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ORGANIZING GENERAL STAGES OF INTENSIVE READING SKILL
Jamolxonov Yoqutxon Jabborovich
The Academic Lyceum
at Tashkent State Agrarian University
ESL teacher,
Tashkent, Uzbekistan
yoqutkhonjamolkhonov@gmail.com
https://doi.org/10.5281/zenodo.11296552
Annotation.
In the article, the author shares experience with leveled
reading books, which she applies as intensive reading in class, especially at the
initial stage of higher education. The right choice of level helps students
overcome psychological barriers in mastering a foreign language.
Key words: “passive” work of reading, arguments, “active” work, the topic
of the passage, reflection.
Intensive reading is reading with full comprehension of the text. Reading
is one of the most effective ways to improve language skills and perhaps the
most enjoyable. So what techniques can be applied to maximize the use of IF?
They are varied and depend on both the book itself and the students. They can
be used regardless of the difficulty level of the book.Intensive reading works
well in the tasks of improving pronunciation and listening if it is a read-aloud.
Reading aloud, students tune in to the sound series of the target language. It is
important, firstly, to work on pronunciation, otherwise the wrong “guessed”
pronunciation of this or that word can annoy for years later. Secondly, it is
possible to “dramatize” reading aloud, distributing “roles” among students,
which helps to practice language intonation.
Speech skills are also good to practice in an intensive reading lesson. For
example, a book usually has a colorful picture on the cover that relates to the
story. Ask students to describe the picture and think about what it might mean
for the content of the book. You can use the illustrations in the book (especially
in low-level books) as comic strips and try to make up your own story based on
them before reading the book.The Reading Method, also known as the New
Method or the Reading Approach, was devised by Dr. Michael Philip West (1888-
1973). During the 1920s, he was working as a Professor of English in India. Dr.
West believed that everyone around the world should learn English. As English
was an international language, he argued that it could make it easier for people
from different countries to communicate with each other. He thought this would
have a number of important advantages for people everywhere:
How did the Reading Method differ from other ways of teaching English?
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At the time when Dr. West was working, the most popular method of
teaching English to students in other countries was the Direct Method, also
known as the Natural Method. This method focused heavily on spoken words,
through students actively participating in class. They were encouraged to learn
English words directly without translating them into their first language. Dr
West thought this method was too time-consuming, as a lot of class time was
taken up with the teacher talking, so each student didn’t get much time to
practise their speaking skills. He also believed that learning to read English was
more important than learning to speak or write it - he thought the skills of
speaking and writing English would naturally come later if students learned how
to read it first.
This belief was at the very core of the Reading Method in English teaching,
as the approach focuses on the “passive” work of reading, rather than the
“active” work of actually speaking English. This is because Dr. West believed that
you can’t express yourself until you know enough words, and reading. The tasks
in this learning phase focus on shaping students’ reading comprehension skills
such as identifying topic or main idea, supporting details, drawing inferences,
and vocabulary in context. At the outset, teacher leads discussion facilitating the
introduction of the vocabularies related to the topic of the passage. Next, the
students will be given a passage to read within the group. They will be asked to
pick 1 or 2 unfamiliar word(s) of each paragraph. They jot them down into the
template made by the teacher. They need to justify the word class (noun, verb,
adjective, or adverb), its phonetic symbol, meaning, and example how the word
is used in a sentence. To help them do this, they can go to MacMillan Online
Dictionary or Oxford Online Dictionary.
Picture -1. Reading strategies.
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This activity will be done in 15 Minutes.After that, I initiate the discussion
of the text that aims at helping students respond to the text. Group discussion is
implemented to engage students in collaborative reading tasks. They will be
encouraged to analyze pros and cons points stated in the text. The following
questions are used to help guide their analysis which they need to complete in
15 minutes.
Picture-2. Types of readers.
SCIENCE AND INNOVATION IN THE
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International scientific-online conference
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What is the topic of the passage?
What are the arguments for the topic of
the passage? Write your reasons and evidence.
What are the arguments against the topic of the passage? Write your
reasons and evidence. Students are required to draw the result of analysis into a
poster/ mind map that depicts the answer of the questions. They present their
poster to the other groups. When the students finish presenting the first reading
task, I continue requesting them to engage in text analysis activity. It focuses on
facilitating the development of students’ understanding of the generic structure
of the passage, communicative purposes of the author, and grammatical features
of the text. With the same passage, the questions below are used to help guide
their discussion in 15 minutes:
How is the text structured? Justify your answer.
What is the communicative purpose of the author writing the text?
What grammatical features are mainly used in the passage? Write some
for evidence.Post reading tasks. In the final task, I design an activity that
provides students with an opportunity to compose a piece of text or visual text.
The goal of this task is to evaluate the students’ understanding of the topic being
discussion. They are required to write a paragraph of 100 words, or a poster
based on their reading journey that predicts how the issue is going to be in the
future. From this activity, I truly expect that the students can exercise their
critical thinking with the knowledge they have internalized from reading the
passage. Moreover, it gives students chance to express their ideas and thoughts
responding to the issue. This task takes 20 minutes to do.
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Reflection is an important part of learning because it allows students to see
clearly what they have learned, how they do it, and what they can do next. To
encourage reflective practice, students are given self-assessment tools to help
them understand their own learning progress. The teacher's questions guide the
students in reflecting on their learning. The questions should focus on the
development of reflective practice skills and critical thinking. The students have
10 minutes to fill out the self-assessment table.
References:
1.
Mickan, P. 2017. Text-based research and teaching from a social semiotic
perspective: Transformative research and pedagogy. In Text based research and
teaching: A social semiotic perspective on language in use. eds. P. Mickan & E.
Lopez., 15 – 35. London: Palgrave Macmillan.
2.
Treadwell, S. M & Taylor, N. 2017. PE in pictures: Using photovoice to
promote middle school students’ reflections on physical activity during free
time, Journal of
3.
Physical Education, Recreation & Dance, vol. 88(4), 26 – 33.
4.
Kholboboeva, A. S. (2020). GENERAL FEATURES OF TOURISM
ADVERTISEMENT DISCOURSE. Theoretical & Applied Science, (4), 261-263.
5.
Kholboboeva, Aziza Sherboboevna. "The theoretical point to advertising
discourse in linguistics." Academic Discourse 9.1 (2020): 99-104.
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Kholboboeva A.Sh. Strategies for Translating Tourism Terms into Uzbek
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