Midterm: Lee Mia

1.      The difference between first and second language reading process

     There are several differences between first and second language reading process, originated from the nature of language acquisition, which, in turn, leads to different pedagogical approaches. Learning to read in the first language occurs in a wide variety of circumstances, formal or informal. Learners are exposed to reading at their younger age than L2 readers. The reading content is familiar because they are exposed to the story spoken, and the language features such as vocabulary and grammar in the story are also familiar to native-speaking children as they could have an earlier experience to have read in their earlier age. Because of these characteristics of first language reading, techniques to teach reading in formal schooling are meaning-focused through shared reading, guided reading and independent reading. Learners pay attention to understanding and enjoying the story; therefore, the purpose of first language reading is to foster students to be life-long readers. In the meanwhile, second language readers are exposed to reading materials at their older age than first language readers. Even though the content of the books could be familiar because of their prior exposure to the story in first language, language features in reading such as vocabulary, sentence structure and grammar are the subjects that they are supposed to learn. L2 readers might have already established cognitive skills, preconceptions and attitudes to reading, specific language skills, and even reading strategies, some of which could be barriers to proficient reading in second language. Sometimes, their native language knowledge and skills can interfere the reading process in second language. They are encouraged to learn language and develop accuracy and proficiency in their formal and controlled language learning context. Language-focused learning strategies are involved to help learners to develop knowledge of second language needed for effective reading.

 

2.      What intensive reading means in ESL setting

     Intensive reading is defined as a controlled reading in which readers pay attention to language features such as pronunciation, vocabulary, grammar, and so forth while they read to comprehend a text. Through intensive reading, readers improve their knowledge of language features by focusing on language, and learn reading strategies. Also, it helps students to practice their reading comprehension skills. In short there are two goals of intensive reading – enhancing comprehension skills and language features. One or two specific features in intensive reading text are focused in a unit so that students understand how the language features are used for their communicative purpose and are adjusted to the students’ production, such as writing or speaking. Intensive reading can be used to help learners develop useful reading strategies. For example, readers receive training to learn vocabulary, using several strategies such as guessing meaning in the context, taking notes, word parts, and dictionary use. 

 

3.      What extensive reading means in ESL setting

Extensive reading in ESL setting aims at reading as many as books which are appropriate for readers’ level of English. Readers pay attention to meaning of the text (meaning-focused), instead of specific language features like vocabulary, grammar items. Students are encouraged to read through easy texts with rarely unknown words without looking up dictionary or studying the grammar. Therefore, extensive reading is a syllabus to train students’ fluency of reading. Students select their books depending on their own proficiency level and interest. As interest and ability grow so will students’ reading time. Students eventually become a life-long reader, because extensive reading provides psychological comfort that readers feel satisfied with completing reading in a relatively short time and encourages them to continue to read for fun. In addition, through extensive reading, readers naturally reinforce their knowledge of language – vocabulary and sentence structure. In short, extensive reading is a source of both learning and enjoyment.

 

 

 

 

 

 

 

 

 

4.      A Mini Lesson Plan for Intensive ESL reading

Subject	English Reading
Unit	Lesson 8 Television: How it affects us (From High School English Reading II)
Target Students	Intermediate level of 10th graders
Time	60 minutes
Objectives	Students will be able to n  Fill the blanks with vocabulary which is appropriate in context of the text with more than 70 percent accuracy in group work n  Identify main idea and supporting details and summarize the content after reading it within 10 minutes.   n  Fill the chart with 10 sentences for two sections one for organizing information of the text and the other for their opinion on the positive and negative effects of TV with more than 70 percent grammatical accuracy.
Teaching Aids	PPT, PPT slides, TV project, Text book, Worksheet #1,2 &3
Procedure
Steps	Activities	Teaching Aids
Introduction (7 min.)	-      Greetings -      Motivation : showing a survey on how many hours you watch TV and what kind of programs are favored by high school students -      Scaffolding activity: Brainstorming about positive and negative effects of TV in the whole class	Survey: PPT, TV project
Development (52 min)	-      Reading: Students read the text ( 8 min.) -      Comprehension check-up: Teacher asks students about the topic of the reading passage ( 1 min.) -      Worksheet of reading comprehension: Teacher distributes a worksheet about comprehension check up. (7 min.) -      Group discussion: students check the right answer to comprehension questions (5 min.) -      Group work 1: Teacher lets students fill the chart with right information of the given text. (7 min.) -      Vocabulary teaching: Teacher explains difficult words and distributes vocabulary worksheet. (5 min.) -      Group work 2: Students fill the blanks with appropriate words in the vocabulary worksheet. (7 min) -      Grammar teaching: Teacher explains a sentence structure, so~that (5 min.) -      Group expansion activity: Students complete a chart which describes the positive and negative effects of TV to express students’ opinion ( 10 min.)	Text   Worksheet #1 For reading comprehen -sion check-up   Worksheet#2 chart   PPT: TV project Worksheet#3 vocabulary sheet PPT: TV project Worksheet#2 chart
Consolidation ( 1 min.)	-      Giving assignment: Writing a paragraph to express their opinion on TV influence -      Wrapping up class

 

5.      A Mini Lesson Plan for Extensive ESL reading

Subject	English Reading
Unit	Extensive Reading
Target Students	Intermediate level of 10th graders
Time	60 minutes
Objectives	Students will be able to n  Articulate or discuss their opinion in groups with more than 70 percent accuracy. n  Write one paragraph with around 400 words of summary, with more than 70 percent. .  n  Fill the chart with 10 sentences for two sections one for organizing information of the text and the other for their opinion on the positive and negative effects of TV with more than 70 percent grammatical accuracy.
Teaching Aids	Timer, Blank sheets of paper for score-keeping and writing,
Procedure
Steps	Activities	Teaching Aids
Introduction (5 min.)	-      Greetings -      Teacher checks students’ reading progress -      Group Discussion: Students in group of three share their reading experience (e.g. difficulty, challenges, the reason of his/her choice of book, recommendation, genre of the book, general appreciation on the book, the mood of the book
Development (45 min.)	-      Group work: 4-3-2 technique: One student gives his/her partner a short summary of what each has finished reading for four minutes. Then changing his/her partner, he or she tells a summary again in three minutes. Lastly, changing a partner again, he/she retells in two minutes. ( 10 min.) -      Group work: A game of “Too many questions”: (7 min.) While one person is summarizing the story the others in the group interrupt with questions. The person with the most questions answered “wins.” -      Individual work: writing one-sentence summary ( 5 min) -      Students make presentation of summary in front of class (3 min.) -      Writing and sharing an interior monologue: Write down what you (as the character) are thinking at a certain point in the book and what actions you think you should take. (10 min) -      Writing a diary entry: about how you are feeling at a certain point in the book. (10 min.)	Timer             Blank paper     Blank paper   Blank paper
Consolidation (10 min.)	-      Book flood: Let students select their own book and take a note on a check-out card -      Wrapping up class	Books and a cart Book check-out cards

6.      Make a summary paragraph for the above

     Reading is one of the receptive skills to get information and knowledge from written texts. The ways to improve reading skills vary depending on learning situation (L1/L2), the purpose of reading and ways of reading. In terms of circumstances where learners read, learners in the first language in their earlier age learn to read than L2 readers. As they have already had knowledge of language features, they give primary attention to understanding and enjoying the story. L1 readers tend to be involved in meaning-focused and extensive reading. In the meanwhile, L2 readers focus on language features to comprehend text and learn language, based on their mature meta-cognitive awareness. L2 readers are more exposed to intensive reading, whose purpose is to foster reading comprehension skills and language itself. Looking at the sample, in extensive reading course, students read books of their choice, which are easy and interesting. Extensive reading course encourages students to continue to read, discuss, or write related to their reading, while intensive reading requires students of active reading using their reading techniques, and teachers of explanation of grammar and vocabulary. Through appropriate teaching for the purpose and circumstances, learning will be faster and more sure.

 

 

Comment:

 

Thank you for the good example, as always