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UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA ENSEÑANZA DEL INGLÉS
MEMORIA DE SEMINARIO DE GRADUACIÒN DE GRADO DE
LICENCIATURA EN ENSEÑANZA DE INGLÉS

“PROPORSAL ON TEACHING STRATEGIES TO IMPROVE
READING COMPREHENSION SKILLS IN ELEVENTH GRADERS
AT PUBLIC HIGHSCHOOL LICEO DE FRAILES, PREPARING TO
BACHILLERATO TEST”

Lic. Maureen Fallas Marín
Bach. Marcela Mora Castro
2013
QUOTE
“Show me a family of readers, and I will show you the
people who move the world.”
― Napoleón Bonaparte
INSTITUTIONAL FRAMEWORK
Name of the Institution: Liceo de Frailes con
Orientación Tecnológica.
 Year of foundation: 1976.
 Location: Frailes, Desamparados.
 Population
 Improving academic performance to an excellence
level.

LICEO DE FRAILES CON ORIENTACION
TECNOLOGICA
INVESTIGATION PURPOSE

The

main objective is to help the
students face life and work
situations which require the use of
English as a Second Language.
JUSTIFICATION OF THE PROBLEM


The syllabus.



Effective reading in Costa Rica.



The material provide by the Syllabus.



How could Reading Comprehension Strategies Skills in
Eleventh grades at Liceo de Frailes, Public High
School be improved to obtain better results in the
Bachillerato test?
GENERAL OBJECTIVE


To analyze the efficiency of the Communicative
Language Teaching Approach being used "The
English Syllabus" in order to improve reading
comprehension strategies skills in Eleventh grades
at Liceo de Frailes, Public High school for the
Bachillerato test.
SPECIFIC OBJECTIVES


To characterize the English teaching model that is currently
used in the public education system to highlight its main
purpose.



To determine the academic performance of students of
eleventh graders in high school according to the standard
evaluations administered to find weaknesses and strengths of
the English program.



To identify aspects in the system of education that can be
affecting the development of the strategies used in class to
prepare students to success in the Bachillerato Test.



To describe the limitations which are not allowing the English
students to apply effective techniques of reading
comprehension skills in the class for better learning and
understanding.
THE COMMUNICATIVE APPROACH


This approach emphasizes interaction, problem
solving and how to use the language.



It is aimed at training students for listening and
speaking, and consequently pay little attention to
the training of reading and writing.
COLLABORATIVE STRATEGIC READING (CSR)


This approach integrates word identification, reciprocal
reading, and cooperative learning.

Collaborative Strategic Reading is a set of four
strategies use to comprehend as the student read:
 Preview
 Click and clack
 Get the gist
 Wrap-up

METHODOLOGICAL FRAMEWORK
Quantitative research, seeks answers to specific
questions raised by the researcher and by the application
of a set of questions.
 VARIABLES:
 Time
 Strategies and type of readings.
 Variety of texts
 Complexity of the readings
 Motivation of the students
 General satisfaction

ANALISYS AND INTERPRETATION
Interest of readings
ANALISYS AND INTERPRETATION
Usefulness of strategies
provided by the teacher
CONCLUSIONS AND
RECOMMENDATIONS


Variable Number one: Amount of time invested in
reading activities



Variable Number two: Strategies used in the
classroom by the teacher.



Variable Number three: Variety of texts used to
practice reading.
CONCLUSIONS AND
RECOMMENDATIONS


Variable Number four: Complexity of the texts
choice according to the grammar contents and the
rest of English program.



Variable Number five: Motivation showed by the
students towards the reading exercises.



Variable Number six: Satisfaction regarding the
general results
PROPORSAL
READING WORKSHOP


GENERAL OBJECTIVE



To implement a workshop for English Reading
Comprehension at Liceo de Frailes to strengthen
vocabulary and reading understanding.
SPECIFIC OBJECTIVES


To integrate active reading strategies for reading
comprehension development.



To integrate reading out loud techniques with
speaking and listening skills activities for basic
vocabulary acquisition.



To diagnose the level of reading comprehension at
the beginning and at the end of the workshop for
further recommendations.
STRATEGIES TO DEVELOP IN THE WORKSHOP:


Dynamic Activities for reading comprehension
reinforcement to be able to achieve the bachillerato test.



The use of technological tools for motivation increase in
the reading comprehension skills.



Active participation from the students in different drills:
oral reading, round tables, games, and others.



Tips for learning process in the reading comprehension,
thus, being able to work in groups in the class.
PROPOSAL PURPOSE
Reading Workshop in which applying four tests that
are divided into eight classes. Every class or
workshop would have ten readings and thirty-five
questions approximately.
 Diagnostic Test
 Reading
 Speaking
 Vocabulary

QUOTE


“The person who deserves most pity is a lonesome
one on a rainy day who doesn't know how to read.”
― Benjamin Franklin


Thank you !!!!!

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PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN ELEVENTH GRADERS AT PUBLIC HIGHSCHOOL LICEO DE FRAILES, PREPARING TO BACHILLERATO TEST

  • 1. UNIVERSIDAD MAGISTER FACULTAD DE EDUCACIÓN CARRERA ENSEÑANZA DEL INGLÉS MEMORIA DE SEMINARIO DE GRADUACIÒN DE GRADO DE LICENCIATURA EN ENSEÑANZA DE INGLÉS “PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN ELEVENTH GRADERS AT PUBLIC HIGHSCHOOL LICEO DE FRAILES, PREPARING TO BACHILLERATO TEST” Lic. Maureen Fallas Marín Bach. Marcela Mora Castro 2013
  • 2. QUOTE “Show me a family of readers, and I will show you the people who move the world.” ― Napoleón Bonaparte
  • 3. INSTITUTIONAL FRAMEWORK Name of the Institution: Liceo de Frailes con Orientación Tecnológica.  Year of foundation: 1976.  Location: Frailes, Desamparados.  Population  Improving academic performance to an excellence level. 
  • 4. LICEO DE FRAILES CON ORIENTACION TECNOLOGICA
  • 5. INVESTIGATION PURPOSE The main objective is to help the students face life and work situations which require the use of English as a Second Language.
  • 6. JUSTIFICATION OF THE PROBLEM  The syllabus.  Effective reading in Costa Rica.  The material provide by the Syllabus.  How could Reading Comprehension Strategies Skills in Eleventh grades at Liceo de Frailes, Public High School be improved to obtain better results in the Bachillerato test?
  • 7. GENERAL OBJECTIVE  To analyze the efficiency of the Communicative Language Teaching Approach being used "The English Syllabus" in order to improve reading comprehension strategies skills in Eleventh grades at Liceo de Frailes, Public High school for the Bachillerato test.
  • 8. SPECIFIC OBJECTIVES  To characterize the English teaching model that is currently used in the public education system to highlight its main purpose.  To determine the academic performance of students of eleventh graders in high school according to the standard evaluations administered to find weaknesses and strengths of the English program.  To identify aspects in the system of education that can be affecting the development of the strategies used in class to prepare students to success in the Bachillerato Test.  To describe the limitations which are not allowing the English students to apply effective techniques of reading comprehension skills in the class for better learning and understanding.
  • 9. THE COMMUNICATIVE APPROACH  This approach emphasizes interaction, problem solving and how to use the language.  It is aimed at training students for listening and speaking, and consequently pay little attention to the training of reading and writing.
  • 10. COLLABORATIVE STRATEGIC READING (CSR)  This approach integrates word identification, reciprocal reading, and cooperative learning. Collaborative Strategic Reading is a set of four strategies use to comprehend as the student read:  Preview  Click and clack  Get the gist  Wrap-up 
  • 11. METHODOLOGICAL FRAMEWORK Quantitative research, seeks answers to specific questions raised by the researcher and by the application of a set of questions.  VARIABLES:  Time  Strategies and type of readings.  Variety of texts  Complexity of the readings  Motivation of the students  General satisfaction 
  • 13. ANALISYS AND INTERPRETATION Usefulness of strategies provided by the teacher
  • 14. CONCLUSIONS AND RECOMMENDATIONS  Variable Number one: Amount of time invested in reading activities  Variable Number two: Strategies used in the classroom by the teacher.  Variable Number three: Variety of texts used to practice reading.
  • 15. CONCLUSIONS AND RECOMMENDATIONS  Variable Number four: Complexity of the texts choice according to the grammar contents and the rest of English program.  Variable Number five: Motivation showed by the students towards the reading exercises.  Variable Number six: Satisfaction regarding the general results
  • 16. PROPORSAL READING WORKSHOP  GENERAL OBJECTIVE  To implement a workshop for English Reading Comprehension at Liceo de Frailes to strengthen vocabulary and reading understanding.
  • 17. SPECIFIC OBJECTIVES  To integrate active reading strategies for reading comprehension development.  To integrate reading out loud techniques with speaking and listening skills activities for basic vocabulary acquisition.  To diagnose the level of reading comprehension at the beginning and at the end of the workshop for further recommendations.
  • 18. STRATEGIES TO DEVELOP IN THE WORKSHOP:  Dynamic Activities for reading comprehension reinforcement to be able to achieve the bachillerato test.  The use of technological tools for motivation increase in the reading comprehension skills.  Active participation from the students in different drills: oral reading, round tables, games, and others.  Tips for learning process in the reading comprehension, thus, being able to work in groups in the class.
  • 19. PROPOSAL PURPOSE Reading Workshop in which applying four tests that are divided into eight classes. Every class or workshop would have ten readings and thirty-five questions approximately.  Diagnostic Test  Reading  Speaking  Vocabulary 
  • 20. QUOTE  “The person who deserves most pity is a lonesome one on a rainy day who doesn't know how to read.” ― Benjamin Franklin