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R E A D I N G 2

BABEd Pedagogy 2

2012-2013

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Evaluating and Adapting CoursebookComprehension Questions

What is your evaluation of the additional questions?

What is your opinion of the sequencing of the questions?

What other questions might you add? Consider: Important meanings in the text that may have not been captured

through existing questions.

Reading strategies that have not been practised and which the text

presents opportunities for practising and which are important incoming to an understanding of the text.

Levels of comprehension the existing questions require students toread for and missed opportunities in the text.

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Possible limitations of textbook comprehensionquestions

Limitations of question design Do the questions capture the meaning of the text? Can students answer the questionswithout understanding the meaning of the answer? Can students answer the questionswithout reading? Can students understand the question and/or answer options, or is the language of the

questions more difficult than the language of the text?

Limited and/or inappropriate reading strategies Are the reading strategies appropriate to the text type and reading purpose of the text type? Are a range of reading strategies practised?

Limited range of levels of comprehension Are students required to gobeyond literal comprehension and also infer, evaluate and

respond personally to the content?

Rationale behind sequencing

Is there a pedagogic rationale or do the questions simply follow the order of the answers inthe text?

Limited range of question types Is there a range of types of questions ie (non)linguistic cues/responses?

Pedagogy behind marking scheme Is the marking scheme assessing reading or writing? Are students aware of the marking scheme?

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Planning a lesson around the coursebook text:Exploiting opportunities

Pre- stage

While- stage

Post-stage

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Pre-reading: Evaluating and Modifying theTextbook

Whats your opinion of the textbook suggestions forthe pre-reading stage for the text No Face onFacebook?

Would you make any modifications? If so, what andwhy? If not, why not?

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Pre-listening

Generate interest

Generate predictions

Activate content schemata

Activate formal schemata Recycle vocabulary

Pre-teach key / essential vocabulary

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Conducting the while-reading

In addition to adapting the task, how can youexploit the textbook at the while-reading stage tocreate learning opportunities?

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Creating learning opportunities whenteaching reading through the coursebook

Reading the text and Completing the task

Modelling good reading behaviours and strategies through reading the text aloud to students(suitable for junior secondary)

TEXT: Dad: [surprised] Facebook Tony?TEACHER: Look here it says that Dad is surprised. Facebook Tony?(surprised

tone of voice)Perhaps hes never usedFacebook before.

Breaking the text up into sections and reading and answering questions section by section toprovide scaffolding (if appropriate) and encouraging predictions

Monitor while students are reading and give help to those who need it

Observestudents readingbehaviours and give feedback/input afterwards eg on over-dependence on dictionaries, following text with fingers

Checking the answers

Getting students to compare answerswith each other before feeding back (think-pair-share)

Focussing on howstudents arrived at the answer when checking answers

When feeding back, askguiding questions to help students answer difficult questions / change

their answers

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A scenario

The teacher asks for the answer to Q1, What kind of textis this?

A lot of students chose a), fewer chose b) and a smallnumber some chose c) or d).

The teacher says The correct answer is b and then s/hegoes onto eliciting the answer to the next question.

Creating learning opportunities out of incorrect answers

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Guiding students through demonstrating and

questioning

1. T: What kind of text is this? C: (No response) T:

2. T: Do you think Angies Dad is angry with her? Ss: Yes. T:

3. T: What could the title mean? C: (No response) T:

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Ive got to teach the text on page 4

Teach reading skills not the text

Text as avehicle for teaching and developing

students reading skills

Teach reading rather than practise reading

Teach reading rather than test reading

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Exploiting opportunities for teaching / learningreading through the coursebook

Text analysis meaning, reading skills need to process the text formeaning, lexis

Evaluation and modification ofcomprehension questions if

necessary Staging the lesson: pre, while, post

Scaffoldingstudents learning at the while-reading stage

Responding to problems and providing further scaffolding whenconducting feedback

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Intensive reading activities based oncomprehension questions

using a text does not necessarily equal teachingreading Williams(1986: 45)

although they may have a role to play inpractising reading, thevarious forms of reading comprehension questions are unsuitablefor teachinglearners to read Nation (1979:85)

The teacher should ask How does todays teaching maketomorrows text easier? Nation (2009:26)

In order to teach learners how to read, there needs to be a focus on

developing skills and strategies that will assist future reading:recognising conjunction relationships such as cause-effect, guessingmeaning of unfamiliar words from their context, and predictinglikely content Macalister (2011: 162)

applies to listening too!

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Creating learning opportunities:Meaning-focused input

M - there is a focus on m________ I - the texts and tasks i_______ the learners N - there is n_______ learning

U - for u____________; input isu___________, activities helpu__________

S - tasks are s_______-free, or at leastdesigned to reduce s_______ for learners

Macalister (2010): 162

To what extent do the the coursebook materials meet theconditions of meaning-focussed input?

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New Learning

In a reading lesson / activity, there should be a goal.

L - L________

I - I________

S - S________ T - T________

(Nation and Macalister 2010)

What was the goal in the lesson based on the coursebookmaterials?

D l i f l i d

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Developing a sequence of learning around anauthentic text:A demonstration

To consider

How is this lesson different to a lesson based on thecoursebook text and comprehension questions?

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When do you think you will leave home?

What is the average age people leave home in Hong

Kong ?

What do you think is the right age or time for youngpeople to leave home? Why?

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Italian parents turn to law to evict adult son

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How old is the son?

Is he poor?

Does he have a job?

How old are his parents? Why does he not want to leave?

Why do his parents want him to leave?

What will happen if he does not leave? Is this a common problem in Italy?

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True or false?

Complete the table

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The Venetian parents, who have not been named

a letter was sent

the father was quoted

my wife had to be hospitalised

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Passive Voice

OBJECT TO BE PASTPARTICIPLE

The Venetianparents

who have not been named

a letter was sent

the father was quoted

my wife had to be hospitalised

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Passive voice in newspaper reports

Reader can use general knowledge to infer thesubject / agent.

The object / recipient is the focus of the sentence andneeds to be placed at the beginning of the sentence

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How was this different?

Meaning-focused input

M - there is a focus on meaning I - the texts and tasks interest the learners N - there is new learning U - for understanding; input is

understandable, activities helpunderstanding

S - tasks are stress-free, or at leastdesigned to reduce stress for learners

Macalister (2010): 162

To what extent did the lesson meet the conditions ofmeaning-focussed input?

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Goal of New Learning

L - Language

I - Ideas

S - Skills T - Text

(Nation and Macalister 2010)

What was the goal of the lesson?

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Comprehension questions in MINUS must focus onmeaning and must serve a goal eg an ideas goal(content of the text), text goal (structure of anewspaper article)

Comprehension question must help teachersmonitor assess how much learners have read for

meaning

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Identifying opportunities in the text

Can you see any other learning opportunities in thistext that could be exploited?

Think about

Lexis

Lexical cohesion

Reading skills

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Required reading

Day, R.R. and J. Park (2005) Developing readingcomprehension questions.Reading in a Foreign Language17/1, 60-73.

Macalister, J. (2011). Todays teaching, tomorrows text;exploring the teaching of reading.ELT Journal65/2, 161-169.

Nation. P. (2007). The Four Strands.Innovation in LanguageTeaching and Learning 1/1, 2-13.

Sonbul, S. and N. Schmitt (2010). Direct teaching ofvocabulary after reading: is it worth the effort?ELT Journal64/3, 253-260.

Other recommended further reading

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Other recommended further reading

Carrell, P.L, J, Devine and D.E. Eskey (eds) (1988)InteractiveApproaches to Second Language Reading CUP

Davies, F. (1995)Introducing Reading Penguin Grellet, F. (1981)Developing Reading Skills CUP Harmer, J. (2007) The Practice of English Language Teaching

Longman (Chapter 17 Reading) Nation, I.S.P. (2009) Teaching ESL /EFL Reading and Writing.

New York: Routledge. Nunan, D. (1999)Second Language Teaching and Learning

Heinle and Heinle (Chapter 9)

Richards, J. C. (1989) The Language Teaching MatrixCUP Wallace, C. (1992)Reading OUP Williams, R. (1986) Top Ten Principles for Teaching Reading.

ELT Journal40/1, 42-45.