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Key subject: TEACHING ADVANCED READING SKILLS Full name: Course date: Table of contents I KEY POINTS FOR TEACHING ADVANCED READING SKILLS Identify and describe sub skills involved in teaching reading Identify challenges that make the reading skill difficult Identifying the necessary strategies for the reading skill Reading strategies for Pre elementary level Reading strategies for Elementary level Reading strategies for Pre Intermediate level Reading strategies for Intermediate level Reading strategies for Upper Intermediate level Reading strategies for Advanced level 10 Outline reading activities for all levels 11 Outline reading lesson plans for all levels 12 Activity based methodology activities for all levels 13 Approaches and techniques for the reading skill 14 The phonics approach to reading 15 Developing cloze activities 16 Presentation skills for the reading skill 17 Improving ADULT Learners Reading skills II LESSON PLANS III RELEVANT ACTIVITIES I KEY POINTS FOR TEACHING ADVANCED READING SKILLS Identify and describe sub skills involved in teaching reading The long-term goal of foreign language learners is to acquire communicative competence, which is the ability to communicate in an environment of meaningful purpose That ability requires the use of language skills that work together in social interaction Basically, there are four primary language skills: - Listening and Reading skills: Reception skills - Speaking and Writing skills: Production skills There are sub skills such as Grammar, vocabulary, pronunciation, spelling, research, analysis (critical thinking), synthesis, negotiation, cooperartion, soft skills are essential for proficient use of basic skills For reading skills, learners can apply sub skills such as: a Skimming and scanning: skimming to find main ideas quickly b Scanning: reading and scanning to find special information such as numbers, dates, or names c Guessing the new word meaning: - Based on the context in the lesson, the words go close to that new word - Based on some familiar elements such as prefix_prefix, suffix_suffix, prime_stem contained in that word (Collecting and paraphrasing) Identify challenges that make the reading skill difficult The reading skills can also be difficult The differing spelling and pronunciation rules in English make deciphering and decoding unknown words a challenge The use of a range of vocabulary in written material can also be overwhelming for ESOL students When listening, students can ask the speaker for clarification, however, the opportunity is not available to speak to the person who has written the text, therefore students need to be taught how to gain meaning from a text Students may become unmotivated to read in English if the reading material is not relevant to their needs, TESOL level and interests A range of reading texts should be provided to spark students’ interest If the right sort of reading material is provided, the students will choose to read for enjoyment and maybe even for language practise in their own time, and it can have a great effect on their language learning Identifying the necessary strategies for the reading skill Strategies for the reading skill can be defined as the "intentional, planned, purposeful, goaldirected" reader in the reading process to improve reading comprehension skills High-level readers often use more reading strategies and use these strategies more effectively than low-level readers Essential strategies to positively impact reading comprehension skills: a Using background knowledge Readers exploit the socio-cultural background they already know to understand the text they are reading b Predict When readers make predictions about the text they are about to read, it establishes expectations based on their background knowledge of similar topics The text will help them get more information and thereby help to increase and consolidate their knowledge c Identify the main idea and summarize The reader determines what is important and then rephrases it in his or her own words This makes it easier to read the whole text once you get the gist of the text d Make questions This helps the reader focus on the meaning of the text When looking for an answer to a question in a text, the reader will always question whether the information is correct and sufficient to answer the question e Create inferential links Readers make their own inferences and draw their own knowledge through clues in the text itself Reading strategies for Pre elementary level Pre elementary students demonstrate their reading ability through reading skills: alphabet recognition, letter blend recognition and sight word recognition Children recognize sound patterns and distinct sounds in words such as by playing games they are aware of initial and rhyme repetition and can respond to requests for rhyme and repetition There are many ways to develop children's reading ability, in which giving children experience with books is also an effective way and arouses more passion for books and excitement in reading from a young age for children - Children experience "reading" books with teachers: Help children become familiar with how to use books such as holding books and turning books; how to "read" from left to right, from top to bottom, turn to the next page, identify and find the learned letters - Teacher and children make books together: Stimulate interest in collecting books in the classroom, helping children see the connection between spoken language and reading Children's activities with sticky cloth books: This is a fun experience to help children think and improve their skills of recognizing images, colors or sight words - Experience with large-format books: Helps attract the attention of all students in the class, directs children's attention to the writing in books and actively participates in reading Through it, children acquire knowledge of natural and easy-to-remember handwriting Reading strategies for Elementary level For elementary level, reading comprehension will help students develop logical thinking, practice language comprehension, logical thinking and synthesis Primary school children's reading skills include: sight word recognition, reading simple tense Exciting reading activities for kids that can be used in the classroom: Rhymes sound chart rhymes/ Jazz, Chants picture books, Sentence unscramble / Running, Dictation, Treasure hunt Teaching sequence: - Lead in (introduction to the lesson): create interest in the reading - Vocabulary instruction: helps students get used to, not be surprised with new words in the lesson The TPR method should be used to energize the class prior to the reading session - Skimming: The teacher gives the whole class 3-5 questions to suggest about the main content of the reading, for the class to read and answer the questions above to understand the overall reading - In-depth reading: The teacher will read and answer the questions that the book gives The teacher then gives the students Silent Time (the students have the opportunity to read and understand thoroughly at their own pace) When the whole class focuses on reading, the teacher needs to go to the students and ask softly if they understand or need my help, if anyone is not focused, the teacher will guide them to focus more - Revision: after reading, teachers let students answer quizzes, share what they have concluded or let students discuss a good idea in the article - Homework: Ask students to retell or complete worksheets Reading strategies for Pre Intermediate level Reading skills that can be acquired at the Pre-Intermediate level: - Reading multi-phrase sentences - Scanning for details - Skimming for general ideas - Vocabulary development Activities used in class include: Sentence unscramble, True/False quiz, Multiple choice quiz, Synonyms and antonyms Topics to teach Pre Intermediate level: - More transport - Around town - More supermarket foods, restaurant foods - Describe more family - More sports actions - Everyday routine, more hobbies - Personal information - More weekend activities and holidays - More of houses and things in the house - Famous stories, fairy tales and nursery rhymes Besides topics, grammar points can also be pointed out in readings for students: - Irregular verbs - 10 important phrasal verbs - 10 uncountable nouns (type of materials and food) - 10 common informal nouns - Names of family members - Name of shapes - Male vs female for professions - Words with “make” and “do” - Plural nouns that not end with an “S” Reading strategies for Intermediate level Reading skills that can be acquired at the Intermediate level: - Reading multi-phrase sentences - Scanning for details - Skimming for general ideas - Vocabulary development Activities used in class include: Sentence unscramble, True/False quiz, Multiple choice quiz, Synonyms and antonyms Topics to teach Intermediate level: - Sport, games, music - Famous people and famous places - Dialogue: At the doctor’s, In a restaurant - Occupations, technology, the future - Hobbies, holidays, countries and cultures Besides topics, grammar points can also be pointed out in readings for students: - Simple past and simple future tense - Present continuous, past continuous and future continuous tense - Conjunctions, comparative, modal verbs, infinitive verbs, gerunds (versbs used as nouns) Reading strategies for Upper Intermediate level Reading skills that can be acquired at the Upper Intermediate level: - Skimming for general ideas - Scanning for details - Identifying authors views - Vocabulary development Activities used in class include: Comprehension questions, Paragraph reading match, True/False quiz, Written reviews Topics to teach Intermediate level: - Travel, careers and work - Resumes and job interviews - Machines and technology - Countries and history, festival and celebrations, cultures and customs - Discussion topics: friendships, global issues (global warming, population) - Art, literature, music, reviews and opinions - Personal information: completing forms Besides topics, grammar points can also be pointed out in readings for students: - Colloquialisms (idioms) - Phrasal verbs - Past continuous and future continuous tense - Present perfect, past perfect and future perfect tense Reading strategies for Advanced level Reading skills that can be acquired at the Advanced level: - Skimming for general ideas - Scanning for details - Identifying authors views - Vocabulary development Activities used in class include: Comprehension questions, Paragraph reading match, True/False quiz, Written reviews Activities should also be designed in moderation, not excessively to be age-appropriate, because most students at the advanced level have had life experiences and grown in awareness Topics to teach Intermediate level: At the advanced level, base your teaching content on your students’ needs (their needs and English language goals - Travel - Business - Countries: customs and etiquette - Resumes and Job interviews - Global issues examples: the enviroment, global warming… 10 Outline reading activities for all levels Pre-reading stage The teacher generalizes and introduces the topic that the students must be familiar with in order to correctly understand the purpose of reading The teacher can give suggestions to the students to find the answer freely Otherwise, both teachers and students can take advantage of available visual aids such as pictures and simple models to make accurate judgments While-reading At this stage, teachers can practice reading comprehension skills of each subject by suggesting some activities related to the lesson content This is an open way to lead students into the lesson naturally, without restraint and basically help them grasp the content more thoroughly At this stage, teachers should organize classes to work in pairs and groups to promote their own positivity and initiative Thanks to that, the classroom atmosphere is changed from passive to exciting and attractive Small actions of the teacher such as underlining, framing, emphasizing important words also help children remember the key knowledge of the lesson Post-reading consolidation phase This is the teacher's job to expand the exploitation of the reading content and develop other skills for students besides reading skills It is best to have students read each passage aloud Can summarize the lesson through pictures or specific models Give synonyms and antonyms to understand the concept of a new term or word Open exercises through filling in the blanks or the problems they give themselves will be more effective in deepening knowledge However, depending on each object and class, we can apply reading comprehension skills in different ways, so that the lesson will be really effective and achieve the lesson goal 11 Outline reading lesson plans for all levels Similar to a lesson plan, a reading lesson plan also needs to include all the steps to organize an effective reading lesson The main contents required are as follows: - Topic: suitable for age and level - Level: the level of the learner - Length: the length of the lesson - TESOL Methodology: should include the following methods: The Phonic Approach, The Whole Language Approach and The Communicative Approach - Pre-task: briefly introduce the topic of the lesson - Language skills: Listening, Speaking, Writing, Reading (focusing mainly on Reading) - Lesson Objectives: knowledge and skills that students need to achieve after the lesson (read and pronounce, skim and scan, summarise the content of the text ) - Resources: videos, pictures, flashcards… - Teaching 1: students learn about words that will appear in the reading passage - Activity 1: reinforce students' memorization of vocabulary - Teaching 2: students practice reading and learn more deeply about the content of the reading - Activity 2: Students work in groups or independently to find out related information by answering questions or completing worksheets There can be more than activities for students to practice reading effectively and get to know more information in the text - Follow up: the teacher summarizes the important content of the lesson - Homework: the teacher gives the prepared homework to the students 12 Activity based methodology activities for all levels Reading skill is a knowledge acquisition skill, with the participation of psychological factors: feeling, perception, symbol, memory, thinking For all levels, the following factors when Organizing reading activities is extremely important - Check all texts for reading actiities asre age/ level appropriate - Creat a reading incentive program - Include other language skills with the reading skill - Use varied resources for reading i.e academic texts, newspapers etc - Have students read for a variety of purposes - Have students read aloud individually and choral drill - Give silent reading tasks for homework - Play reading games - Choose a book and read to your class then around the class - Allow students to choose books to read (give options and choices) - Have students read instructions on how to something in class - Read poetry with your class - Read, listen and discuss song lyrics and poetry and explain the connection - Develop key strategies such as: “skimming”, “scanning”, “predicting”, and using “context” 13 Approaches and techniques for the reading skill When teaching reading to all levels, there are several different approaches that can be used: a The Phonic Approach: When using this approach, readers derive meaning by first decoding letters, then words, phrases and sentences to make sense of print Students are taught to read phonemes which are the smallest meaningful units of sound b The Whole Language Approach: This approach involves readers using their background knowledge to predict the meaning of the text Students using this approach might use strategies such as: - Looking at the pictures to deduce meaning - Reading on to the end of the sentence than guessing the meaning of the unknown word - Thinking of a word that makes sense in the context of the sentence c The Communicative Approach: All levels should practise reading using this approach Students will enjoy the reading task more if they are reading for a purpose and if the reading material is related to their interests and current area of study 14 The phonics approach to reading When using this approach, readers derive meaning by first decoding letters, then words, phrases and sentences to make sense of print Students are taught to read phonemes which are the smallest meaningful units of sound This means learning letters and letter combinations and their associated sounds Rapid word recognition is important to this approach which emphasises sight reading of words in isolation This approach is sometimes referred to as the “bottom u” as it starts from the smallest unit of sound A criticsm of this approach is that the reading is not done within a meaningful context However, it is recognised that students need to have these basic decoding skills in order to have the confidence to understand text Students are taught to decode words based on letter blends and letter sounds that have been previously taught 15 Developing cloze activities Cloze actvities are activities where students fill in the blanks in a short reading passage Strategy steps: - Find or write an appropriate passage as a cloze one omitting some words - Have the students read the entire passage before they start filling in the blanks - When they are done, students compare their work with a projection of the complete story and circle any words that are incorrect - Conference with each student regarding incorrect responses noting if he/she used a word in the same syntactic class (substituting a noun for a noun, a verb for a verb, etc.) and whether or not the meaning was similar to the correct response - Provide individual instruction specific to the student’s responses 16 Presentation skills for the reading skill Presentation skills are the skills you need to give effective presentations and appeal to a wide variety of audiences Presentation skills are also a way of presenting the knowledge that readers have acquired through the process of reading comprehension An effective presentation includes the following elements: - The presenter has a confident, natural, relaxed demeanor - Opening and ending make an impression, attracting the attention of listeners: students use their creativity to impress teachers and classmates - The structure of the presentation is scientific, coherent, and not rambling: teachers should guide students to point out and analyze the key points of the content to be presented - Voice is easy to hear, clear, expressive: speaking out loud in public is the best way to increase confidence, practice and adjust pronunciation - Having interaction with listeners, responding positively to listeners' questions: students will practice their critical thinking ability, helping to improve reflexes in communication - Reasonable presentation time: teachers should guide students to present in a suitable time, full of information and not too long 17 Improving ADULT Learners Reading skills For adults, the ability to focus and absorb is different from that of children and school-age students To be able to really master reading comprehension, especially in an academic environment, requires readers to practice more Here are five ways to improve reading comprehension for adult learners a Should determine the purpose of reading Reading a book for fun is different from reading it for learning purposes When reading to get information, to study, to study; Readers need strategy, have to read many times, ask questions about what they read, and take notes of what needs attention to remember b Understanding genres and themes Prediction is a skill that needs to be practiced while reading to ensure that the reader can deduce and deepen the information chain from the features contained in the text Readers must know and distinguish what genre they are reading, this will help readers make predictions and understand actions and information contained in the text c Need tools when reading Readers should have pencils or markers to quickly jot down the thoughts, predictions, and questions they have during the reading process d Pay attention to vocabulary To be able to understand more fields requires reading and acquiring more specialized vocabulary When reading a new topic or a new field, readers should pay attention and take notes to increase their vocabulary e Title analysis The title tells the core information of the whole text, helping to guide the reader's entire perception of the paragraphs in the article II LESSON PLANS LESSON PLAN 01 Topic: UNDERSTANDING THE GREENHOUSE EFFECT Level: Adults – Advanced Age: over 18 years old Length: 45 minutes Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing TESOL Methodology: - Communicate Approach - Task-Based Approach - Student-Centred Approach - Ecletic Approach: Flashcards, Worksheet, Games - Total Physical Response Approach - Natural Approach - The Whole Language Approach Lesson objectives: - Identify and use new words: greenhouse effect - By the end of the lesson the students will be able to represent Resources: the greenhouse effect issue to other people Flashcards, Markers, Worksheets, small magnets, color paper Stage Activity Warm up Mixed-Up Description - Greet and welcome the students (Ss) to the class Sentences - Write a conditional sentence type on the board Timing mins Ask all Ss to come up with a sentence on their own and keep it in mind - The teacher reads the if-clause in his/her sentence, and asks a S to read the main clause in their sentence The resulting sentence may sound very absurd or funny - Give each S small pieces of blue and red paper, ask to write if-clause on the blue piece, write the main clause on the red piece Gather all the pieces of paper Call Ss to randomly select pieces of paper of different colors and read them aloud - Ss can explain to make the sentence meaningful or Pre-task Q&A make the whole class laugh because of its content - Show some pictures of climate change Ask the whole class “What you see?”, “Why does it happen?”, “Have you seen this in real life?” - Teaching Vocabulary Introduce the topic “We will learn about Understanding Greenhouse Effect” VOCABS ABOUT GREENHOUSE EFFECT 10 - Show all Ss the new words, define and explain one by mins one Have the Ss read out loud to check pronunciation CHECK UNDERSTANDING - Repeat a definition and randomly call students by their names to have them come up with appropriate vocabulary - Ask the whole class for the answers - Vocabularies: greenhouse effect radiate get locked up carbon dioxide global warming gone up and down Activity Reading task Earth's atmosphere molecule 10 climate 11 sophisticate 12 fairly constant 13 fossil fuels over emit 14 significantly - Give each S a print of the reading text mins https://www.nationalgeographic.com/environment/ article/global-warming-overview - Ask Ss to skim quickly to get an overview of the text - Then ask the Ss to read each passage in turn in order (note: divide into passages for enough Ss in the class) Correct mistakes if any - Give each S a sheet of paper with a list of vocabs, ask Ss to write a number in front of each word in the order of the passage when the word appears - Check the results: the teacher reads the numbers from to 14, and the Ss read the corresponding Teaching Grammar words - Point out the passive sentences in the text Passive voice - Remind the structure and usage of the passive voice mins Make a question: “What is affected by the greenhouse effect?” and ask Ss answer - Check one by one for understanding and correct if Activity Team work any grammar mistake - Give Ss questions related to the text: “What is the 10 Discussion greenhouse effect and how does it affect to the mins and climate? What can humans to stop climate presentation change?” - Divide the class into teams Each team includes: person who reads the answers, person who writes the answers, the rest of members discuss together and give ideas/answers - The teacher checks the progress of the teams while they are discussing, and helps if needed - After the discussion, the Reader of each team will present to the class their answers The teacher and Follow up Pairs work the other team will add or correct mistakes if any - Ask the Ss to work in pairs mins - Hand out one worksheet to each group - Allow them about minutes to discuss then they have to come up with their best choices - Praise the group which has correct answers - Hand out the homework to the Ss Homework - Explain to the Ss how to it and remind them to finish at home and bring it back to the teacher for checking on next day - Finish the class Back up Fill in the - Give each S a print of the text with 14 blanks (if any) blanks corresponding to the positions of the vocabs learned - Ss in a certain time must read through and fill in the corresponding words in the blanks most accurately THE TEXT: UNDERSTANDING GREENHOUSE EFFECTS https://www.nationalgeographic.com/environment/article/global-warming-overview The "greenhouse effect" is the warming that happens when certain gases in Earth's atmosphere trap heat These gases let in light but keep heat from escaping, like the glass walls of a greenhouse, hence the name Sunlight shines onto the Earth's surface, where the energy is absorbed and then radiate back into the atmosphere as heat In the atmosphere, greenhouse gas molecules trap some of the heat, and the rest escapes into space The more greenhouse gases concentrate in the atmosphere, the more heat gets locked up in the molecules Scientists have known about the greenhouse effect since 1824, when Joseph Fourier calculated that the Earth would be much colder if it had no atmosphere This natural greenhouse effect is what keeps the Earth's climate livable Without it, the Earth's surface would be an average of about 60 degrees Fahrenheit (33 degrees Celsius) cooler In 1895, the Swedish chemist Svante Arrhenius discovered that humans could enhance the greenhouse effect by making carbon dioxide, a greenhouse gas He kicked off 100 years of climate research that has given us a sophisticated understanding of global warming Levels of greenhouse gases have gone up and down over the Earth's history, but they had been fairly constant for the past few thousand years Global average temperatures had also stayed fairly constant over that time—until the past 150 years Through the burning of fossil fuels and other activities that have emitted large amounts of greenhouse gases, particularly over the past few decades, humans are now enhancing the greenhouse effect and warming Earth significantly, and in ways that promise many effects, scientists warn A polar bear stands sentinel on Rudolf Island in Russia’s Franz Josef Land archipelago, where the perennial ice is melting (PHOTOGRAPH BY CORY RICHARDS) FOLLOW UP SECLECT THE CORRECT FORM OF THE VERB Global warming is a term for a continuous rise in temperatures Climate change is by the greenhouse effect Greenhouse effect can be by enviromentally-friendly policies Greenhouse gasses are _ by industries and deforestation Floods and droughts are _ by rising temperatures HOMEWORK Name: ………………………………………… Date: ………………………………… LESSON PLAN 02 Topic: COVID-19 Level: Adults – Advanced Age: over 18 years old Length: 60 minutes Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing TESOL Methodology: - Communicate Approach - Task-Based Approach - Student-Centred Approach - Ecletic Approach: Flashcards, Worksheet, Games - Total Physical Response Approach - Natural Approach - The Whole Language Approach Lesson objectives: - Identify and use new words: lockdown, covid-19 topic - By the end of the lesson the students will be able to understand Resources: and present a life in lockdown to other people Flashcards, Markers, Worksheets, small magnets, color paper, a list of funny questions Stage Activity Warm up Wheel of Description - Greet and welcome the students (Ss) to the class fortune - Use a marker, quickly draw a circle divided into many Timing mins small parts on the floor, each part marked with a number - Put a marker in the center of the circle and rotate it, until its head stops and points to a number, then read the question with that number in the list of funny questions and answer - Have all Ss sit around the circle, one by one will rotate the marker and answer the questions And so Pre-task Q&A on until all students have answered - Ask the whole class “What is a virus?”, “What can viruses cause?”, “Name some epidemics in history caused by viruses” - Introduce the topic “We will learn about Life in time Teaching Vocabulary of Covid-19 pandemic” VOCABS ABOUT LIFE IN LOCKDOWN 12 - Show all Ss the new words, define and explain one by mins one Have the Ss read out loud to check pronunciation CHECK UNDERSTANDING - Repeat a definition and randomly call students by their names to have them come up with appropriate vocabulary - Ask the whole class for the answers - Vocabularies: lockdown surreal key worker furlough Activity Reading task overwhelming social distancing distracts make the best of it - Give each S a print of the reading text 10 - Ask Ss to skim quickly to get an overview of the text mins - Then ask the Ss to read each passage in turn in order (note: divide into passages for enough Ss in the class, or have Ss repeat passages in another turn) Correct mistakes if any - Give each S a sheet of paper with a list of vocabs, ask Ss to write a number in front of each word in the order of the passage when the word appears - Check the results: the teacher reads the numbers Teaching Grammar from to 8, and the Ss read the corresponding words - Point out the sentences which contain relative mins Relative clauses in the text clause - Remind the structure and usage of the relative clause Make a question: “What you when you are in lockdown?” and ask Ss answer - Check one by one for understanding and correct if Activity Team work any grammar mistake - Give Ss questions related to the text: “What is 13 Discussion “lockdown”? How your life has change?”, “In her blog mins and post, Susan mentions ‘sticking to a routine’ as a good presentation strategy for making the best of things Do you think this is a good idea? Why? Why not?” Rename the - Divide the class into teams Each team includes: title person who reads the answers, person who writes the answers, the rest of members discuss together and give ideas/answers - The teacher checks the progress of the teams while they are discussing, and helps if needed - After the discussion, the Reader of each team will present to the class their answers The teacher and