Transcript Action Research
Action Research
Reading
in
and
outside
the classroom
Guidelines
• Our team • Research rationale • Theoretical background • Classroom context • Description of action research • Conclusions
Our team
• Núcleo de Estágio de Português e Inglês da
Escola Secundária Carolina Michaëlis
Ana Silva Cláudia Costa Elsa Marques
Research rationale
• Reasons for choosing this topic: – Our pleasure in reading; – Pioneer project; – Annual Activities Plan; – Underestimated area.
The teacher should be a person who personally reads – for enjoyment and for learning.
Barbara Taylor
Theoretical Background
•
Programa Continuação) de Inglês do Ensino Secundário – 10º e 11º Ano (Nível de
–
Aims :
• the understanding of several types of texts about the topics from the
domínios de referência
, with the help of visual information and of their experience and knowledge from other subjects; • the understanding of literary and non literary texts.
Theoretical Background
• What is
READING
?
There are many misconceptions of reading. To some people, words are merely the supplement to pictures, an adjunct to television.
To others, reading is a passive process come to – ‘expecting the book to you’, as one student said. Many people have been persuaded that reading is synonymous with word calling; if you can pronounce the words correctly, you are reading – even though you have no idea what the author said.
Reading is more than seeing words clearly, more than pronouncing printed words correctly, more than recognizing the meaning of isolated words. Reading requires you to think, feel, and imagine. Effective reading is purposeful. The use one makes of reading largely determines what is read, why it is read and how it is read.
Strang (1967)
Theoretical Background
•
Reading techniques
– Identifying the topic; – Predicting; – Skimming; – Scanning.
Theoretical Background
•
Intensive
vs.
Extensive
reading
Intensive
…to take a text, study it line by line, referring at every moment to our dictionary and our grammar, comparing, analysing, translating, retaining every expression that it contains.
Palmer (1917)
Theoretical Background
•
Intensive
vs.
Extensive
reading
Intensive
…
reading shorter texts, to extract specific information. This is more an accuracy activity involving reading for detail.
Grellet (1981)
Theoretical Background
•
Intensive
vs.
Extensive
reading
Extensive
•
abundant reading;
•
rapidly reading book after book.
Palmer (1917)
Theoretical Background
•
Intensive
vs.
Extensive
reading
Extensive
Reading longer texts, usually for one’s own pleasure. This is a fluency activity, mainly involving global understanding.
Grellet (1981)
Theoretical Background
• Extensive reading
benefits
: – Developing vocabulary; – Developing the knowledge of the target language; – Developing the knowledge of the world; – Developing the knowledge of text types; – Increasing students’ proficiency.
– …
Classroom context
11 th A
Classroom context
Gender Age
20% 20 15 10 5 0 80% 15 16 17
Classroom context
15%
Like English
22% 63% Yes No More or Less
Read in English
More or Less
15%
Yes
30%
Reading in English
No
55%
Description of the activities
•
Inside
the classroom –
Intensive
reading • Course book texts; • Magazines; • Websites.
–
Extensive
reading • • • Short stories;
Lost
video sequence;
Brick Lane
excerpts.
Description of the activities
•
Outside
the classroom – Extensive reading • Books: –
The Cryptographer
, Tobias Hill; –
Sara’s Face
, Melvin Burgess; • Short story: –
Death by Scrabble
, Roald Dahl.
Extensive reading
•
Inside
the classroom
Short stories
Hitchhiker; Clap Hands, Here Comes Charlie; The Absence of Emily; Pink Bow Tie; Starlight; Ex-poser; Computer Scéance.
• Choosing the short stories; • Reading them; • Presenting them.
•
Extensive reading
Inside
the classroom
Brick Lane
excerpts •7 excerpts •7 groups •Presentation of the excerpt •7 different endings
•
Extensive viewing
Inside
the classroom
LOST
video sequence •commenting on the title of the movie; •reading the plot outline and anticipating the contents of the story; •completing a video worksheet; •writing an online movie review.
Extensive Reading
•
Outside
the Classroom –
Reading Groups (
British Council’s project) • Meetings to discuss ideas on a book; • Informal environment;
Reading Groups
• Setting up the project in our school: – Planning; – Advertising;
If you are really interested in this project, come to our first meeting where you' ll be given the book and some guidelines on how this reading expedition will work.
Join us on the 4th of October (Wednesday) at 15:00. (Clube de Línguas) P.S. Bring your Student Card.
Reading Groups
• Meetings – 4th October, 2006; – 15th November, 2006; – 13th December, 2006; – 24th January, 2007; – 22nd March, 2007.
Evaluation
• Written test – Short story – Reading comprehension exercises – Ending the story
Other activities
• Melvin Burgess – Interviewing the author; – Getting to know him and his books.
Other activities
• Poetry Slam Thursday, 26th April Performance poetry At the library, 15 p.m.
– Listening to audio poems; Show up!!!
– Performing poems; – Presenting a short story.
Conclusions
•
First Survey
•
Final Survey
•
Outcome of our project
First Survey
General reading
Do you like reading?
20 15 10 5 0 Yes No
“For me, reading is really boring”.
20 15 10 5 0
Have you ever read a book written in English?
Yes No
General reading
What type of
books
do you prefer reading?
None Poetry Fairy Tales Fables Bible Technical
0
Science Fiction Theatre Plays Romance Thrillers Novels
0 1 2 3 3 4
“About real facts of life”.
10 11 14 15
General reading
What type of
materials
do you prefer?
Pocket-sized books Tabloids Publicity booklets Newspapers Sports journals Handbooks Short stories E-books Comic Strips Magazines
2 3 3 2 7 7 10 11 12 19
Final survey
Reading inside the classroom Reading in the classroom
Did you like the reading activities developed in our lessons?
0% 100% yes no Reading in the classroom 16 Which was your favourite reading activity?
14 12 10 8 6 4 2
re se ar chi
0
ng o nl re ine ad ing e br -b oo ow ks sing m ag re azi ad ne ing s sho vie wi rt ng st a or v ies ide o pr se es que ent re nc ing ad e sho ing rt e st xc or er ies pt s f ro m a b oo k
Reading inside the classroom
Yes, because I don't want to be the only one who doesn't understand books written in English.
Reading in the classroom
Did the activities encourage you to read more?
Yes, because when we can, in fact, read it and understand it, we feel great!
32% yes no
Because you provided sometimes excerpts, I was attracted to read more.
68%
The more I read, the more I enjoyed it.It
´s a matter of being used to the language.
Because I never read in English before and I liked it.
Reading outside the classroom Reading group
What was your favourite text?
5 4 7 6 3 2 1 0 The Cryptographer Death by Scrabble Sara´s Face
(Sara ´s Face) The story was fascinating, very easy to read...I just couldn ´t stop reading it.
(Death by Scrabble) The story is unreal and funny at the same time.
Reading in and outside the classroom Reading groups
Did you feel any difference in working inside and outside the classroom?
6 3 2 1 0 6 5 4 3 yes no yes no
There ´s no pressure while we work outside the classroom, which makes it easier to speak.
Because I don ´t feel the pressure to answer quickly.
Outcome of our project
Students:
• accomplished to read books in English (extensive reading); • were introduced to different types of texts and activities; • improved their understanding of the language; • widened their vocabulary range; • read better and faster, deeply understanding the texts; • deducted meanings and orally presented to their peers; • developed their self-confidence; • were motivated to read more in English; • changed their misconceptions about reading.
Thank you!
Short stories presentation
Short stories presentation
Brick Lane
LOST
•Online movie review
Meetings
•4th October, 2006 1 2
Meetings
• 22nd March, 2007