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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
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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 de Inglês do Ensino Secundário – 10º e 11º Ano (Nível de Continuação) • 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 – ‘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 • 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 Reading longer texts, usually for one’s own pleasure. This is a fluency activity, mainly involving global understanding. Grellet (1981) • Intensive vs. Extensive 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. • …
Classroom context 11th A
Classroom context Age Gender
Classroom context Like English Read in English
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 • 7 excerpts • 7 groups • Presentation of the excerpt • 7 different endings Brick Lane excerpts
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;
Reading Groups 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) SHOW UP!! 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 POETRY SLAM Performance poetry At the library, 15 p.m. • Listening to audio poems; • Performing poems; • Presenting a short story. Show up!!!
Conclusions • First Survey • Final Survey • Outcome of our project
General reading Do you like reading? Have you ever read a book written in English? “For me, reading is really boring”.
General reading What type of books do you prefer reading? None Poetry “About real facts of life”. Fairy Tales Fables Bible Technical Science Fiction Theatre Plays Romance Thrillers Novels
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
Reading inside the classroom 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 (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 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.
LOST • Online movie review
Meetings • 4th October, 2006 1 2
Meetings • 22nd March, 2007
