Students will be able to answer and discuss questions about the book la forma de las cosas/the shape of things. Language and Literacy/Academic Language Reading: I will read La Forma de las Cosas by Dayle Ann Dodds to the students. Students will read the vocabulary words in House Shapes Worksheet. Writing: Students will be asked to label the shapes in their house by writing the first letter of the name of the shape or by writing the name of the shape. Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book.
Wholist style tends to respond to cognitive task by holistic strategy. They are used to perceiving material from the holistic perspective. There is a long span in reading comprehension. According to research, English majors in the vocabulary learning, guess words in context. The reading material provides them with information to help them guess the meaning.
The Interactive Model The interactive model takes into consideration the continuous interaction between The bottom-up and The top-down processing in the text's meaning building (p: 93-100) . 4. Reading Strategies Many researchers in the area of reading strategies studies have used different types of strategies; these strategies are as follows: predicting, inferring, self- monitoring, and summarizing, where they are more effective, useful and beneficial for students. 1. Predicting: This reading strategy includes thinking about what might be coming next in the text, where the effective reader can apply it before beginning reading by using pictures, texts, headings and his / her personal experience in order to make predictions .
Adams (1994) mentioned that the proficiency of reading depends on the ability to understand and recognize words quickly. It will determine an individual’s cognitive development. This knowledge can be obtained through education or instruction or even direct experiences. Breiseth (2007), mentioned that related to reading
According to Nuttal (1996) on aims of reading, for extensive reading, variety is also important. Students need to read different variety of reading materials. This may include different forms discourse structures, genre, subject matter or materials- magazines, newspapers, tabloid, journals, readers, abridged readers, young adult readers, novels, etc. Teachers can exploit the extensive reading materials to introduce or revise new vocabulary, tenses and sentence structures by exposing the student to the English language in a varied memorable, familiar and of course enjoyable manner. Learning English through extensive reading materials can be the foundation for secondary schools in terms of basic language functions and structures, vocabulary, language learning skills and literature.
1.2 Writing in the higher education context (get ideas from Rahma’s book) Student writing in higher education is at the heart of teaching and learning and it serves a variety of purposes in different contexts (Coffin et al. 2003: 2). These purposes include it assessment", such as producing an essay for an exam; "learning", i. e. disciplinary-oriented knowledge; "entering particular disciplinary communities" whose writing norms and conventions students have to attempt "to approximate" as they progress in their studies (ibid. ). These purposes, as they are set out by Coffin et al.
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
One of these methods is teaching grammar through reading and writing. Students can learn correct grammar by reading passages or their peers writing. A teacher can use a strategy called grouping to have students teach each other about grammar. From the article Grouping Students to Teach Grammar, Breznak and Scott suggest that, “Students learn best when they teach to someone else” (Breznak and Scott, 2003). Students can be given a writing prompt and have their peers edit their work.
It is no exaggeration to say that how well students develop the ability to comprehend what they read has a profound effect on their entire lives. A major goal of reading comprehension is to instruct and help the learners to develop knowledge and to gain more information about reading, develop skills and experience. Over the past few decades, research have discover a great deal of information about how readers get meaning from what they read and about the kinds of instructional activities and procedures that are most successful in helping students to become good readers. According to Van Den Broek, as cited by Samudio (2003) reading comprehension is a complex cognitive ability requiring the capacity to integrate text information with the knowledge of the listener/reader and resulting in the collaboration of a mental representation. Current models of reading comprehension highlight the importance of considering the role of different cognitive processes during text comprehension.
The aim of the research was to find out the motivational factors which develop students writing skill at secondary level. Many researches which are somehow related to research topic which were done to find out how students motivate towards or develop their writing skill. Below are some of the previous researches made by anonymous researchers. “The development of children’s writing from early forms to conventional forms is best achieved through substantial time devoted to writing” (Egawa, 2008, ¶4). Through this statement, Egawa