. Schema Activation D. Comprehension Development

2. It considers the importance of the written or printed text as if brings about reading.

A. Top-down reading model B. Bottom-up reading model

C. Schema Activation D. Comprehension Development

3. Comprehension is the main purpose of reading.

A. Top-down reading model B. Bottom-up reading model

C. Schema Activation D. Comprehension Development

4. They need to be able to grasp and make sense of new information in light of what
they already know.

A. Top-down reading model B. Bottom-up reading model

C. Schema Activation D. Comprehension Development

5. This is the part of the lesson that helps readers see the relevance of learning to teir
own life.

A. Schema B. Comprehension Development

C. Understanding text Organization D. Application

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6. Students have to develop schema for organization pattern.

A. Schema B. Comprehension Development

C. Understanding text Organization D. Application

7. The following can be used as criteria for choosing words for explicit vocabulary
instruction. EXCEPT.

A. high-frequency words B. literary words

C. select words D. technical words

8. A strategy readers use to infer or predict a word from the context in which it appears.

A. Morpheme Analysis B. Contextual Analysis

C. Wide-range approach D. Superficial approach

9. A strategy in which the meaning can be determined or inferred by examining their

meaning parts.

A. Morpheme Analysis B. Contextual Analysis

C. Wide-range approach D. Superficial approach

10. Reading instruction can end by: EXCEPT.

A. Valuing B. Appreciating

C. Relating lesson to own life D. Academic and content words

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11. It engages the reader in a storytelling format that carefully examines the major
characters and provides a sequence of events or a structured plotline.

A. Narrative text B. Expository text

C. Plot D. Hierarchy of ideas

12. It is strive to educate readers based on facts.

A. Narrative text B. Expository text

C. Plot D. Hierarchy of ideas

13. Words are labels we use to structure our perceptions.

A. Vocabulary development B. Vocabulary instruction

C. Comprehension development D. Understanding text organization

14. The following is the basic pre-reading techniques. EXCEPT.

A. Brainstorming B. Previewing passage

C. Hierarchy of text D. Constructing graphic organizer

15. The following are the principles of vocabulary instruction. EXCEPT.

A. Model how to use graphic organizer

B. Use mental imagery and symbolic representation

C. Do not encourage deep of word meanings

D. Use dictionaries and glossaries appropriately

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II. TRUE OR FALSE

Direction: Write TRUE if the statement is correct and FALSE if otherwise.

1. Top-down reading model uses the meaning given by the reader to the text.

2. There are three goals for vocabulary instruction.

3. Contextual analysis is a strategy in which the meanings of words can be determined

or inferred by examining their meaningful parts.

4. Morpheme analysis is a strategy readers use to infer or predict a word from the
context in which it appears.

5. Comprehension is the main purpose of reading and it is acquiring meaning from the
text.

6. Expository text engages the reader in a storytelling format examines the major
characters and provides a sequence of events or a structured plotline.

7. Use graphic organizers are important and effective pedagogical tools for organizing
content and ideas and facilitating learners comprehension of newly acquired
information.

8. Application is the part of the lesson that helps readers see the relevance of learning
to their own life.

9. A text has both content and organization, so students have to develop schema
organization patterns.

10. The more words the students know, the easier it is for them to make connections in
their reading.

11. Bottom-up reading model also known as part-to-whole model, considers the
importance of the written or printed text as it brings about reading.

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12. All words are created equal and all useful for learners.

13. Comprehension is a complex lower level of level skill.

14. Text type can be grouped into categories based on their structure and purpose.

15. Student is the only one who can show how to activate prior knowledge.

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 CHAPTER 8
Format of a language lesson

What is the format of a language lesson?

Planning for language lesson may be different than other content lessons because the
same concepts may need to be reinforced time and again using different methods,
especially for beginning and intermediate level students. Generally speaking, the format
of a language lesson (such reading) can be in five parts or phases:
1. The perspective or opening phase where the teacher gives a preview of the new
reading lesson that he/she will teach.
2. The simulation phase is where the teacher poses a question to get the student
thinking about the coming activity. This is used as a lead onto the main activity
3. The instruction/participation phase introduces the main activity of the reading
lesson.
4. The closure phase is where the teacher attempts to get the students input regarding
what they have learned in the lesson that was just presented.
5. The follow-up and the final phase have the teacher using other activities to
reinforce the same concepts and introduce new ones.
(from Farrell, T.S.C., 2002)

What are the instructional objectives for a second/foreign language reading

program?
1. To develop an awareness of reading strategies necessary for successful reading
comprehension.
2. To expand vocabulary and develop techniques for continued increase of vocabulary.
3. To develop an awareness of linguistics and rhetorical structures found in reading
texts.
4. To increase reading speed and fluency.
5. To promote an interest in different types of reading materials.
6. To provide individual feedback on progress in improving reading skills.
7. To provide practice in extensive reading skills.

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What are the principles for designing effective and interesting reading lesson?
1. The reading materials are interesting for the students.
2. The major activity of the reading lesson is students reading texts.
3. Activities and exercises reflect the purposeful, task-based interactive nature of real
reading (predicting, hypothesizing, and revising ideas about what was read)
4. Activities and tasks allow the learners to bring their knowledge and experiences to
the reading passage.
5. A varlet, of different reading activities are used during each lesson (to maintain
interest, motivation, and pace)
6. Lessons should be divided into pre-reading, during reading and post-reading phases.
(from Farrell, T.S.C, 2002)

PROFILE OF A PROFICIENT READER

What made a child better reader than all the other children? In a study of
proficient readers, David Pearson (1970) was able to determine several common
strategies used by proficient readers that enabled them to make sense of the text. A
condensed version of this research is what is described as reader (Gear, 2006).

A good reader is metacognitive --- aware of and able to use and articulate the
following strategies in order to interact with the text and enhanced meaning.
1. Make connections. A good reader is able to draw from background knowledge and
personal experiences while reading to help create meaning from the text.
2. Ask questions. A good reader asks both literal and inferential questions before,
during, and after reading to clarify meaning and deepen understanding.
3. Visualize. A good reader is able to create multi-sensory images in the ―mind‘s eye‖
while reading to help make sense of the text.
4. Determine importance. A good reader is able to sort through information in the text,
select key ideas, and remember them.

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5. Draw inferences. A good reader knows that not all information is included in a text,
and is able to reasonably ―fill in‖ hypothesize, and predict, based on the evidence on the
text.
6. Analyze and synthesize. A god reader is able to break down information and to
draw conclusions based on both the text and his/her thinking.
7. Monitor comprehension. A good reader is able to stop, go back, and reread in order
for understanding to occur.

AREAS OF READING INSTRUCTION

1. Oral Language. Normally develops children raised by caring adults develop speech
and language abilities naturally and without effort
2. Phonological Awareness refers to the ability to attend to the sounds of language as
distinct from its meaning. For alphabetic languages, phonemic awareness is especially
important because the letters of the alphabet map onto individual sound units
(phonemes).
3. Fluency. It is important because it is closely related to comprehension. Fluency in
reading means being able to read text accurately, quickly and with expression.
4. Vocabulary. They construct an understanding of the text by assembling and making
sense of the words in context.
5. Prior Knowledge. Having more prior knowledge generally aids comprehension.
6. Comprehension. The process of deriving meaning from connected text. It involves
word knowledge (vocabulary) as well as thinking and reasoning.
7. Motivation and Purpose. The purpose for reading is closely connected to a person‘s
motivation for reading.
8. Integrated Reading and Writing. Developing reading skills through writing is an
effective strategy.
9. Texts. Choosing texts of the right difficulty and interest levels will encourage children
to read and enjoy what they are reading.
10. Assessment. Use assessment to provide feedback and measure progress.
11. Cultural Factors. Topics that are familiar and openly discussed in one culture may
be unacceptable in another.

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12. Practice. Readers make progress by reading more.

FOUR ROLES OF THE READER

To develop as effective readers, students must learn to take on a set at roles, or

ways of interacting with a text. These roles (described by Freebody and Luke, 1990)
indicate. The ways a reader can move beyond decoding point to understanding and
using text on several levels for a variety of purposes. Briefly, these roles can be
described as:

Code-breaker role

As a code-breaker a reader is concerned with decoding the visual information of the

text. Readers use the code-breaker role when they ask themselves questions such
as:

 How do I crack this text?

 What are its patterns and conventions? In adopting the code-breaker role
readers attend to:
 The sounds in words
 Whole words
 Sound/letter correspondences
 Sentences and paragraphs
 Punctuation conventions
 Left to right directionality
 Book conventions
 Grammatical information
 Word meanings

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Text-participant role

As a text-participant a reader is concerned with understanding the meaning of the text.

Readers use the text-participant role when they ask themselves questions such as:

 What is this text trying to say?

 What are the possible meanings of this text?
 What do I already know about this topic?

In adopting a text-participant role readers attend to:

 The way the text is constructed to make meaning

 The literal and figurative meanings of words and expressions
 How this text relates to the readers prior knowledge

Text-user role

As a text-user a reader is concerned with the way in which the text prompts them to
take some action. Readers use the text-user role when they ask themselves questions
such as:

 What do i do with this text, here and now?

 What are my options and alternatives?

Readers adopt the text-user role when they:

 Use the text in social situations to achieve social purposes

 Interact with others in the classroom around the text
 Participate in events in which the text plays a part

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Text-analyst role

As a text-analyst as a reader is concerned with the underlying and unstated

assumptions in the text and the way the text attempts to position them as a readers.
Readers use the text-analyst role when they ask themselves questions such as:

 What is this text trying to do me?

 Whose interests are being served by this text?
 Which voices or points of view are silent?

Readers adopt the text-analyst role when they:

 Talk about opinion, bias and point of view in a text

 Present an alternative position to the one taken by the text or decide to
endorse the position by the text
 Think about what the writer of the text believes

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I. Word Pool

Direction: Classify the following areas of reading instruction. Choose your answer from
the word pool below. Write the CAPITAL letter of the correct answer.

A. Oral Language F. Texts

B. Comprehension G. Integrated Reading/Writing

C. Phonological Awareness H. Assessment

D. Vocabulary I. Fluency

E. Motivation and Response J. Cultural Factors

1. Developing reading skills through writing is an effective strategy.

2. Normally develops children raised by caring adults develop speech and language
abilities naturally and without effort.

3. They construct an understanding of the text by assembling and making sense of the
words in context.

4. It refers to the ability to attend to the sounds of language as distinct from its meaning.

5. The purpose for reading is closely connected to a person‘s motivation for reading.
6. The process of deriving meaning from connected text. It involves word knowledge
(vocabulary) as well as thinking and reasoning.
7. Topics that are familiar and openly discussed in one culture may be unacceptable in
another.
8. Choosing texts of the right difficulty and interest levels will encourage children to read
and enjoy what they are reading.
9. It is important because it is closely related to comprehension.
10. It uses to provide feedback and measure progress.

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II. Identification
Direction: Identify the word or group of words being referred to by the following
statements.
__________1.The phase where the teacher gives a preview of the new reading lesson
that he/she will teach.
__________ 2. The phase where the teacher attempts to get the students input
regarding what they have learned in the lesson that was just presented.
__________ 3. The teacher using other activities to reinforce the same concepts and
introduce new ones.
__________ 4. The phase where the teacher poses a question to get the student
thinking about the coming activity. This is used as a lead into the main activity.
__________5. It introduces the main activity of the learning lesson.
__________6. Reader is concerned with decoding the visual information of the text.
__________7. A reader is concerned with the way in which the text prompts them to
take some action.
__________8. A reader is concerned with understanding the meaning of the text.
__________9. A good reader is able to stop, go back, and reread in order for
understanding to occur.
__________10. A good reader is able to break down information and drew conclusions
based on the text and his/her thinking.

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III. TRUE OR FALSE

Direction: Write TRUE if the statement is correct and FALSE if otherwise.

1. Lesson should be divided into pre-reading, during reading and post reading phases.
2. The major activity of the reading lesson is students reading texts.
3. Activities and exercises don‘t reflect the purposeful, task-based interactive nature of
real reading.
4. Instructional activities have a TEACING rather than a testing focus.
5. The closure phase is where the teacher gives a preview of the new reading lesson
that he/she will teach.
6. Simulation phase is where the teacher attempts to get the students input regarding
what they have learned in the lesson that was just presented.
7. Monitor Comprehension is where a good reader is able to break down information
and drew conclusions based on the text and his/her thinking.
8. Determine importance is where a good reader able to sort through information in the
text, select key ideas, and remember them.
9. As code-breaker a reader is concerned with decoding the visual information of the
text.
10. As a text-user a reader is concerned with the way in which the text prompts them to
take some action.

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 Chapter 9

How Reading can be taught using the Content Area?

The teaching of language is effective when done by integration. Integration in

language teaching is how phenomenon. However it has come to the forefront with the
advent of Content-Based Instruction or CBI. CBI itself is not a new phenomenon either.

Content -Based Instruction is "....the instruction of particular content with

language teaching aims." It is based on the common underlying principle that successful
language learning occurs when students are presented with target language material in
a meaningful, contextualize form, with the primary focus on acquiring information and
knowledge.

In CBI, content becomes the organizing principle: and language structures,

vocabulary, and functions are selected by the teacher that are both necessary for the
content and that are compatible with it. This contextualizes language learning for
students and focuses the learners attention primarily on the meaning.

CBI approaches‖ view the target language as the vehicle through which the
subject matter content is learned rather than as the immediate object of study‖.

( Brinton et al., 1989, p.5)

When the learners second language is both the object and medium of instruction
, the content of each lesson must be taught simultaneously with the linguistic skills
necessary to understanding it "( Cantoi-Harvey,1987,p.22)

One of the reasons for the increasing interest among educators in developing
content based language instruction is the theory that language acquisitions are based
on input that is meaningful and comprehensible to the learner (Krashen 1981,1982)

Parallels drawn from between first and second language acquisition suggest that
the kinds of input that children get from their caretakers should serve as a model for
teachers in the input they provide to second language learners regardless of age.

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 Input must be comprehensible to the learner and to be offered in such a way as
to allow multiple opportunities to understand and use the language. If comprehensible
input is provided and the students feels little anxiety , then acquisition will take place.

In other words , Krashen suggests that a second language is most successfully

acquired when the conditions are similar to those present in the first language
acquisition; that is, when the focus of instruction is on meaning rather than on form
;when the language input is at or just above the proficiency of the learner; and when
there is sufficient opportunity to engage in meaningful use of that language in a
relatively anxiety -free environment.

This suggests that the focus of the second language classroom should be on
something meaningful, such as academic content , and the modification of the target
language facilitates language acquisitions and makes content accessible to second
language learners.

The importance of meaningful context in language in teaching is also the underlying

pry behind the Whole Language Approach, commonly referred to as a Natural
Approach. It is a developmental language model based on the premise that youngsters
acquire language( speaking ,reading, and writing) as naturally as they learn to walk and
talk, when they are invited to engage in self-motivating activities that are stimulating ,
interesting,, social, meaning –based , purposeful interactive , and most of all enjoyable.
This approach is based on current research in language acquisition.

 It is a developmental language model based on the premise that youngsters

acquire English teachers are skilled instructors of reading comprehension.
 a nebulous concept that requires several moving parts.

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Reading Strategies for Young Readers:

Elementary school teachers often have the difficulty in teaching all subjects
areas. While this means having to know a lot of information about a lot of different
topics.

The same activities teachers use with their class during reading can be recycled
for science, math, and social studies.

 Think Aloud – when reading content related texts, students can learn a lot from
teachers who stop to vocalize their thinking.
 Mimic Literature circles- each student is given a task like clarifier, connection
maker, questioner, and summarizer.
 Important Words- identifying context clues helps students in decoding
unknown words.
 Main Ideas and Details-it is important to have student interacting with text at a
young age.
 Re–reading –which deepens their understanding.
 Ask Why? And How?- questions that get at the analytical and inferential
thinking important for mastering comprehension of subject matter texts.

Reading Strategies for Older Students:

 2 Columns Notes- this strategy asks students to respond to a text by organizing

notes and thoughts in to two columns
 Important words versus words clues- emphasize the most important words in
the selection.
 Build Academic Vocabulary – words are the building blocks to comprehension.
 Free – form Mapping- this strategy allows students to create visual
representations of their thoughts into a prescribed graphic organizer.

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I. Simple Recall

Directions: Read the questions carefully. Write your answer before the item number.

_____1. Effective when done by integration.

_____2. Is a new phenomena in teaching language.
_____3. Integration of particular content with language teaching aims.
_____4. Becomes the organizing principle.
_____5. View the target language as a vehicle through subject matter is learned.
_____6. Is based on input that is meaningful to the learner.
_____7. Suggests that a second language is most successfully acquired when the
conditions are similar to those present in the first language.
_____8. Common referred as Whole Language.
_____9. They acquire language as naturally as they learn to walk.
_____10. This approach is based on current research in language acquisitions.

II. Matching Type

Directions: Choose the correct description in column B of each activity in column A.

Column A Column B

_____ 1. Think aloud a. Each student is given a task like clarifier.

_____ 2. Mimic literature b. identifying context clues.
_____ 3. Rereading c. Reading the content related texts.
_____ 4. Important words d. Deepens their comprehension.
_____ 5. Ask Why and How? e. Questions that get at the analytical thinking.
f. Interacting with text at a young age.

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III. TRUE OR FALSE

Directions: Write TRUE if the statement is correct and FALSE if not.

1. Teaching language is done by integration.

2. In CBI, content becomes organizing principle.
3. Input must be comprehensible to the learner and be offered in such a way as to
allow multiple opportunities.
4. Krashen suggests that a second language is most successfully acquired when
the conditions are similar to those present in the first language acquisition.
5. CBI means " Content Based Instruction"
6. Elementary school teachers have easily in teaching all subjects areas.
7. Mimic literature means reading the content related texts.
8. Whole Language approach is also referred as Supernatural approach.
9. Natural Approach is based on current research in language.
10. 2 column notes is a strategy that asks the students to respond to the text.
11. Rereading deepens comprehension.
12. Questions Why and How improves the analytical thinking of students.
13. Important words mean identifying context clues.
14. Building academic vocabulary strategies is under older students.
15. English teachers are skilled instructors of reading comprehension.

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 Chapter 10

Strategies in Teaching Reading

Vocabulary Development

Vocabulary is the knowledge of words and word meanings. As Steven Stahl ( 2005)
puts it, ― Vocabulary knowledge is knowledge ; the knowledge of a word not only implies
a definition but also implies how that word fits into the world‖ Vocabulary knowledge is
not something that can ever be fully mastered: it is something that expands and
deepens over the course of a lifetime. Instruction in vocabulary involves far more than
looking up words in a sentence. Vocabulary is acquired incidentally through indirect
exposure to words and intentionally through indirect exposure to words and intentionally
through explicit instruction in specific words and word learning strategies. According to
Michael Graves (2000), there are four components of an effective vocabulary program:

 Wide or extensive independent reading to expand word knowledge

 Instruction in specific words to enhance comprehension of texts containing
those words.
 Instruction in independent word- learning strategies, and
 Word consciousnesses and word- play activities to motivate and enhance
learning.

 Structural Analysis – it I the process of breaking up word parts into its meaningful
components: the root words, affixes and suffixes. In short, it is a process of
decoding unfamiliar words by visually examining the words to discover its
components parts, which may lead to pronunciation and meaning. A person who
uses structural analysis must be able to recognize the root word or base word;
inflectional endings ( -s, -ed, -ing), affixes ( prefixes and suffixes), and compound
words.

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 For example the word biology can be analyzed by looking at the part bio ( which
means life) and logos( which means the study of ). Taken together , one could
know that biology, in its simplest meaning, is a study of life.

Here are some examples of word components:

 Anthrop- 11. inter-
 Bi, di- 12. intra-
 Biblio- 13. mal-
 Chron- 14. mid-
 Cosmos- 15. mis-
 Ex - 16. mono-
 Ful - 17. phobia-
 Hydro- 18. phon-
 Ism- 19. Sym, sin-
 Ist - 20. phile-

Use the Structural Analysis to find the meaning of the following words.

Word Clue Meaning

E.g. polygamous Poly-many  How many
_____1.Megalopolis Gam-marriage marriages
_____2. Heliocentric Ous-adj. Forming /having
A. government or state
_____3. Ichthyolatry
governed by priest
_____4. Zoomorphic
representing a supreme
_____5. Androphobe
spirit of god.
_____6. Endogamy
B. an X-ray photograph of
_____7. Heptarchy
the breast , especially to
_____8. Haemostatic
detect signs of cancerous
_____9. Idiotic
growth.
_____10. Anaerobir
C. a cemetery, especially a

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_____11. Anthropophagi large and elaborate one
_____12. Theocracy belonging to an ancien
_____13. Mammogram city.
_____14. Necropolis D. with the Sun at thethe
center of the universe.
E. the worship of fish.
F. a pere with a morbid
fear or hatred of men.
G. marriage restricted to
one's own group or tribe.
H. requiring air or oxygen
to survive.
I. the unique speech
pattern of an individual
person.
J. acting to stop the flow of
blood or bleeding.
K. an immense city, an
urban complex made up of
several closely linked cities
and their surrounding
areas.
L. government by seven, a
state divided into seven
self-governing parts.
M. using shapes based on
animals.
N. eaters of human ,flesh ,
cannibals.

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A. Context Clue- it is an instructional approach that consists of analyzing words
surrounding an unknown word to determine its meaning. Words are not very useful
when they are presented as isolated elements. They are more functional when they
appear in a meaningful context. Some of the common context clues are the following:

 Definition statements
 Synonyms
 Antonyms
 Summary
 Examples
 Simile
 Apposition
 Groupings

5 Teaching techniques for instructing Vocabulary Words to Elementary Students

 Semantic Map - is a graphic organizer that helps students visually organize the
relationship between one pieces of information.
 Word Wizard - cooperative learning is an effective way for students to learn and
process information students is responsible for learning three new words and
teaching those words to their group.
 Word Detective - enables student to see words in different context.
 Word Connect- connecting two words by writing each word on the Venn diagram,
then explaining the reason for connection.
 Concept Cube- a great strategy to employ word parts. Students receive a six square
cube. On each of the squares the students are instructed to write down one of the
following;
 Antonyms
 Synonyms
 Category it belongs
 Essential characteristics

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B. Intensive/Extensive Reading- it supplements explicit vocabulary instruction
because all the words encountered in print are impossible to include in teaching.
Through this rype of reading, students come to experience words as used in wide array
or reading materials.

Intensive Reading- involves learners reading in detail with specific learning aims and
tasks. It focuses on closely following a short text, doing exercises with it, and learning it
in detail. According to this approach, this helps language learners really understand the
language grammar and syntax.

Examples:

 The learners read a short story and put event in chronological order.

Extensive Reading- can essentially also be referred to as reading for joy. This
approach advocates reading as much material in your target language as humanly
possible. The aim of this approach is not look up every single unfamiliar word but to
simply immense yourself in your target language.

C. Pleasure Reading- it is another way of making students read, but the materials or,
selection that they have brought are for themselves or for sharing with friends and
classmates or if maybe a selection chosen by the teacher, but for the purpose of making
students to develop love for reading.

(-from Farrell , T, S, C.,2002)

Pleasure reading means that reading is primarily for enjoyment. It encompasses a wide
range of genres and publications, and includes both fiction and non-fiction. It is no
longer restricted to the word but increase reading, whether on websites, or via on e-
reader.

These are some of benefits gained from reading for pleasure:

 Increase sense of achievement, confidence and self-esteem

 Widens horizon
 You can do it anywhere

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  Develops relationships and promotes indecision
 It prevents boredom and promotes relaxation

D. Comprehension Development

 Pre-reading Plan
 Previewing
 Anticipation Guide
 QARS-Question-Answer-Relationship
 ReQuest-Reciprocal Questioning

Pre-reading plan- series of strategies that students can undertake before reading a
text. It is important to organize yourself before reading.

a. Brainstorming

b. Group discussion

c. Concept or mind mapping

d. Pre-questions

Other Pre-reading Strategies:

 Vocabulary Preview- unfamiliar words used to be taught to students before

reading.
 A Purpose for Reading- it is a good idea to have predictions of the outcome and
problems which need to be solved.
 Structural Organizers- basic framework included in the text should be pointed
out.
 Author Consideration- a discussion of the author of the particular work can be
helpful to the understanding of it.

Previewing- is a pre-reading skills by which the reader takes to gather as much

information about the text as he or she can before reading it.

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When Readers Preview a Text?

Activate Prior Knowledge- this strategy is designed to determine what, students

already know about the topic that is going to be studied. This will help to create interest
prior reading. Activating prior knowledge allows students to feel that they are somehow
connected to the topic being studied; helping to create a more positive learning
environment and helping students feel that they are a part of the learning progress.

Procedure

Before beginning a text, discuss the topic that will covered. Have the students share
what they are already known about the topic. Find ways to relate the knowledge they
have with material that needs to be covered.

Assessment

Discuss each question and determine from students answer which students need
additional information before beginning a lesson. As the lesson progresses, continue
discussion and questions to determine students comprehension of the topic.
Language Arts
Social Studies
Topic: Story about snakes
Topic: Climate
Ask student, what do you know about snakes?
Ask students, how does climate affect vegetation?
How can you tell if they are poisonous? What kinds of plants only grow in certain areas?

What snakes are common in our are?

Science Math

Topic: Tornadoes Topic: Multiplication with Decimal

Ask students, what do you know about tornadoes? Ask students, when are the decimals used in
What do you know about thunderstorms? Are they everyday life (e.g. money)? If you were purchasing
similar? What would you do if you were caught in a several items at the same price, how could you
tornado? quickly figure out the total cost?

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Anticipation Guide- this strategy allows student to consider thoughts and opinions they
have about various topics in order to create an interest in the material first that is being
covered and to establish a purpose for reading material.

This strategy works best work with topics such as literature, science, and social studies
that require information in order to develop opinions. Although subjects such as
grammar and mathematics are more skill related, there are instances in which an
Anticipation Guide with modification would be useful.

Procedure

Begin by listing or more debatable statements about a topic that students are going to
study. Ask the students to identify whether they agree or disagree with the statements.
Explain that the students used to read the text carefully and see if they can find
statements that, support their views. After they read the text, discuss the original
statements to see if the students maintain their original view or if they changed their
opinion.

When constructing an Anticipation Guide, keep the following in mind:

 Analyze the material and determine main ideas.

 Write the ideas in short, declarative statements. Avoid abstractions.
 Put statements in a format that will encourage anticipation and predictions.
 Discuss reader‘s predictions and anticipation before reading.
 Assign the text. Have students to evaluate the star according to the author‘s
intent and purpose.
 Contrast the predictions with the authors intended meaning.
Language Arts

Topic: Writing a persuasive paper

Statements:
Anticipation Guide stimulates Students
students should wear
interest uniform
in a topic in school.
and set a purpose fo reading.

Students should be allowed to choose whatever classer they want to take.

How to use the anticipation guide?
There should be no dress code in schools.

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ReQuest- this strategy encourages students to build on previous knowledge and think
what about or might be important information in the assigned reading. It also gives them
the opportunity to write questions about things they do not understand. One of the
advantages to this strategy is that it breaks the text into short sections so it will not
appear overwhelming to students.

Procedure

The first step is to choose the text to be covered. Make sure that the students are
familiar with the entire selection. Next, have the students read the paragraph or short
selection and have them think of questions to ask about the topic as they read. After the
read, have the students ask their questions and use the text to answer. Next, ask higher
level questions you have prepared. Continue reading the entire selection and have
question-answer at the end of the section.

Assessment

Discuss and evaluate teachers and students questions and answers. Discussions can
be used to determine students level of comprehension by assessing their responses
after reading. Encourage responses from students who appear off task. Students should
correctly respond to 80% if the questions during the discussion.

Request-mostly used with pupils who have adequate reading ability. It aids students in
developing metacognitive strategies by teaching students how to ask the questions to
develop meaning structure.
Social Studies
Language Arts
Read the beginning of a chapter on the Fertile
Read the introduction to a story. Have to Crescent. Ask why it was called this. What is
ask questions about the characters, known about this area from long ago? End with
setting, and plot. Continue reading short questions such as, What do you think caused
sections. Prepare questions such as , Do this culture to least throughout time?
you think the characters are acting in the
way they should? Why or Why not? What
would you have done in this situation? Language Arts
What is one thing that could have changed
When discussing a topic such as sound waves,
the entire outcome of thus story?
ask students how they think Helen Keller
learned to speak or how Beethoven was able to
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K-W-L (Know-Want to Know-Learned)

K-W-L-gives students a purpose for reading and gives them an active role before,
during and after reading. This strategy helps them to think about the information they
already know and to celebrate the learning of new information. It also strengthens their
ability to develop questions in a variety of topics and to assess their own learning.

Procedure

Before reading, ask students to brainstorm what is known about topic. They should
categorize what is prior knowledge, predict or anticipate what the text might be about,
and create questions to be answered. During reading, have the class discuss the
information, write responses to their questions, and organize the information.

This strategy maybe done on a sheet with three columns: Know, Want to Know,
Learned. Guide the instruction the first few times it is used. Modeling is effective for the
initial use.

Language Arts

Characters:___________________________________

Setting: ________________________Time:_____

Problem:______________________________________

Events:_______________________________________

Resolution:___________________________________

Outcome:____________________________________
Social Studies

Topic: Ancient Egypt

Pharaoh’s _________________ __________________

Medicines __________________ __________________

Pyramids ________________ ___________________

After life ________________ ___________________

Gods_________________ _________________

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Mapping-it provides a visual guide for students to clarify textual information such as
characters, settings, problems, reactions, and outcome. This strategy allows you to
visually determine student‘s comprehension, and it provides students that they can use
on their own when they are dealing with other topics.

Procedure

Model an example of a map for students, talking through each step having students
assist in filling in different areas. After comprehension of this strategy is assured, have
students complete various maps on their own.

Language Arts
Social Studies
Know: nouns, pronouns, verbs
Topic: Ancient Egypt
Want to know: adverbs, preposition, and
proper pronunciation Know: pharaohs, buried dead, pyramid, mummified
people
Learned: modifies a verb, adjective, or
another adverb, combines with noun, Want to know: Why did they mummify people?
pronoun, or at the noun equivalent,
correct use of commas ,colons, How long did it take to build a pyramid?
semicolons, quotation marks Learned: Believed in afterlife, sometimes a lifetime

Social Studies

Topic: States of Matter

Solids: ____________________________________________

Liquids:____________________________________________

Gases:_____________________________________________

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 Assessment

Evaluates students maps to determine level of comprehension by this percentage of

correct responses.

Plan

This is a graphic organizer in which students create a map to visually organize and
better understand the information that has been covered.

Procedure

There are four steps in this the process:

Predict the content /structure by using chapter titles and subheadings.

Locate known and unknown information. Students can indicate this by placing a ___
by this they know and e? By things they do not know.

Add words or phrases to the? as students locate are information about the topic.

[N]ote new understanding of information and use in instruction.

Language

Pronoun Parts of Speech

Article
Noun
Adverb
Preposition Verb Denotations

Connotation Adjective
Conjunction
s

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