action research inoutside reading in and outside the classroom
TRANSCRIPT
Action ResearchAction ResearchAction ResearchAction Research
Reading inin and outsideoutside 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 SilvaCláudia CostaElsa 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 de Inglês do Ensino Secundário – 10º e 11º Ano (Nível de Continuação)
– AimsAims::
• 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 READINGREADING?
There are many misconceptionsmisconceptions of reading. To some people,
words are merely the supplement to pictures, an adjunct to television.
To others, reading is a passive process – ‘expecting the book to
come 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
• ReadingReading techniques
– Identifying the topic;
– Predicting;
– Skimming;
– Scanning.
Theoretical Background
• IntensiveIntensive vs. ExtensiveExtensive 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
• IntensiveIntensive vs. ExtensiveExtensive reading
Intensive
…reading shorter texts, to extract specific information. This is more an accuracy activity involving reading for detail.
Grellet (1981)
Theoretical Background
• IntensiveIntensive vs. ExtensiveExtensive reading
Extensive
• abundant reading;
• rapidly reading book after book.
Palmer (1917)
Reading longer texts, usually for one’s own pleasure. This is a fluency activity, mainly involving global understanding.
Grellet (1981)
Theoretical Background
• IntensiveIntensive vs. ExtensiveExtensive reading
Extensive
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.
– …
11th A
Classroom context
Classroom context
Gender
0
5
10
15
20
15
16
17
Age
Classroom context
63%22%
15% Yes
No
More orLess
Like English
Read in English
More or Less
15%
No
55%
Yes
30%
Reading in
English
Description of the activities
• InsideInside the classroom
– Intensive reading• Course book texts;• Magazines;• Websites.
– Extensive reading• Short stories;• Lost video sequence;• Brick Lane excerpts.
Description of the activities
• OutsideOutside the classroom
– Extensive reading• Books:
– The Cryptographer, Tobias Hill; – Sara’s Face, Melvin Burgess;
• Short story:– Death by Scrabble, Roald Dahl.
Extensive reading• InsideInside the classroom
Short storiesShort storiesHitchhiker;
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• InsideInside the classroom
•7 excerpts
•7 groups
•Presentation of the excerpt
•7 different endings
Brick Lane excerpts
Extensive viewing• InsideInside 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
• OutsideOutside the Classroom
– Reading GroupsReading 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;
P.S. Bring your Student Card.
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)
• Meetings
– 4th October, 2006;
– 15th November, 2006;
– 13th December, 2006;
– 24th January, 2007;
– 22nd March, 2007.
Reading Groups
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
– Listening to audio poems;
– Performing poems;
– Presenting a short story.
Thursday, 26th April
Performance poetryAt the library, 15 p.m.
Performance poetryAt the library, 15 p.m.
Show up!!!
Conclusions
• First Survey
• Final Survey
• Outcome of our project
First Survey
General reading
0
5
10
15
20
Yes No
Do you like reading?Do you like reading?
“For me, reading is really boring”.
0
5
10
15
20
Yes No
Have you ever read a book Have you ever read a book written in English?written in English?
General readingWhat type of What type of booksbooks do you prefer reading? do you prefer reading?
11
15
0
14
0
1
3
2
4
3
10
PoetryPoetry
Fairy TalesFairy Tales
NoneNone
FablesFables
BibleBible
TechnicalTechnical
Science FictionScience Fiction
Theatre PlaysTheatre Plays
RomanceRomance
ThrillersThrillers
NovelsNovels
“About real facts of life”.
General readingWhat type of What type of materialsmaterials do you prefer? do you prefer?
19
12
2
7
7
11
10
2
3
3Pocket-sized booksPocket-sized books
TabloidsTabloids
Publicity bookletsPublicity booklets
NewspapersNewspapers
Sports journalsSports journals
HandbooksHandbooks
Short storiesShort stories
E-booksE-books
Comic StripsComic Strips
MagazinesMagazines
Final survey
Reading inside the classroom
Reading in the classroom
Did you like the reading activities developed in our
lessons?
100%
0%
yes
no
Reading in the classroom
Which was your favourite reading activity?
0
2
4
6
8
10
12
14
16
Reading inside the classroom
Reading in the classroom
Did the activities encourage you to read more?
68%
32%
yes
no
Yes, because I don't want to be the only one who doesn't understand
books written in English.
Yes, because when we can, in fact, read it and understand it, we feel
great!
Because you provided sometimes excerpts, I was attracted to read
more.
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
0
1
2
3
4
5
6
7
The Cryptographer Death by Scrabble Sara´s Face
Reading group
What was your favourite text?(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
6
3
0
1
2
3
4
5
6
yes no
Reading groups
Did you feel any difference in working inside and outside the classroom?
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
•4th October, 2006
Meetings
1
2
Meetings• 22nd March, 2007