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Teaching Long Texts - Point of Arrival

Teaching Long Texts - Point of Arrival. Dr Husniah Sahamid Faculty of Educational Studies UPM. Review. T. teach novels chapter by chapter Using : Point of Entry: T considers appropriate as a starting point Qs: issues that are crucial – arouse interest?

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Teaching Long Texts - Point of Arrival

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  1. Teaching Long Texts- Point of Arrival Dr HusniahSahamid Faculty of Educational Studies UPM

  2. Review • T. teach novels chapter by chapter Using : Point of Entry: • T considers appropriate as a starting point • Qs: issues that are crucial – arouse interest? • Interaction btw characters – arouse interest? • Make the reader want to find out more?

  3. Review • Building bridges: • Vary: accessibility of novel, level of S ability • 4-5 extracts • Stimulate reading of novel

  4. Review Bring to a pt in novel: • some understanding of what is happening in novel • Plot • Setting • Relationship btw characters • themes

  5. Point of Arrival If necessary: • T can provide extract that acts as a • Point of arrival • Better for students to read and reach/discover their own point of arrival

  6. Point of Arrival • Extract that helps understanding of the text as a whole • Extract that helps students decide if they want to read the text as a whole

  7. Final stepping stone Extract that teacher has decided: • Will be the final stepping stone towards students reading of the text - before they do independent reading

  8. activities Various language based activities, • Stylistic analysis tasks • Different questioning strategies • Can be incorporated when reading the text

  9. Reading intensively S Reading & discovering point of arrival - Opportunity to read intensively • Discover various aaspects of novel • Plot, setting, character, themes, • writer’s use of language etc

  10. ADAPTING TEXTS • Choosing and selecting texts – major task • A variety of texts in the market • But may require • ADAPTING & SELECTION

  11. SELECTING • Interest • Difficulty level of language of text • Accessible • Must have balance

  12. Long texts • Shorten /abridge • Use extracts ; • consider the relevance, importance • Change archaic language to contemporary • Can be retained - hinder meaning • Show both versions – so students can decide effectiveness

  13. Process can be tedious • Pool resources, work together • Teacher’s passion and commitment • Go through literary elements

  14. Language based activities: • Adjectives, similes, metaphors etc • Use multimedia • Jigsaw reading • Drama Aim : to increase levelof proficiency

  15. END OF NOTES

  16. Literature - LP? • Also for Low proficiency • Make sure – appropriate texts are used : • Proficiency level • Interest, subject matter • Level of maturity

  17. Low Proficiency • Challenge: Literature but • finding texts that are not too difficult • Adapt fro original texts • Alternatives: fables, rhymes, folklore, children’s poems • Should NOT be embarassed to use them

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