TEACHING READING

Reading will be given as soon as language learners have had sufficient practice in listening and speaking. Afther the language learners have good ability of listening and speaking, reading can be introduced. Reading lesson may be given in a single class or it may be added as supplementary work. Whether it is given as a single lesson or a supplementary work, the material of reading must be graded depending on the language learners. There are different types of reading (Huebener, 1969).

  1. 1.      Choral reading

Even though coral reading is relatively uncommon in modern language class. This type of reading is still important in improving learners’ pronounciation. Working in-groups will make language learners feel confident to pronounce words in foreign accent and practice is really recommended in this method. This technique is really helpful for language learners who are reluctant and shy to imitate the teacher’ expressions individually.

  1. 2.      Silent reading

Afther language learners learn the words and expressions and know how to pronounce them, the actual reading can begin. This can be done through silent reading. Silent reading can begin with reading aloud by the teacher. The teacher’s reading is a model in accuracy and expressiveness. It is thought that the great amount of interest in reading is sesured by a happy combination of reading aloud by learners, reading aloud by the teacher and silent reading by the learners. To check wheter the learners understand what they have read, the teacher can test them by giving questions based on the text, by translation or by summarizing the text.

  1. 3.      Intensive reading

Intensive reading lesson may proceed as follows:

  1. While the books are closed, the students listen to the teacher, occasionally he will ask a question to make sure that everything is clear.
  2. The new words, phrases, and idioms are written on the board. They are pronounced and used in original sentences.
  3. The students open their book and the teacher reads the first part of the selection aloud. Gestures and dramatic devices are used to heighten the effect and to aid in comprehension. Reference is made to words on the board.
  4. The selection is now read by the class, alternating silent and oral reading. It is suggested that narrative or expository passages be read silently, where as conversation or dialogue is done orally. Learners may be assignet parts.
  5. The selection may now be summarized in various types. Selected learners may be asked to give a summary in these mother tongue or in the foreign language. The teacher may ask a series of sequential questions. As each answer is given, it is written on the board. Finally, all of the answers are read aloud.
  6. 4.      Extensive reading

Basically extensive reading is silent reading but done outside of class. In order for language learners to have less problems in extensive reading, the teacher should explain first difficult passages or new words. A number of questions related to the text are assigned and the answers are to be written. Language learners should prepare various types of summarizes: written or oral report. Afther the reading has been complete, language learners and the teacher discus the text in the class. The language may score the summarizes in order for language leaarner to be wall motivated.

  1. 5.      Supplemetntary reading

Supplementary reading is also done out of class. Language learners are frww to choose reading materials. Reading materials may consist of newspaper, bulletin or magazines in the target language. Supplementary reading should be a part of the term’s work. Every language learner should be required to read at least one book in the target language. Again, the teacher should give scores to the work of supplementary reading.

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