Teaching written as a type of communication

Reading aloud as a method of teaching and learning the language should take place in all the forms. This is done with the aim of improving pupils' reading skills.

The teacher determines what texts (or paragraphs) and exercises pupils are to read aloud.

In reading aloud, therefore, the teacher uses:

(a) diagnostic reading (pupils read and he can see their weak points in reading);

(b) instructive reading (pupils follow the pattern read by the teacher or the speaker);

(c) control reading or test reading (pupils read the text trying to keep as close to the pattern as possible).

 

  

2.2 Pupil’s mistakes and ways how to correct them

 

In teaching pupils to read the teacher must do his best to prevent mistakes. We may, however, be certain that in spite of much work done by the teacher, pupils will make mistakes in reading. The question is who corrects their mistakes, how they should be corrected, when they must be corrected.

Our opinion is that the pupil who has made a mistake must try to correct it himself. If he cannot do it, his classmates correct his mistake. If they cannot do so the teacher corrects the mistake. The following techniques may be suggested:

l. The teacher writes a word (e. g., black) on the blackboard. He underlines ck in it and asks the pupil to say what sound these two letters convey. If the pupil cannot answer the question, the teacher asks some of his classmates. They help the pupil to correct his mistake and he reads the word.

2. One of the pupils asks:  What is the English for “черный”? If the pupil repeats the mistake, the "corrector" pronounces the word properly and explains the rule the pupil has forgotten.  The pupil now reads the word correctly.

3. The teacher or one of the pupils says: Find the word ”черный” and read it. The pupil finds the word and reads it either without any mistake if his first mistake was due to his carelessness, or he repeats the mistake. The teacher then tells him to recollect the rule and read the word correctly.

4. The teacher corrects the mistake himself. The pupil reads the word correctly. The teacher asks the pupil to explain to the class how to read ck.

5. The teacher tells the pupil to write the word black and underline ck. Then he says how the word is read.

There are some other ways of correcting pupils' mistakes. The teacher should use them reasonably and choose the one most suitable for the case.

Another question arises: whether we should correct a mistake in the process of reading a passage or after finishing it. Both ways are possible. The mistake should be corrected at once while the pupil reads the text if he has made it in a word which will occur two or more times in the text. If the word does not appear again, it is better to let the pupil read the paragraph to the end. Then the mistake is corrected.

A teacher should always be on the alert for the pupils' mistakes, follow their reading and mark their mistakes in pencil.

Silent reading. In learning to read pupils widen their eyespan. They can see more than a word, a phrase, a sentence. The eye can move faster than the reader is able to pronounce what he sees. Thus reading aloud becomes an obstacle for perception. It hinders the pupil's comprehension of the text. It is necessary that the pupil should read silently. Special exercises may be suggested to develop pupils' skills in silent reading. For instance, "Look and say, read and look up." (M. West) To perform this type of exercises pupils should read a sentence silently, grasp it, and reproduce it without looking into the text. At first they perform such exercises slowly. Gradually the teacher limits the- time for the pupils' doing the exercises. It makes them read faster and faster. All this lead to widening their eyespan.

Teaching silent-reading is closely connected with two problems:

1. instructing pupils  in  finding in sentences what  is new in the information following some structural signals, the latter is possible provided pupils have a certain knowledge of grammar and vocabulary and they can perform lexical 
and grammar analysis;

2. developing pupils' ability in guessing.

Pupils should be taught how to find the logical predicate in a sentence. The teacher may ask his pupils to read a text silently and find the words conveying the new information in the text according to their position. There are some signals which may be helpful in this respect. These are — the Passive Voice (The doctor was sent for); the indefinite article (A man came up to me); the construction "It is/was" (It was not difficult for him to finish his work in time), etc. Grammar and lexical analyses help pupils to assimilate structural words, to determine the meaning of a word proceeding from its position in the sentence, to find the meanings of unfamiliar words, and those which seem to be familiar but do not correspond to the structure of the sentence (e. g., I saw  him book a ticket). Pupils' poor comprehension often results from their poor knowledge of grammar (syntax in particular). The teacher should instruct pupils how to work with a dictionary and a reference book so that they can overcome some difficulties independently. Although in school the teacher often applies grammar and lexical analyses, however, he often" does it lot with the aim of the "actual division" or parsing of the sentence and better comprehension of the sentence or of the text, but with the aim of checking or revision of his pupils' knowledge of grammar and vocabulary. This does not mean that the teacher should avoid grammar and vocabulary analyses for revision. However much more attention should be given to teaching pupils 'how to carry out the actual division of sentences to get information from the text. Here are a few examples of structural-information exercises:

- Read the following sentences and guess the meaning of the words you don't know.

- Read the sentence an idea struck me and explain the use of the indefinite article.

- Find the logical predicates in the sentences with the words alone, even, so.

- Read the text. Stress the words conveying new in formation in each sentence.

E. g.,       I have a bag. The bag is black.

               It is a new bag. I like my new bag.

- These sentences are too complicated. Break them into shorter sentences.

        -       Find the sentence which summarizes the paragraph.

        - By what words is the reader carried from sentence to sentence in this paragraph? 

-       What is the significance of the tense difference?

What is the effect of the series of repetitions in the paragraph?

To read a text the pupil must possess the ability to grasp the contents of the text. The pupil is to be taught to compare, to contrast, to guess, and to forsee events.

One of the most frequently used methods by which children attack new words is through the use of picture clues.

The use of context clues is another word-getting technique. The pupil discovers what a new word is when that particular word is needed to complete the meaning of the sentence.

In teaching pupils to read much attention should be given to the development of their ability to guess. One of the best ways to develop this skill is to give the pupil the text for acquaintance either during the lesson or as his homework. He can read it again and again. "Before questions" may be helpful. They direct the pupil's thought when he reads the text. If the work is done during the lesson, the teacher can direct his pupils in guessing new words.

The teacher instructs pupils how to get information from the text. Semantic-communicative exercises are recommended. They are all connected with silent reading. These may be:

- Read and say why Jack does not take the apple

       - Read. Find answers to the following questions

- Read the text.  Find the words which describe the room.

-Read the text. Say what made the Prime Minister leave the country (Newspaper).       '

- There are two causes of the strike. Find them in the text (Newspaper).

- There are three main features of the substance mentioned in the text below. Find them (Popular Science).

-The author describes his hero with great sympathy. 
        - Find in what words he expresses his attitude (Fiction).

- Read the text and prove that ... is a kind woman.

- Read the text and find arguments to prove that ...

The three types of exercises are distributed differently depending on the stage of teaching. In the 5—6th forms graphemic-phonemic and structural-information exercises should prevail. In the 7—10th forms structural-information and semantic-communicative must be mostly used; the latter should prevail.

Pupils perform graphemic-phonemic exercises reading them aloud. The teacher uses individual, group, and full class reading. He checks the pupil's reading by making him read aloud.

Pupils perform structural-information exercises by reading them aloud and silently. The teacher uses individual, group, and full class reading when pupils read sentences, paragraphs of the text aloud, and when the aim is to teach pupils correct intonation in connection with the actual division of sentences. He checks the pupil's reading asking him to read aloud.

The teacher uses mass reading when pupils read sentences, paragraphs of the text silently; the objective may be different: either to widen their eyespan or to find new information. The teacher checks the pupil's silent reading by asking him to reproduce a sentence or a paragraph; through partial reading of a sentence or a clause; through the pupil's interpreting the text; by utilizing true-and-false statements, questions and answers, and, finally, translation.

Pupils perform semantic-communicative exercises reading the text silently.If the work is done during the lesson the teacher uses mass reading. He checks his pupils' comprehension by asking the pupils individually. The techniques the teacher uses to check pupils' ability to get information from the text may be different. The choice depends on the stage of teaching, on the material used; on pupils' progress.

In the junior stage the following techniques may be suggested:

  -      Read and draw. 

- Here are the questions. Find the answers in the text. (Before-questions are given.)

- Find the following sentences in the text. (The teacher gives Russian equivalents.) 

- Correct the following statements which are not true to fact.

- Translate   the sentences   (the paragraph)   beginning with the words (The teacher reads the words.)

-    Recite the text.

-    Read the sentences you find most important in the text.

Some of the assignments may be done in writing. In the intermediate and senior stages the following techniques may be recommended.

- Answer the questions. (All types of questions may be used. However, why-questions are desirable.)

- Tell your classmates what (who, when, where, why)...

- Read the words (the sentence or the paragraph) to prove or to illustrate what you say.

- Find the words (sentences) from which you have got some new information for yourself.

- Read the paragraph (paragraphs) you like best, and say why you like it.

-      Translate the paragraph when (where, why, etc.)

             - Translate the text. (This may be done both orally and in written form.)

Write a short annotation of the text.  (This may be done either in English or in Russian.)

 

The choice depends on the material used.

If the text is easy, i. e., if it does not contain unfamiliar words and grammar items (as is the case in the junior form) the teacher uses those techniques which are connected with speaking, with the active use of vocabulary and sentence patterns. Similar techniques may be used in intermediate and senior stages if the text is not difficult for the class. The teacher asks his pupils a few questions to test their understanding. The interrogation should be carried out briskly. The teacher passes from pupil to pupil without waiting if a particular pupil has not got his answer ready. For the most profitable results of this work speed is essential. It ensures that all get a chance to answer. With books open one of the pupils asks a question or a number of questions and another answer. The teacher asks the pupils to retell the text. One pupil begins retelling the text, another continues. Each pupil says a few sentences. The teacher asks the first group of pupils to be ready to say everything they know about X, the second group — everything they know about J, the third group — about Y, and so on. The teacher arranges a discussion on the text read by pupils in class or at home.

The work must be carried out in a way which will be of interest to pupils and develop not only their reading ability but their aural comprehension and speaking abilities as well. 

If the text is difficult, i. e., if it contains unfamiliar words and grammar items, and pupils must consult a dictionary or a reference book to understand it the techniques the teacher uses should be different, as the pupils read the text not only to get information but to improve their knowledge of the language and intensive work is needed on their part. The intensive work may be connected with:

(a) lexical work which helps pupils to deepen and enrich their vocabulary knowledge;

(b) grammar work which helps pupils to review and systematize their grammar knowledge and enrich it through grammar analysis;

(c) stylistic work which helps pupils to become acquaint 
ed with stylistic use of words and grammar forms (inversion, tense-usage, etc.); 

(d)    content analysis which helps pupils to learn new concepts quite strange to Russian-speaking pupils. For instance, the Houses of Parliament, public schools, etc.

The exercises are mostly connected with recognition on the part of the learners, namely, find ... and read; find ... and analyze ... ; find ... and translate; read those sentences which you think contain the main information; answer the questions, etc. The choice also depends on pupils' progress. If pupils are orally skilful, the techniques the teacher uses are to be those connected with conversation, If pupils are poor in speaking the techniques the teacher uses should be those of recognition, translation, retelling in the mother tongue, etc.

Unfortunately, some teachers have a tendency to test instead of teach during classroom work and they often confine themselves to reading and translating the text. This is a bad practice. Pupils are tested and not taught. Moreover, the procedure becomes monotonous, and the work is ineffective. A pupil who has been called on to read and received a mark will not usually listen to his classmates.

The methods and techniques suggested above will help the teacher to teach pupils reading as the syllabus requires.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONCLUSION

 

Having made our work we come to conclusion? That reading skills is very important in learning foreign language, because it helps to develop other skills. And so it’s necessary to teach reading right way and spare much attention. The teacher can use the different ways for developing pupil’s ability to read. We viewed some of them in this work. Of course it’s necessary to teach pupils read letter, word, word-combination, also it’s important to teach them comprehension text in whole. Usually pupils taught how “to sound” word rather than how “to read” them. They repeat words, combination of words without looking at them. Therefore it’s important to use flash card and visual aids.

In teaching pupils to read much attention should be given to the development of their ability to guess. In this work were presented some of ways how to do it.  The work must be carried out in a way which will be interest to pupils and develop not only their reading ability but their aural comprehension and speaking abilities as well. Teacher should use definite ways in teaching reading, because of it’s ways different for different pupils and class.

Unfortunately, some teachers have a tendency to test instead of teach during classroom work and they often confine themselves to reading and translating the text. This is a bad practice. Consequently the process of teaching becomes monotonous and the work ineffective.

 

 

BIBLIOGRAPHY

 

1) Верещагина И.М. Книга для  учителя к учебнику английского  языка для 2 класса. 1981

2) Кузьменко О.Д., Рогова Г. В. Учебное чтение, его содержание и формы. –«Иностранные языки в школе», 1970, №5

3) Ляховицкий В. М. Методика обучения иностранным языкам в средней школе. 1981

4) Рогова Г. В., Мануэльян Ж.И. Методика работы над текстом в старших классах средней школы. - «Иностранные языки в школе», 1973

5) French F.G. The Teaching of English Abroad. Oxford University Press, London, 1961, p. 58

6) Rogova G.V. Methods of teaching English / 1975, c 177-191.

7) Rogova G.V. Technique in teaching of English language. / Education, 1988

8) Starkov A.P., Dixon R.R.  The Fifth Form English / 1980, p. 56

9) Talizina N.F. Pedagogics/ 1998

10) Zimnyaya I.A. Pedagogics / 1997

11) http://www.aft.org

12) http://www.ibe.unesco.org

13) http://esl.about.com

14) http://en.wikipedia.org/wiki

15) http://www.readingrockets.org/teaching

16) http://www.cyprusadvertiser.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

Reading Practice

 

Test 1 1. Read the statements below and then choose the best answer to the question from the list of lettered choices that follows.

 

Sometimes when we don't get enough sleep we become very short-tempered.

 

It is important to set a time to go to bed that is realistic.

 

How are these two sentences related?  

A) The first sentence explains the meaning of the second. 

B) The second sentence explains why a lack of sleep affects us. 

C) The second sentence proposes a solution. 

D) The second sentence contradicts the first. 

2. Read the statements below and then choose the best answer to the question from the list of lettered choices that follows.

 

Most people collect Star Wars toys for sentimental reasons.

 

Some people collect them strictly to make money.

 

What is the relationship between the two sentences?  

A) cause and effect 

B) contrast 

C) repetition 

D) statement & example 

3. Answer the question based on what is stated or implied.

 

There are two kinds of jewelry that I do. There is commercial jewelry--class rings, necklaces, the kinds of things most people wear. I sell these items to meet my expenses for raw materials, supplies, and to make my living. The other, more creative work I do makes me feel that I am developing as a craftsperson.

 

The author of this passage implies that: 

A) Artists are poor. 

B) There is no market for creative work. 

C) Commercial and creative work fulfill different needs for the artist. 

D) Rings and necklaces can not be creative.  

4. Read the passage below and choose the one organizational pattern from the lettered choices following the passage that best describes the way the author organized this paragraph.

Did you know that the U.S. postal service handles 40% of the world's mail volume? Japan is the second largest carrier of cards and letters, but it handles only 8% of the world's mail. Perhaps the reason that the U.S. handles such a large volume of mail is the large number of personal letters American citizens write. Personal letters do not require a strict format, but they do have a few guidelines. The date should be written at the top of the letter, either in the center or in the right-hand corner. The salutation, "Dear ____," should begin the letter and should be followed by a comma instead of a colon which is used in the salutation of a business letter. The body of the letter should sound like you, and say the things you intend to say. Unlike in a business letter, you can use slang words, dashes, smiley faces, sentence fragments, and other kinds of casual forms of communication. Closing for personal letters are also a matter of personal preference. While a business letter requires you to use more formal closings such as "Sincerely," "Regards," or "Best Wishes," a personal letter can end with more casual phrases such as "Later," "Talk to you Soon," or "Bye." As with the rest of the letter, the closing should express your own feelings.  

A) comparison and contrast 

B) cause and effect 

C) example  

D) humor 

5. Read the statements below and then choose the best answer to the question from the list of lettered choices that follows.

 

Jenny does not like cake.

 

She does not like to bake it, to ice it, or to eat it.

 

What does the second sentence do? 

A) It states the cause of the first. 

B) It compares the three things Jenny does not like about cake. 

C) It draws a conclusion about Jenny.  

D) It emphasizes what is stated in the first.  

 

6. Read the sentences below and then choose the best answer to the question from the list of lettered choices that follows.