Extensive reading program.docx
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Extensive reading program.docx
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Extensivereadingprogram
HONGQIANRU
Dr.PaolaGemme
C40ReadingforEnglishLanguageLearners
01October2014
ExtensiveReadingProgram
Extensivereadingisanapproachtotheteachingandlearningofsecondlanguagereadinginwhichlearnersreadlargequantitiesofbooksandoftenmaterialsthatwellwithintheirlinguisticcompetence.(Day&Bamford)Thisextensivereadingprogramisdesignedforstudentsinjuniorhighschool,lastedonesemester,inordertoimprovestudents’abilityofreadingandhelpthembecomeindependentreaders.
1.Identifystudents
Iwillchoosestudentsingradeoneinjuniorhighpublicschool,aged13to15.Inchina,studentsusuallyhaveEnglishclassinthethirdgradeinelementaryschool.AlthoughtheyhavelearnedEnglishforthreeyears,theirbasicskillsofEnglisharewidelypoor.Theyhaveknownafewsimplewordsthatcanrecognizetheminpassages,andcancomprehendthemeaningofsimplesentences.BecausestudentshavenotbeenfamiliarwithEnglish,theycanuseafewstrategieswhenevertheycometoawordtheydonotrecognizeorapassagetheydonotunderstand.Intheotheraspect,studentsareinterestedinEnglishreading,filledwithcuriosity.Allofthemareawareofhowwellorhowpoorlytheyread.Someofthemarenotconfidenttowardreading,suchas“Ican’treadwell”.Besidesit,alotofstudentscannotidentifythegoalofextensivereading,anddonotawaretheimportanceofit.
Inordertomakereadingsenseandchoosethesuitablelevelforeverystudent,allofthemneedtohaveanexamination.Themainpurposeoftheexaminationistoteststudents’vocabulary,comprehensionandtheotherreadingskills.Thequestionsinexaminationcontainreadingpartandmultiple-choices.Studentsneedtoreadthecontent,andthenanswerthequestions.Itisusedtotestwhetherstudentscanutilizestrategiestohelptheminanyparticularreadingsituationornot,whentheycannotrecognizeanewwordordonotunderstandtheconcept.Accordingtoscores,studentsaredividedintodifferentlevelsanddifferentclasses.Thestudentswhoareingradoneequallevel3.
Therearetwentystudentsinoneclass.Oneandhalfhourclassesareconductedthreetimesaweek:
Monday,Wednesday,andFriday.
2.Identifytheroleofextensivereadingwithintheoveralllanguageprogram
Extensivereadingisthebasedwithintheoveralllanguageprogram.Inchina,teachersteachinginthepublicschoolsystempaymoreattentiontodoexercisesbecauseoftheentranceexaminationforhighschool.ItisthereasonwhystudentsloseinterestinthesecondlanguageandfeelupsetaboutlearningEnglish.Extensivereadingisoneofthebestwaystosolvethepressingissue.Thereisnodoubtthatextensivereadingcanhelpstudentsconsolidatevocabulary,readfluency,andgraspstrategiesinanongoingandnaturalmanner.ReadingalsoprovidesgoodmodelsforEnglishwriting.Inaddition,extensivereadingcanenrichstudents’experience,andopenawindowforthemtoappreciatethecolorfuloutsideworld.Itcanhelpstudentsdeveloppositiveattitudetowardreadingandbecomeindependentreaders.
3.Identifytheassessmentofextensivereading
Iwillchoosethreewaystoassessstudents’extensivereading.Thefirstoneisactivitiesinclass.Accordingtoobservetheirperformanceinclass,jotdowntheiranswersandotherinformation,Iwillgivefeedbackforeachstudentspermonth,andthenscoretotallyattheendofterm.Thesecondoneispeer-ratings,whichisbasedontheirperformanceingroup.Grouppartnersneedtogivescoresforeachotheraftertheyhavefinishedanygroupactivities.Thethirdoneisreadingresponse.Itistheextenttowhichstudentsreflectsthecontentofthebooks.
4.ImplementationPlan
4.1Orientation
Theadministrationneedtointroducetwopoints,oneisthemaingoalofextensivereadingclassesandtryingtoimproveteachers’andstudents’awarenessofextensivereading.Theotherisbook-resources,curriculum.Asateacher,Ineedtobeintroducedtowhatmyplantodoinclass,whichleadstudentsknowmoreaboutcharacteristicofteaching.
4.2Introductionaboutbooks
Iwillchooseaseriesofbookswhichwillmatchthelevelforstudentsandmatcheachlevel,andmakesurethatbooksareenoughinteresting.
4.3ReadinClass
Readingclassisdividedintotwoparts.Oneisreading,andtakesuponehourofaclass.Inthispart,studentsreadalonewithoutansweringquestionsandanyothertasks.Theotherisreadingactivity,andoccupieshalfanhourremained.Iwillchooseoneactivityforeachclass,whichaimstoimprovestudents’interestandparticipationinreading,andhelpmetoassessstudents’reading.
“SpeedAnswering”(Activity6.1)isbasedonapartofthebook.Inthisactivity,Iprefertocombineintensivereadingwithextensivereading.Notonlydoesitrequirestudentstopayattentiontothemainideaofapassage,butalsorequirestudentstofocusondetail.
In“The4/3/2Technique”(Activity6.2)activity,Iallowstudentstochoosetheirfavoritepartofthebookandprepareforretellingstory.Iwouldliketousethisactivityonceamonth,becausestudentscanreadmuchcontentofthebookinonemonthandhaveenoughchoice.Comparedto“SpeedAnswering”,thisactivitygivesstudentsmuchmorefreedomtoselect,accordingtotheirownpreferences.Moreover,itcanimprovestudents’abilitytosummarizeapassageandenhancetheiroralfluency.
“One-SentenceSummaries”(Activity6.3)isusedtosumupabook.Everytimewhenstudentshavefinishedabook,Iwouldliketousethisactivitytohelpstudentsidentifymainideasandimprovetheirwritingskillsbythesametime.
Ithinktherearesomepotentialconnectionsamongthesethreeactivities.Thetwoactivitiesbeforearebasicofthethirdone.
Besidesactivities,readingingroupisanotherwaytobuildstudents’abilityofcollaborativereading.Iprefertobiggergroup,morethanthreestudents,becauseofthelimitedinsmallgroup.Forexample,ifoneortwogroupmembersareabsent,thegroupwillnotwork.
4.4Readathome
Accordingtobooklistsgivenbyteacher,studentscanchooseoneofthemtoreadathome.
“ActItOut”(Activity6.4)aimstoimprovestudents’enthusiasmaboutreadingandletstudentsknowthatreadingisnotpassive.Barrsetal.(1989)write:
Ifchildrenaretodevelopasreaderstheremustbepersonalinvolvementinreading.Thepleasuresofreadingoftenbeginassharedpleasuresandarisefromreadingwithanadult.Whenachildexperiencestheemotionalsatisfactionofinvolvementinastory,she/heislikelytowanttoreadmore.
Atthesametime,itisabetterwayformetoassessstudents’reading.
4.5Developastrongmotivationforreading
Studentswillneedamotivatinggoalbeyondjustreading.Iwillusesomespecialwaystomakestudentsreadforpleasure.Forexample,havingagoalnumberofbookspermonthortermcanbemotivatingforstudents(Activity6.5“TheBestReader”)
5.Others
5.1feeoftheextensivereadingprogram
Thecostofbooksareoccupiedthemostpartoffee,theothersincludesprintfee,propsfeeandanythingelse,totallylessthan200dollars.Everystudentjoininginthisprogramwillbecharged20dollarspersemester.
5.2Review
Attheendofthisprogram,Iwillreviewinafewbriefwordsaboutextensivereading.Themostimportantpartinthelastclassisleadingstudentstothinkaboutwhattheyhavelearnedinthisprogramand
6.Activities
6.1SpeedAnswering
Studentsreadapassageandplayaquestion-and-answergame.
Aims:
Tohelpteachersandstudentsevaluateormeasuretheimpactofextensivereadingonreadinggainsinthesecondlanguageandonwordrecognitionability.
Preparation:
Selectashortpassage.Makeonecopyofthepassageperstudent.Makealistofapproximatelytensimplequestionsbasedonthepassage.
Procedure:
1.Distributethepassageandallowstudentssufficienttimetoreadit.
2.Whenthestudentshavefinishedreading,askaquestionbasedonthereading.Havestudentsraisetheirhandsiftheyknowtheanswer.Callonthefirststudenttoraiseahand.Awardapointtothestudentwhogivesthecorrectanswer.Continueaskingtherestofthequestionsonebyoneinthesameway.Thestudentwithmostpointsattheendwins.
3.Repeattheactivitywithdifferentreadingpassagesandquestionsseveraltimesduringthecourse.
6.2The4/3/2Technique
Studentsreportaboutreadinginpairs,thenchangepartnerstwiceandreportagainwithaddedtimepressure.
Aims:
Toenhancestudents’oralfluencyandgivestudentsanopportunitytosharewithotherstudentswhattheyhaveread.
Preparation:
Tomodeltheactivity,readabookandprepareafour-minute,thenathree-minute,andfinallyatwo-minuteretellingofthestory.Bringawatchwithasecondhandorastopwatchtoclass.
Procedure:
1.Modeltheactivityinclass.Forhomework,tellstudentstoselectabooktheyhavereadandpreparetotellthestorythreetimestothreedifferentclassmatesinfour,thenthree,thentwominutes.
2.Inclass,tellstudentstofindapartnerandtelltheirstoryinfourminutes.Thelisten’sjobistolistenandtoaskatleastonequestionaboutthestory.Thelisteningpartneralsoservesasatimekeeperandmonitortomakesurethatthetellerfollowstheprocedure.Thepartnersthenswitchroles.
3.Studentsfindadifferentpartnerandtellthesamestoryinthreeminutes,followingthesameprocedureasStep2.
4.StudentsfindadifferentpartnerandtellthesamestoryintwominutesfollowingthesameprocedureasStep2.
6.3One-SentenceSummaries
Afterreading,studentssummarizewhattheyreadinonesentence.
Aims:
Toimprovewritingandhelpstudentsident
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