PRE READING STAGE 1

APPENDIX 1

NAME: _______________________________ WORDMAZE FIND OUT THE HIDDEN WORDS IN THE WORDMAZE .

T A F C G B X M Q C G D A

R R G B U Q C E W T K O C

A E J H E W V T E D L W C

V S L F S E B R A H O N O

E O R Q T R M P S T Y T M

L R T F Q T H O T E H O O

E T L Y G Y T L E G B W D

R N E J J U G I F H F N A

S M E U J I K T G B R D T

E T R O P R I A M N D S E

L S A D F Y R N K L S A L

E N T E R T A I N R D O P

B U A L A I C R E M M O C

HIDDEN WORDS

1. RESORT 2.METROPOLITEN 3.TRAVELERS 4.DOWNTOWN 5.AIRPORT APPENDIX 1 Transcript between a tourist and the local people.

6. ENTERTAINED 7. HOTEL 8. GUEST 9.ACCOMODATE 10.COMMERCIAL

A tourist asking to find out about the hotels around to stay. Tourist : Ali: Excuse me, my name is Steve. I come from Australia. I do not about hotels Can you please tell me or suggest a good hotel here. Oh, nice to meet you. Welcome to Malaysia. Well, may I know the purpose Of visit here. I mean is it for holiday or business. Tourist: Ali: Well I came here with my family for a holiday and for piece of mind. There are varieties of hotels. There are three large groups of hotel .They Airport

hotels , downtown hotels and resort hotels. Tourist: Ali: What are specialities about these hotels. Well, the airport hotels are mainly for the travelers so it is located near the Airports .The service are very limited and quite cheap. For example The Hilton, The Marriot and The Holiday Inn have their hotels near the airport. Tourist: Ali: How about the downtown hotel? They are commercial hotels and found in the major busy areas. They are Occupied for business meetings and holidays .The rate is depends on the Activities and duration of staying. However , they provide varieties of Services. The Hyaat Regency is one of it. Tourist: Ali: Then about the resort hotel. These hotels located at the beaches, mountains or spas. Mostly vacationers And recreation mind people will go there. The level of service is much Higher. They provide entertainment too and it is meant for children and

Family because it has park, campgrounds and golf courses.

APPENDIX 1 KWL WORKSHEET Name :___________________________ Based on the conversation you heart complete this worksheet . 1) Name of the hotels mentioned are : a)________________ b) ________________ c) _________________

2) The man is from __________ a) Malaysia b) Japan c) Australia

3) The tourist came here for ______ a) holiday b) business c) work

4) The resort hotels can be found at ______ a) beach b) town c) airport

5) Where do downtown hotel locate ? a) beach b) airport c) town

6) Which hotel is suitable for the tourist? a) Downtown hotel b)airport hotel c ) resort hotel

Stage / Time Post Reading Set Induction (10 minutes)

Content / Material Role Play Cards (Appendix 7) Example : a) A tourist wants to get information regarding which suitable to stay in. b) A business man need a good hotel to do his business conference.

Presentation / Rationale 1) Teacher divides the students into groups. 2) The students will be given a situation card and they have to do the role play. 3) Teacher guides them to the post reading stage based on the topic.

Post Reading Stage I (10 minutes) Whole class Mind Mapping (Appendix 8)

1) Students sit in their own groups. 2) Teacher distributes a mind map for each group. 3) Each group has to complete the mind map according to the given title. RESORT 4) The group leader will read out the answers. 5 ) Then, the teacher discussess the answer with the students. a) Teacher distributes worksheet for different levels of students. b) Students need to complete within the time given. c) Teacher collects the worksheets.

Stage 3 (10 minutes)

Whole class Worksheet s: a) Beginner match the main ideas with details given and write the correct words. b) Intermediate- identify the main ideas in the sentences and underline them. c) Advance complete a table with the main ideas related.

Closure (10 minutes)

Group Work Build a dream Hotel

a) Students remain in the same group. b) Teacher provides some cardboard, glue

and colour papers. c) Students build their own dream hotel and name them and display in the classroom. d) Teacher rewards some points to encourage them..

APPENDIX 8 Name : _____________________________ Complete the mind mapping with related details based on the title given.

MIND MAPPING

RESORT

WORKSHEET - BEGINNERS Name : ___________________________ Match the main ideas with details given.

1. Providing many alternatives for the public ( ____________________________ )

airport hotel

2. Accommodate the air travelers

lodging industry

( ____________________________ )

3. Located in the major metropolitan areas. ( ____________________________ )

Resort hotel

4. Vacation and recreation minded people will go ( _____________________________ )

entertainement

5. The guest willing to pay higher rated for. ( _____________________________ )

Downtown hotel

WORKSHEET INTERMEDIATE Name : _________________________

Identify and underline the main ideas in the sentence and write in the bracket.

1. Lodging industry offers many new alternatives for the traveling public. ( lodging industry )

2. The airport hotels accommodate the air traveler. ( _________________________________ )

3. Downtown hotels known as commercial hotels which located in major metropolitan areas. ( _________________________________ )

4. The vacationers and recreation minded people like to go resort hotels which located near the beaches, mountains or spas. ( _________________________________ )

5. They must provide guest entertainment because the guest are willing to pay higher rate. ( _________________________________ )

WORKSHEET ADVANCE Name: ____________________________ Write the main ideas and the related details in the table.

MAIN IDEAS 1. Resort

DETAILS RELATED a) located at beaches, mountains or spas. b) vacationers and recreation mind people will go c) __________________________________________ d) __________________________________________ e) __________________________________________

2. ________________

a) ___________________________________________ b) ___________________________________________ c) ___________________________________________

d) ___________________________________________ e) ___________________________________________

REFERENCE

1. Dr.Fauziah Hassan(2206).Teaching of Reading in ESL Context,Open University Malaysia. 2. Ogle,D.M.(1986).KWL:A teaching model that develops active reading of expository text. 3.Huraian Sukatan Pelajaran ,Kurikulum Bersepadu Sekolah Menengah ,Tingkatan 2. 4.Nesamalar,Saratha,The Soo Choon,(1997),ELT Methodology(Principle and Practice).Penerbit Fajar Bakti,Shah Alam. 5.http://www.macmillandictionary.com/glossaries/identifying-opic.htm 6.http://chd.gse.gmu.edu/immersion/lao/laohome/read/preread/prompts.htm

RATIONALE
This lesson was carried out with the form 2 students in rural area school. The class involved consists of mixed abilities of students. This lesson is actually one reading lesson which divided into three stage which is pre reading for 40 minutes, while reading for 80 minutes and post reading for 40 minutes. The rationale behind choosing these activities was to make the lesson interesting and effective as well as to achieve the objectives. Therefore , for the pre reading , for set induction, I played a cassette containing a conversation between a tourist and a local people. (Appendix 1) I chose to begin the lesson with listening activity because we seem to forgetting the listening skills most of the time. We should not neglect this skill because students can improve their speaking skill through listening to good English and also the memory power. Besides that, I want the students to apply the information which they got through the listening. After the students listened to the cassette , the students was given a KWL worksheet.( Appendix 2) KWL is suggested by Ogle (1986), where teachers want the students to think and

make them aware the importance of reading the particular text for the lesson on that day . So I did the same think when I wanted them to listen carefully and attentively and strengthen their memory power to answer the KWL questions. I spent about 20 minutes at this stage as the students need time to listen and complete the worksheet. Then , I gave them a wordmaze (Appendix 3) with some of the important key words based on the actual text. The purpose of this activity was to test their memory power on vocabularies. Those words given in the word maze were taken from the conversation heard and of course from the actual text which were the main key words. Here I gave them 10 minutes time to complete the worksheet. The students nowadays are lack of reading and of course their vocabularies are not strong. So I want them to master the vocabularies for that particular topic. Then, for the closure, I did a group activity, where I gave them a picture puzzle. At this stage , the students are divided into groups and each group was given a pictures which had been cut into pieces in an envelope. Then the students joined the pieces to form a picture of a hotel. At this stage , the student did interestingly. I introduced the topic of the day ;The Kinds of Hotel This activity was also to enhance their understanding about the topic. Then , I started the while reading which I planned for 80 minutes. The students remain in the same group. As a set induction, the students matched the text with titles. Here each groups of students was given a short extract taken from the original text and also given a title for them to match. This activity to ensure that they understand the conversation in the set induction stage. I want the students to apply what they listen through the cassette to find the title correctly. This will enhance their understanding towards the text. After that, in stage 2 , I gave them the original text The Kinds of Hotel to each students. The students were required to read the text silently for better understanding. Discussion regarding the contents which was on varieties of hotels and facilities provided and so on. Here I spend about 20 minutes for teaching and then the students were given sign post questions or SPQ (worksheet 1, 2, and 3) . As the class had mixed abilities of students so I gave text with different levels of questions so that every student will try to attempt the questions. As we know that sign post questions will help students focus on the main ideas of a specific section of text so that the students easily understand the text. Normally sign post question

will be given after the students have read the text. So, I did give the questions after teaching and silent reading. The students tried out the questions and then I discussed the answers. Then , I went on to the post reading. This stage was towards ending the lesson for the day. For the post reading, I did a role play for the set induction. The purpose I did this activity is, with the hope that by now the students must have understand the contents of the text, main ideas and the details found regarding the hotels. Therefore, the students remain in their respective groups. Then few students at random or the whole group did the role play based on the situation given. The students need to speak in English and the vocabularies learnt and of course all the main ideas regarding the hotels. This activity was quite interesting. For the post reading at the stage one after the set induction , I gave mind mapping. This I done I as group work.. I gave them an empty mind map with the title inside like, resort, downtown, airport and so on. The students complete the mind map with all the details . This activity of course to enhance their understanding of the topic and the contents.. I gave them 10 minutes to complete as they should know. Then I asked the group leader to read the completed mind ma

TASK ONE There are two types of prior knowledge. One is prior knowledge of the language which focus on vocabularies and prior knowledge of the world which focus on contents. As we know that both knowledge are very important for a student to enhance the understanding and as well as sustain the motivation to read. Even research conducted by Pritchard (1990), Nunan (1985) , Johnson (1981) and Steffensen and Joag (1979) provides evidence that lack of prior knowledge affects comprehension. Based on the above statement, 2 pre reading activities are done based on form four syllabus on literature. These activities are based on rural area. The short story choosen is The Necklace.

TOPIC: SPECIFICATION:

THE NECKLACE 2.4, 3.2 Identifying main ideas 3.9 making connections

PRE READING ACTIVITIES (APPENDIX 1) 1) Teacher asks the students to sit in group. 2) Teacher distributes an envelope containing different parts of the puzzle to each group. 3) Teacher hangs up the magnetic board. 4) Each leader of the group will come out and paste their part on the magnetic board accordingly. 5) Once the pictures completed , the teacher asks about that picture. 6) Teacher writes down the students responds. 7) Teacher leads them to the topic The Necklace.

The above activity is design based on knowledge of the language. This activity will activate the knowledge of language which focus on vocabularies. This activity will improve the knowledge of vocabularies which is very important to understand the content of the story and sustain the interest towards reading. This activity is based on the rural area students who their language proficiency level is not encouraging level. This activity where students themselves will give their opinions in the form of vocabularies will find that their ideas are appreciated and continually encourage them for further reading the story. The students will be able to recall information from the text due to the knowledge on vocabularies which they have already come up with. The students can will be able to relate why teacher does this activity and know that the title played a very important role to expand the story. When teacher writes out all the answers on the board may be one or two can relate to story later on. Therefore students knowledge of language can be developed.

2 PRE READING ACTIVITY (APPENDIX 2) 1) Students sit in groups. 2) Teacher distributes a worksheet containing some statements which one should do and should not. 3) Teacher writes out the questions or a situation on the board . 4) Then students need to identified what they should do and should not do. 5) Then teacher asks the answers from each group. 6 ) Discuss the answers with students 7) Then relate them with the reading lesson for the day. The above activity is planned for the second reading lesson. It is based on the knowledge of the world which focus on the contents and to activate their prior knowledge. As this is the second lesson , they would have some ideas and able to understand the content easily. The students also have the knowledge of vocabularies which help them to understand better now. As the question would be what would you do if you have lost your favourite things ? Here the students will be able to apply their prior knowledge like saying cry, buy a new one and son on. Therefore, when they come to the part where Mathilda lost her necklace would be very clear and students able to visualize the situation . This will enhance their understanding and able to answer well in the exam in future. Students will be able to think and apply the same rules from real life towards the story and to complete the worksheet. Then the teacher starts the lesson where Mathilda lost the Necklace and how she and her husband suffered all her life for the past ten years to pay the debt and ruin their own lives. Therefore the activity above will assists the students to do a better and effective reading.

TASK TWO

Barretts Taxonomy is often used by the teachers to help them in constructing reading comprehension questions. It is similar to Nuttalls (1996) types of questions. There are five levels of difficulty which are literal comprehension, reorganization, inference, evaluation and appreciation. Forming questions based on these types of taxonomy will be useful as a form checklist. By classifying the questions accoding to the level it will help the teachers to find out whether any important kinds of questions has been left out and fail to provide enough practice in some important skills. Therefore there are four levels of questions have been constructed based on the Barretts Taxonomy. They are as below : 1. LITERAL COMPREHENSION Literal questions are where the answers are available directly and explicitly in the text. This questions can be answered in the words of the text itself .For this the students need basic understanding and they will be able to answer these types of questions especially rural area students. Even if the students do not understand at the first reading they can read again and refer to the text to get the answer.

EXAMPLES: a) Question: Respond: b) Question: Respond: Where did Mr Loisel works ? Mr Loisel worked in Ministry of Public Instruction. Who borrowed the necklace to Mathilda ? Madame Forestier borrowed her the necklace.

2. REORGANIZATION These questions are slightly difficult then the literal comprehension. Here the students are required to obtain literal information from other parts of the text and put it together and write it in a new way. The students need to make some analysis, synthesis organization of ideas which has been stated overtly. Therefore the students can make use the text rather thinking on their own. EXAMPLES: a) Questions: Respond : How does it took for them to pay off their debts? They spend almost ten years to pay off their debts to the money Landers. b) Questions: Respond : Was Mathilda happy with her life ? No, she felt deprived and disappointed over the fine things in her life which she would never enjoy. The students need to read the whole text in order to answer these types of questions .When the students read to get the answers it will also enhances their understanding of the text.

3 INFERENCE

To answer inference questions the students need to read between lines . The students need to really understand in order to go beyond the text. These questions required students to relate the information that explicitly stated to their prior knowledge. They need to do detail reading to infer the details needed for the questions.

EXAMPLES:

a) Questions: Respond :

Why did Mathilde does not like to meet her former friends ? She was shy of her poverty and her friends wealth made her very sad.

b) Questions : Respond :

Why did Mathilde hid the truth from her friend ? She was embarrassed of her carelessness infront of her friend who borrowed her or she was afraid of what her friend might say.

If the students did not read the text how did they why is she avoiding her frends And why did she hide the truth.

4. EVALUATION

Evaluative questions involve the students in making a considered judgement about the text in terms of what the writer is trying to so and how far he has achieved it. The questions may be needed to evaluate on the characters honesty, bias and so on. The evaluation can be done based on the author or the characters in the text. EXAMPLE a) Questions : Responds : What is the authors message in this story ? List them out . a) How a small things may ruin our life. b) How small a thing needed to make our life ruin. c) How carelessness turn our life path . d) How fate can judge our life sometimes

There are many other reasons can be given based on the text . In order to do that, students need to fully read the whole story and analysis the story properly so that they will be able to judge effectively.

APPENDIX 2 WORKSHEET Name : _____________________ Thick which of these things should you do and which should you not do based on the situations given. Situations : you have lost something valuable which you borrowed . What would you do. a) b) c) d) e) f) Panic and scream Inform the police Inform the person concern Run away Stay calm Replace them with new ( ( ( ( ( ( ) ) ) ) ) )

g) h)

Apologize Dont care

( (

) )

Any other answer :

REFERENCE

1.) Dr.Fauziah Hassan,(2006).Reading in an ESL Context. Open University Malaysia, 2) Huraian Sukatan Pelajaran,Kurikulum Bersepadu Sekolah Menengah,Bahasa Inggeris tingkatan 4 3) Selected Poems and Short Stories, Form 4,Kementerian Pendidikan Malaysia 4)Christine Nuttall(1983).Teaching Reading Skills in a Foreign Language.london:Heinemann Educational Books. 5) Nesamalar, Saratha Sithamparam,The Soo Choon(1995),ELT Methodology Principle and Practice,Penerbit Fajar Bakti,Shah Alam. 6) http://www.vtaide.com/png/ERIC/Prir-Knowledge.htm

7)http://www.remcll.k12.mi.us/stjoe/curriculum/CNO11706.pdf#search=`prior %20knowledge