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Designing the reading course - Review

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Universidade Estadual da Paraíba
CEDUC – Centro de Educação
Curso: Letras-inglês Noturno
Componente curricular: Teoria e Prática de Leitura
Professora: Nathália Q. Sátiro
Aluno (a): Lenilson Carneiro da Silva
Critical Review of the text Designing the reading course
	We have been discussing many factors that influence the reading experience of readers and learners of reading. Now, the text will address the point of what needs to be considered when designing a reading course. Firstly, the designer must consider students’ needs beforehand. Specify what they will need to read and involve them in choosing texts that they are interested in so that they can feel motivated from the beginning of the reading course.
	In order to collect information aiming at identifying needs students may have, the teacher or designer can use: questionnaires, individual interviews, oral reports, observations of small group discussions, and so forth. Also, the level of proficiency in the L2 must be remembered during the process of choosing materials.
It is important to involve students in defining the purposes of reading so that they can understand why they are reading and take responsibility for their learning. The more invested and involved students are in their learning, the more responsibility they will take for their learning. It is the so-called student-centered approach.
The text differentiates between Goal and Objective. Goal being a broad or general statement about what students need to achieve, and objective being specific aims that teacher use in creating individual lesson plans.
Some students may have an established personal interest in certain topics and this will certainly influence their reading experience. There are at least three types of interests that students may have: individual, peer group and community group. The more interested people are, the more they will persevere in reading, says the author.
I found extremely interesting to read the idea that when students have an intense interest, this can motivate them to read materials that are beyond their range of language proficiency. However, the range of proficiency level can be good or bad depending on the intensity. It is recommendable not to exaggerate in choosing text beyond our levels.
When teacher get classes with multilevel students, they face a great challenge because they will have to plan lessons to address all the students. This will increase the workload and decrease the quality of his job.
There are approaches to use in order to design reading courses. The text describes two: extensive and intensive. The first refers to the approach that students read for general comprehension a large quantity of texts they have to choose. Almost all reading is done outside the class and students are frequently asked to read more than one text on the same topic. On the other hand, the second approach refers to the one in which the text is read carefully and thoroughly for maximum comprehension. It is pivotal to mention that there are possibilities of using a combination of both approaches in reading courses.
The author mentions (CBI) Content-based instruction. This is an approach that claims that students improve their language skills by getting in contact with content material such as texts on biology, information technology, history, science etc. The language is a means to an end.
The designer of a reading course must be careful when choosing the appropriate materials. S/he can choose between fiction or non-fiction materials, authentic or modified, realia, each and every one has its advantages and disadvantages. Therefore, it is up to the teacher or designer to adapt or not the materials chosen. 
Finally, when it comes to process of evaluation, teachers need to know how they will determine whether te course goals have been met. They will have to decide what can be considered evidence that these objectives within the goal have been met effectively. Test are only one option. There are many other ways to assess and check evidence of authentic learning.