The document discusses the importance of reading approaches in mastering English, particularly for students who struggle with literacy. It outlines various reading strategies, teaching activities, and instructional materials to enhance comprehension, while also detailing the audio-lingual approach emphasizing listening and speaking skills. Finally, it emphasizes the teacher's role in fostering a conducive learning environment through guided activities and comprehension strategies.

1. READING
APPROACH

2.  English becomes an International Lanaguage.
 It demands all the society in every
background especially the students to master
it well.
 Reading approach is one of the way to help
the students solve their problem in reading
 In reading approach, many things an be
achieved by the students and they can master
English well.
INTRODUCTION

3. READING APPROACH or
READING METHOD was first
devised for English Learners in
India and French learners in
United States of America who have
not mastered the oral use of
language.
A BRIEF HISTORY

4. The students are able to identify
meaning rather than letters or
words
The students are able to
understand and read the text
quickly
The students are able to read
actively
OBJECTIVE

5. SKIMMING
- It is an activity to read shorter texts to
extract accurate detailed information.
- It is done at a speed of three to four
times faster than normal reading.
SCANNING
- quickly read the text to get the gist of it.
- involves moving eyes quickly down the
page seeking specific words and phrases
TYPES OF TEACHING AND
LEARNING ACTIVITIES

6. EXTENSIVE READING
- reading longer text usually for pleasure
INTENSIVE READING
- it is reading in depth and is usually done
in the class with each pupil having the same
text.
- is a reading for a high degree of
comprehension and retention over a long period
of time.
TYPES OF TEACHING AND
LEARNING ACTIVITIES

7.  READING ALOUD by the teacher is an important
component of the struggling reader’s literacy
program. Teacher is a model in reading process
and students listen and repond to the teacher.
 SHARED READING – the teacher reads a text while
the students observe and follows along silently.
 WORD STUDY – fosters recognition of the
individual sounds of the words.
KINDS OF INSTRUCTIONAL
EXPERIENCES AND MATERIALS

8. INDEPENDENT READING – is what
struggling readers most need to practice.
GUIDED READING – involves teachers’
structuring learning situation in which
children work in small group on material
that is challenging to them.
KINDS OF INSTRUCTIONAL
EXPERIENCES AND MATERIALS

9. MOTIVATE LEARNERS
ENCOURAGING TO SET
READING STRATEGIES
SUPPORT THE STUDENTS TO
DEVELOP READING
COMPREHENSION
TEACHER ROLES

10. To get the meaning from the whole
text
To have good vocabulary and
integrate naturally with other class
work
ROLES OF INSTRUCTIONAL
MATERIALS

11. The teacher teaches students about prior
knowledge.
Making connection is when a student can
relate to an experience.
Questioning is another strategy that wil
greatly benefit a student.
“All our knowledge results from questions
which is another way of saying that
question/asking is our most important
intellectual tool”
--- Dr. Niel Postman
COMPREHENSION STRATEGIES

12. Visualization is when a student can create a
picture or movie in their mind while reading
text.
Summarizing is telling what is important about
the text.
Evaluation is about making judgements on
what you read and then explaining why you
made those judgements.
Synthesizing is putting the pieces together to
see them in a new way.
COMPREHENSION STRATEGIES

13. AUDIO –
LINGUAL
APPROACH

14. Is a technique of foreign-language
instruction that emphasizes audio-
lingual skills over reading and writing
and is characterized by extensive use
of pattern practice.
AUDIO – LINGUAL APPROACH

15. In the period of world war II United
States required linguists to set up special
training program which would be
emphasized on fast and easy foreign
language acquisition.
The Army Specialized Training Program
(ASTP) was established in 1942.
HISTORY

16. Audio-Lingual Approach suggests that
students be taught phonology, morphology, and
syntax of tha language.
Audio – Lingual Approach is based
on:
MAIN CHARACTERISTICS
LISTENIN
G
SPEAKING READING WRITING

17. THE BASIS OF AUDIO-
LINGUAL APPROACH
REPETITIO
N
ORAL
DRILLS
MEMORIZATI
ON
Of simple
patterns
are the
basis of
Audio –
Lingual
Aproach.

18. REPETITION – the student repeats the utterance
as soon as he hers it, without looking at printed
materials. After the student has epeated an
utterance, he may reeat it again and add a few
words then repeat the whole utterance and add
more words.
EXAMPLES:
I used to know him. - I used to know him.
I used to know him years ago.
TYPES OF ACTIVITIES

19. INFLECTION – where one word in a sentence
appears in another form when repeated.
EXAMPLES:
I bought the ticket. – I bought the tickets.
He bought the candy. – She bought the candy.
TYPES OF ACTIVITIES

20. REPLACEMENT – where one word is replaced
by another word.
EXAMPLES:
He bought this house cheap – He bought it
cheap.
Helen left early. – She left early.
TYPES OF ACTIVITIES

21. RESTATEMENT – the student rephrases an
utterance and addresses it to someone else,
ccoeding to instructions.
EXAMPLES:
Tell him to wait for you – Wait for me.
Ask how old she is – How old are you?
TYPES OF ACTIVITIES

22. COMPLETION – the student heards an
utterance and that is comlete except for one
word, then repeats the utterancein complete
form.
EXAMPLE:
I’ll go my way and you go ___ - I’ll go my way and
you go yours.
TYPES OF ACTIVITIES

23. TRANSISTION – A change in word is necessary
when a woerd is added.
EXAMPLE:
I am hungry. /so/ - So am I
CONTRACTION – A single word stands for a
phrase or clause.
EXAMPLE:
Put your hand on the table. – Put your hand
there.
TYPES OF ACTIVITIES

24. TRANSFORMATION – A sentence is transformed by
being made negative or interrogative or through
changes in tense, mood, voices, aspect or modality.
EXAMPLE:
He knows my address.
He doesn’t know my address.
INTEGRATION – Two seperate utterances are
integrated into one.
EXAMPLE:
They must be honest. It is important that
they
It is important. must be honest.
TYPES OF ACTIVITIES

25. REJOINDER – The student makes an
appropriate rejoinderto a given pattern.
Usually students are told in advance to
respond in one of the following ways: polite,
answer the question, agree, disgree, express
surprise, etc.
EXAMPLE:
Thank You – You’re welcome.
What is your name? – My name is Sam.
TYPES OF ACTIVITIES

26. RESTORATION – the student is given a
sequence of word that have been pulled from a
sentence, but still keep the meaning. The main
aim of this exercise is to build the sentence
using the word sequence.
EXAMPLE:
kids/waiting/school bus – Kids are waiting for
school bus.
DIALOGUES – students have to listen, repeat
aand memorize, focusing on proper
pronunciation, intonation, stress and rhythm
usage.
TYPES OF ACTIVITIES

27. THREE MAIN ELEMENTS
OF LEARNING
STIMULUS RESPONSE
REINFORCEMEN
T
Is the
information
about the
foreign
language
Is the
student’s
reaction on
the
presented
material
Is natural
“self-
satisfaction
of target
language
use

28. Language Learning is a mechanical process.
Memorization and repetition of dialogues or
other drill patterns minimize the risk of making
mistake and increase the chances of giving a
correct answer that leads to reinforcement of
good habits.
Language can be learned and taught more
effectively if it is presented in spoken form
before students will see written form.
MAIN PRINCIPLES OF
AUDIOLINGUALISM

29. The teacher must provide varieties of drill and
tasks to keep learner’s motivated.
Minimization of vocabulary until all common
and simple structures will be learned.
Teach new vocabulary.
TEACHER’S ROLE

30. THANK
YOU!!!