Information transfer activities for the teaching of reading using Tieng Anh 11 at Nguyen Du high school in Ha Tinh province

z

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
***************************

Tran Thi Phuong Chi

INFORMATION TRANSFER ACTIVITIES FOR THE TEACHING
OF READING USING ''TIENG ANH 11'' AT NGUYEN DU HIGH
SCHOOL IN HA TINH PROVINCE

MASTER THESIS IN EDUCATION

VINH 2013


STATEMENT OF AUTHORSHIP

I hereby acknowledge that this study entitled " Information transfer activities
for the teaching of reading using Tieng Anh 11" at Nguyen Du high school is my
original work. The data and the findings discussed in the thesis are true. The study
is submitted in partial fulfilment for the Master degree of Theory and
Methodology of English Language Teaching at Vinh University and has not been
submitted elsewhere in any other form for the fulfilment of any other degree or
qualification.

Signature

Tran Thi Phuong Chi

ACKNOWLEDGEMENTS
Above all, I would like to express my deepest gratitude to my supervisor,
Associate Professor Truong Vien for his whole - hearted help and precious
guidance from the beginning till the end of the research .
I wish to express my particular thanks to the teachers and students from
Nguyen Du high school for having enthusiastically offered me their valuable
supports, assessments and suggestions to complete the thesi .
I gratefully acknowledge my dear teachers and friends at the English
Department of Vinh University of Foreign Languages for having created
favorable conditions and provided me with useful materials during the time I
carried out the studies.
I would also to say "thank you" to the students and teachers of Nghi Xuan
and Nguyen Cong Tru high school for their participation in the piloting process
and for their constructive comment .
Last but not least, I thank my family and my special friends and other
people for always being by my side encouraging me in every step of my life as well
as in this project.


ABSTRACT
The project " Information transfer activities for the teaching of reading
using Tieng Anh 11" has been carried out with the effort to provide the
effective and interesting Information Transfer activities for eleventh grade
teachers and students of English. All the activities were carefully selected,
adapted and designed to satisfy the adhenrents of the communicative
approach. On the way to attaining the goal of the project, background
knowledge of how Information Transfer is defined, what advantages
Information Transfer activities can offer and why we use information
Transfer activities in teaching reading comprehension. The major types of

information Transfer tasks and aspects of application of the activities in the
context of Vietnamese high school classroom were also set their places in the
review of literature. There are 10 teachers of English taking part in the
survey. They come from Nguyen Du High School, and their age range from
25 to 50. Three experienced teachers of English from other schools are
invited to read and evaluate information transfer activities, and there are 220
students to give feedback on the IT reading lessons which are experimented.
Moreover, to create the most efficient and relevant activities, the stage of
conducting the designing process, including the study of the textbook, the
adaptation and designing of the activities, the trial, and the modification of
those ones have been throughly paid attention to research participants and
instruments. The effectiveness was measured by the experiment of five out
of ten activities on two hundred and twenty students of five classes from
Nguyen Du high school. The results show that IT activities are beneficial on
the part of the learners, and these activities really assist students to exploit
reading texts and improve oral skills. Basing on the results collected in the
experiment and assessment procedure, the adjustment and modification were
set up to better the activities. Reinforcing strong point and improving
limitations have brought the thesis to a feasible mission of providing eleventh
grade teachers and students of English with useful materials for teaching and
learning reading .


TABLE OF CONTENTS
ACKNOWLEDGEMENTS.............................................................................iii
ABSTRACT.....................................................................................................iv
TABLE OF CONTENTS..................................................................................v
LIST OF ABBREVIATIONS AND SYMBOLS.............................................ix
CLT : Communicative language teaching .....................................................ix
EFL : English as a Foreign language .............................................................ix

IT : Information transfer ................................................................................ix
N: Number of information .............................................................................ix
R : Reading ....................................................................................................ix
L: Listening .....................................................................................................ix
.................................................................................xi
LIST OF FIGURES.........................................................................................xii
CHAPTER 1:

INTRODUCTION.................................................................14

1.Rationale ......................................................................................................14
2. Purpose of research ...................................................................................15
3. Scope of research .....................................................................................15
4. Organization of the research ....................................................................15
CHAPTER 2:

LITERATURE REVIEW.....................................................17

1. What is the information Transfer technique? ............................................17
1.1 What is the Transfer? ................................................................................17
1.2 What is the information Transfer technique ? .........................................17
2 Advantages of information Transfer activities ...........................................18
2.1Authenticity & real talks ...........................................................................18
2.2 Communicative tasks.................................................................................18
2.3 Repetitive tasks ........................................................................................19
2.4 Productive tasks .......................................................................................19
2.5 Development of all skills ..........................................................................19
2.6 Self - Access ............................................................................................20

3.Major types of information transfer tasks ....................................................20
3.1 Maps and plans.........................................................................................20
3.2 Grids and tables.........................................................................................22
3.3 Diagram and charts ...................................................................................22
3.4 Diaries and calendars.................................................................................23
3. 5 Miscellaneous lists, forms, coupons, etc.................................................24
4. Teaching reading comprehension of English ...........................................25
4.1 Shape of a reading lesson ......................................................................25
2. Feature of a good reading technique ...........................................................27
5. Reasons for using information transfer activities in the teaching of reading
.........................................................................................................................27
5.1. Diversifying the technique for the teaching of Reading...........................28
5.2. Helping students with the whole content of the reading text...................29
3. Practicing information transfer for real life communication......................29
6. Aspects of applying the IT technique in the context of Vietnamese Upper
Secondary school classrooms of English.........................................................30
6.1. Reproduction, explanation and summary.................................................30
6.2. Testing/Checking students’ understanding of a Reading text..................31
6.3. Should Information Transfer activities be used in post-reading or whilereading stage?..................................................................................................31
7. Stages of conducting information - transfer activities ................................32
7.1. The study of the textbook.........................................................................32
2. The selection, adaptation, and designing of the activities...........................33
3. The Trial of the activities.............................................................................33
4. The modification of the activities................................................................33
8. Relevant studies ..........................................................................................33
Similarly, in 2012, a study of Amanah with title:"The effect of Information
Transfer and connection questions techniques on students reading
comprehension achievemet". The objectives of the study were to find out
(1) the different erect information transfer and connection questions
techniques on students reading comprehension achievement and (2) which

of these techniques is the most effective.The hypotheses are the students
reading comprehension achievement taught by using information transfer
and connection questions techniques is higher than students taught
conventionally and there is one of the techniques which is the most
effective among the other techniques. The study was conducted at State
Junior High School 3 Lubuk Pakam. The population was the Grade VIII
students. The samples were taken randomly (random sampling) using
lottery system. As a quasi experimental research, the research was
conducted by giving treatments to both experimental groups . The control
group was taught conventionally. Grade VIII A was taught by applying
information transfer technique and Grade VIII 1) was taught by applying
connection questions technique. The data was analyzed using ANOVA
technique with significance probability a = 0.05 . The analyses show (1)
mean of gain score of experimental group using information transfer
technique was 33,25, (2) mean of gain score of experimental group using
connection questions technique was 29,05 and (3) mean of gain score of
control group was 18,15. The findings of the study are (1) the students
reading comprehension achievement taught using Information transfer
technique is higher than the students reading comprehension achievement
taught using connection questions technique in which F count was 19,768
and F table 3,0738 with significance 0,000 < a 0,05. (2) Information
transfer technique is the most effective technique in improving the students
reading comprehension achievement. This was analyzed by using Tuckey
test. Based on the findings, it can be concluded that information transfer
and connection question techniques significantly affected the students
reading comprehension achievement. Because of that, both techniques can
be applied on reading comprehension instruction in order to improve the
students reading comprehension achievement.............................................36

........................................................................................................................37
CHAPTER 3 : METHODOLOGY..................................................................37
1. Research Participants ...............................................................................37
2. Data collection............................................................................................38
3. Data analysis................................................................................................39
CHAPPTER 4 : FINDINGS AND DISCUSSION..........................................40
1 . Finding from the questionnaires for teachers ...........................................40
2. Finding from the teachers' evaluation forms ..............................................47
3. Finding from the students' comments .........................................................50
CHAPTER 5 : CONCLUSION AND IMPLICATIONS................................55
I. Conclusion ...................................................................................................55


REFERENCES................................................................................................60
APPENDICES................................................62


LIST OF ABBREVIATIONS AND SYMBOLS

CLT :

Communicative language teaching

EFL :

English as a Foreign language

IT :

Information transfer

N:

Number of information

R:

Reading

L:

Listening

%:

Percent

ESL :

English second language

FL :

Foreign language


LIST OF TABLES
Table 1: Question 1. Do you think that exploiting the content of reading texts is
important?
....................................................................................................................................

27
Table 2: Question 3. Do you often use Information Transfer activities in the
teaching
of
reading?
....................................................................................................................................
28
Table 3: Question 4. Which stage in a reading lesson do you think Information
Transfer
activities
are
best
applied?
....................................................................................................................................
28
Table 4: Question 7. What are your suggestions to make the teaching of reading
more
effective
and
interesting?
....................................................................................................................................
31
Table 5 : Criterion 1. The activity is easy to understand and carry out
....................................................................................................................................
34
Table 6 : Criterion 2. The activity is suitable to most of the students’ levels.
34
Table 7 : Criterion 3. The activity is varied, interesting and motivating.
35
Table

8

:

Criterion

4.

The

activity

is

new

and

creative.

35
Table 9 : Criterion 5. The activity helps students to exploit the content of the
Reading

text

effectively.

35

Table 10 : Criterion 6. The activity encourages the students to develop all the
skills.
36


Table 11 : Criterion 7. The activity is meaningful and contextualized.
36
Table12 : Question 1. Is the activity easy to understand ?
37
Table13 : Question 2 . Is the activity suitable in comparison with your level?
37
Table14

: Question 3

. Is the activity interesting and motivating?

38
Table15

:

Question

4.

Is

the

activity

new

and

creative?

38
Table16 : Question 5. Is the activity useful for you to exploit the content of the
reading

text?

If

yes,

how

many

percentages

can

you

obtain?

39
Table17 : Question 6. Are you willing to participate in other activities like this
one?
If
yes,
how
often?
....................................................................................................................................
39


LIST OF FIGURES

Figure 1 - Question 2. Which activities do you often use for content exploitation?
....................................................................................................................................
27
Figure 2- Question 5. What are the advantages of Information Transfer activities?
....................................................................................................................................
29
Figure 3 - Question 6. What difficulties may you face when carrying out this
kind
....................................................................................................................................
30
Figure 4 - Question 8: Why do you think information – transfer activities should
be used in Vietnamese language reading comprehension classrooms?
....................................................................................................................................
32
Figure 5 - Question 9: By using information - transfer activities in teaching
reading,
teachers

want…?
....................................................................................................................................
33


CHAPTER 1: INTRODUCTION
1.Rationale
Reading comprehension is an important language skill. Practising the
reading skill of English as a foreign language is a matter of much concern by
language teachers. In many classes of English in Viet Nam, a reading lesson is
generally taught through three stages, namely, pre- reading, while - reading and
post - reading. However the techniques of teaching reading comprehesion are in
general repeated and not so interesting. In order to make the lessons more exciting
and creative, to help students acquirres language skills of English, new technicques
should be applied and one of them is the information transfer.
The information Transfer technique has been so far considered much attention ò
the language teaching

researchers.Together with this it has been considered an

effective technique in English teaching methology. There have been alot of
researchers on this technique. Widdowson, for instance, insists on using Information
Transfer technicque for designing writing exercises.(Widdowson,1978). In addition,
Storla suggests using it in writing for critical thinking.(1993).

Johnson also

describe the advantages of InformationTransfer for the teaching of reading and
listening (1981). Moreover, Prodromou believes that Information Transfer presented
in a visual form as a starting – point for practicing the four skills is another hallmark

of the communicative approach.(Prodromou, 1992)
Actually, these researchers just talk about Information Transfer in theory. So, from
theory to reality, Truong (1999) makes an application of the Information Transfer
technique in teaching reading comprehension in Vietnamese secondary school
classrooms of English.
In Vietnam, particularly in Hue city not only Truong (1999) has made an application
of the techinique in Vietnamese secondary school classroom, using English 11
Therefore, the researchers would like to carry out this research to investigate how
Information Transfer used for teaching reading at Nguyen Du high school in Ha
Tinh. Moreove, in the hope that IT reading lessons of Tieng Anh 11 can be popular
as an interesting technique in the teaching of reading comprehension. This may be


seen as useful source of the reference for the teachers at Upper- Secondary schools
in the province.
Research questions
1.1. What are teachers’ and students’ perceptions about the Information Transfer
activities?
1.2. To what extents are the activities effectively applied?
2. Purpose of research
The aims of the study are
- To provide the effective and interesting information transfer to 11 th grade teachers
and students of English
- To design activities and bring in to use their advantages to make the teaching
proceduce more effectively and successfully and thus contributing to the
improverment of the teaching and learning foreign languages
3. Scope of research
- The study deals with information transfer activities for the teaching of reading
using " TIENG ANH 11" at Nguyen Du high school in Ha Tinh province
4. Organization of the research

The study consists of the following parts:
Chương 1,

"The Introduction", Presents the rationales for research, defines the

purposes, research questions, scope and orgnization of the study
Chương 2

presents a summary of theoretical background of thr research.

It consits of 8 main sections:
What is the information transfer technique?, Advantages of information
Transfer activities, Major types of information transfer tasks, Teaching reading
comprehention of english, Reason for using Information Transfer activities in the
teaching of reading, Aspects of applying the Information Transfer technique in the
context of Vietnamese upper secondary school classrooms of English, Stages of
conducting the designing process and Relevant studies.


Chương 3, "Research methodology" presents the detailed procedure of the study:
research subjects, date collection, date analysis.
Chương 4, "Finding and Discussion"includes findings from the questionnaires for
teachers, the teachers' evaluation forms and date analysis.
Chương 5, "Conclusion and Implications"presents an overall conclusion of the
study, Pedagogical Implications for teachers, limitation of the research and some
suggested lesson plans of Information Transfer activity applied to teach English
reading lesson for the 11th graders at NGUYEN DU High school


CHAPTER 2:

LITERATURE REVIEW

This study deals with the Information Transfer technique (IT) and scopes of
the application to help the language teachers make the reading lesson more effective
as well as involve all students in the creative, meaningful and interesting activities
of content exploitation
1. What is the information Transfer technique?
1.1 What is the Transfer?
According to the Oxford Advanced Learners' Dictionary (2005) transfer
(information / music, ect..) is to "copy information, music, an idea, etc . from one
method of recording or presenting it to another " or " to be recorded or presented in
a different way" ( P.1571) . For example, we can transfer data to the disk in a few
seconds
1.2 What is the information Transfer technique ?
There are several definitions concerning to the Information Transfer technique.
First of all, an Information Transfer activity, according to David Palmer (1990,
p.79) ‘is an activity involving the reproduction of information either from a
diagrammatic or semi-diagrammatic form into fully linguistic form or vice versa’.

A listening /
Reading text

INFORMATION
TRANSFER
(chart, graphs, tables,
maps, outlines, ect.)

Diagrammatic /
Semi- diagrammatic

Form

A different definition is ‘’ Information Transfer technique means translating
data from one form to another. We move from the Reading or Listening text to
graphic stimuli, or visual like charts, graphs, diagrams, figures, maps, etc, and vice
sersa. (Storla, 1995, p.5).
With a similar view, Short and Candlin (1977, p.144) state that Information
Transfer technique is the ‘’Transformation of instance discourses from one type into


another but these instances of discourse can also be derived from a non- verbal
mode of communicating’’
Another way to define Information Transfer is: "The action of
comprehending graphics includes the linguistic performance of oral or written
information transfer interpretation, comments, questions, etc, This implies a process
of Information Transfer from one skill to another: in this case, from reading verbal
and/or non-verbal information to speaking/writing’’ (Brown, 2004, p.210).
It can be inferred from the definitions that Information Transfer technique is
converting of the content of the verbal language form into the non-verbal language
form and vice versa to make the Information easy to understand and convey.
2 Advantages of information Transfer activities
Information Transfer is a visual kind of information that appears in variety of
form such as tables, charts, graphs, outlines, maps, memos. Obviously, this kind of
data is very common in our life and has many advantages. Palmer once describles
its benefits in his papers (Palmer 1991)
2.1Authenticity & real talks
Acording to Palmer, information - Transfer activities are often used in the
English speaking environment as an authentic task that native speakers commonly
do in their everyday lives. For example, nowadays, in office, a lot of texts and
documents are not written directly in the form of the text but they are tended to be

transferred into the diagrammatic or semi- diagrammatic forms of time tables,
memos, charts, and diagrams, that " aims to catch our attention and facilitate our
reading " (Truong Vien 1999, p3 ). Futhermore, as we prepare for the trip or journey
to other cities or countries, we can not help filling in some forms, supplying
information about accommodation, entertainment, which are both linguistic and
symbolic.
2.2 Communicative tasks
A part from real tasks, IT activities are also communicative otherwise people
would not be wasting time doing it. When you book your flight at the travel agent,


the clerk will interpret the information on the computer screen for you and help you
to communicate with it.
2.3 Repetitive tasks
Normally, the information presented in a diagrammatic form or semidiagrammatic form is frequently a concentrated collection of similar items of
information, for example, repeatedly the train time table shows us when the train
will depart from, stop at and arrive at a limited number of places. This means that
the linguistic equivalent may well be expressed by repetition of a certain structure.
In this way, Information Transfer activities can be very appropriate to controlled
practice stage of a lesson.
2.4 Productive tasks
An IT exercise usually provides students only with the bare bones of
information – they must supply the linguistic flesh with which the information will
be expressed. Thus, if it is appropriately staged, and IT can fit into the free
production stage of a lesson.
2.5 Development of all skills
Ideally, an information Transfer activity forms a kind of pivot around which
any of the language skill may revolve
Listening ------>

------> Speaking
VISUAL

INPUT
Reading

OUTPUT
-------->

INFORMATION TRANSFER
I

------->Writing
INFORMATION TRANSFER
II

(Adapted from the original version Palmer 2004 )
This Figure shows how a diagram or ‘’ visual’’ may be built up from information
read or heard by the students. The visual then becomes the basic of a second IT in


which the student reproduces the information linguistically in either spoken or
written form.
2.6 Self - Access
Information - Transfer provides a framework for useful self -access activities
for developing listening and reading skills beacause it helps students to check their
performance against the correct "visual" data or objects
Evidently, the advantage is that information transfer involves only a few necessary
words students are asked to reconstruct the information in spoken form, and then in
written ones.This practice is a great benefit to students. Doing this kind of works

helps them gain cofidence that they can articulate on their own, rather than just
repearing or copying of the others.
Another benefit of information - transfer is that it is open-ended. This kind of
data gives the students a topic and quite a bit of information. But it is always
possible for the students to add their own ideas and interpretation.
3.Major types of information transfer tasks
In a language class, according to Palmer (1990) IT task may falls into a
number of basic categories through a number of scenarios often at several language
levels.
3.1 Maps and plans
In this type of task, the student has to label, mark positions or plot routes on a
map or a plan.
Selected scenarios

L = listening, R = Reading

- Classroom
Input: Description of students’s seating in a class (L R)
Task: Label desks with names of appropriate students.
- Holiday tour
Input: Overhead dialogue, recounting or planning a holiday (L)
Travel agent’s itinerary (R)


Postcard from family on holiday (R)
Task: Plot route on map labeling places of interest and dates.
- Weather forecast
- Input: Weather forecast (L)
- Task: Enter weather symbols on a map.
- Flight routes

- Input: Newspaper report (R) or interview (L) with Director General of an
airline, giving details of new routes, closures, etc.
- Task: Plot route on world map.
- Seating plan.
- Input: Description (LR) of quests seated at a dinner party.
- Task: Label quests on diagram of table.
Other possibilities include: plan of a street; architect’s plan; underground
(tube) map; theatre seating plan; plans of traffic accidents.
It is quite often possible to provide the same basic information input at a
number of different language levels. For example, the description of the seating
plan above can be quite elementary; as in: Mr. Brown is information transfering at
the head of the table. On his left is Mrs. Smith and on his right is Mr. White. Mr.
Green is siinformation transfering on Mrs. Smith’s left., or it can employ more
complex discourse, in which case the difficulty of the task is increased as the student
has to filter out redundant information as well as recognize the functions of complex
cohesive devices. Mrs. Smith, however, is talking right across the tables to Mr.
White, the tall white- haired gentleman on the other side of Mrs. Jones. This
becomes a sort of puzzle and indeed might be as a problem-solving task in which
the student has to seat the quests amicably according to their likes and dislikes. For
example: Lady Grey is quite a snob and insists on a siinformation transfering an the
place of honor at the head of the table. She is quite very jealous of Miss Sidebotham
because they both like Mr. Gable, a bachelor, etc.


3.2 Grids and tables
These are pieces of information described as semi-diagrammatic ones and
they include railway timetables, car – hire price lists or any kind of information
analyzed into tabular form.
Selected scenarios
- Passport details

Input: Interview at passport office ( L )
Literary or police description of person ( R)
Task: fill in ‘’ personal details: page of passport’’
- Train or bus time tables
Input: Telephone enquiries answered by railway/bus enquiry office (L)
Task: Complete a semi – complete timetable with destinations or times given in
the dialogue.
- Football results and pools.
Input: Authentic radio report of the football results, or at amore advanced level,
randomly organized recordings of outside broadcast commentators giving the
results of their particular matches (L )
Newspaper report of the day’ s football ( R )
Task: Tabulate information in simplified form.
Other possibilities include: flight announcements board; surveys and polls, class
timetables; class ainformation transferendance register.
3.3 Diagram and charts
This kind of material, already extensively used in ESP (English for Specific
Purposes) courses, can, with careful selection, be equally effective in general
English classes.
Selected scenarios
- Family tree


Input: Prose description of family relations, e.g history text ( R) or clues given in
conversation (L)
Task: Plot names on family tree, or draw tree itself.
- Flow charts
Input: Tour of factory showing how, for example, cars are made ( L )
Recipe instructions ( R )
Lecture on process, such as education system ( L )

Semi – technical texts on processes, e.g. photography, houseplant care, operating
a washing machine, applying for a tax rebate ( R ).
Bank clerk telling customer how to get travel’s cheques changed ( L )
Task: Label and possibly complete diagram illustrating the process.
Other possibilities include: temperate and climate graphs/histograms; socio
grams; pie graphs.
3.4 Diaries and calendars
Transfer involving plans, dates and times often give useful practice in
discriminating numbers at less advanced levels.
Selected scenarios
- Office holidays
Input: Employees ask boss for permission to take their holidays at certain times
( L)
Employees write leinformation transferer to boss on same subject ( R )
Task: Plot holidays on Year Planner.
- Personal engagements.
Input: Secretary tells boss his program for the week ( L ). Some of this
information may come in the form of leinformation transferers or memos to be
processed by the students ( R )
Task: Enter details in authentic diary.


Other possibilities include: doctor’s and dentist’s an appointment book; hotel
register.
Note: Remember that some of these task can be very much simplified by giving
some of the linguistic information to the students before asking them to do the
listening task.For example in the second scenarios, the engagements that are given
orally by the secretary can also be given in jumbled order on the
students’Worksheet. Their task is then to recognize them and copy them into the
right days of the week as they listen.

3. 5 Miscellaneous lists, forms, coupons, etc.
The basic strategies used in the above scenarios can be extended and
combined to suit a wide range of situations and visual formats.
Selected scenarios.
- Programme design
Input: Conversation at theatre booking agency ( L )
Radio advertisement for play or film ( L )
Task: Design a programme or poster giving full details about the play or film.
- Menu prices
Input: Dialogue between couple dining and waiter ( L )
Gastronomic newspaper article ( R )
Task: Write or complete details on menu
- Shopping list
Input: Wife sending husband on errand ( L )
Recipe instruction ( R )
Task: Write shopping list.
Other possibilities include: car rental forms; list of dietary requirements.


4. Teaching reading comprehension of English
4.1 Shape of a reading lesson
Obviously, reading skills are an essential part of communicative competence.
They are also "essential for learning a language since they anable students to acquire
insights and information and to obtain sucess in communicating with others "
( wallace, stariha,walberg,2004,p.7).Therefore, the teaching of reading has a
prominent place in language programs today . Its procedure follows exactly the
same procedure of teaching a skill lesson. This simple framework

forms the

teacher's lesson plan in a meaningful, task - based way. Specifically , there are three
stages : pre- reading , while- reading and post- reading. Activities used in these pre,
while, and post stages give students practical tools for using the four skills in real
life. The features of these three stages, extracting from BA Upgrade English
language teaching Methodology ( Nguyen Bang et al. 2003 .pp 85 ) are presented
as follows.
Pre- reading stages
This stage is carried out before the students begin reading the text . It plays
an essential part in the whole process of a reading lesson, because it is difficult to
ask student to read the text without the preperation that involves such activities as
pre- reading questions , pre- teaching vocabulary .Accoding to William ( 1984 : 37 )
, the purpose of reading stage are :
- to introduce and arouse interest in the topic
- to motivate learners by giving a reason for reading
- to provide some language preperation for the text
Normally, pre- reading stage often makes up about one - tenth of the time
allocation for the whole lesson . However, depending on each lesson , it may last
shorter or longer . Before delivering activities for this stage , the teacher needs to
pay careful attention to the objectives of the lesson , the situation of teaching and
learning , the students' needs in to account


While reading stage
William (1984 p:38) states that while reading stage is the main part of a
reading lesson with the following specific aims :
- to help understanding of the writer's purpose
- to help understanding of the text structure
- to clarify text content
The teacher, at the while reading stage , needs to help their students
comprehend the text thoroughly whlie the students have to apply to the best their

reading skills like skimming , scanning , quessing ect .To understand the text as well
as the writer's purpose conveyed through the reading text . Apperently, time
allocation for this is nearly two- thirds of the whole lesson
Post reading stage
It is the last stage of a reading lesson . It is the time for students’
reproduction of what they have learned in the while stage in reference to their world.
What they reproduce will reflect how well they comprehend the text in association
with their daily lives. In William's view (1984 p: 39), the post -reading stage is
aimed at consolidating or reflecting upon what has been read and relating the text to
the learners' own knowledge, interests or views. Normally, it takes ten or fifteen
minutes to complete all activities at this stage .
To conclude, the above - mentioned stages are essential for a reading lesson .
However, it is not necessary to carry out all these stages mechanically on every
occasion. Depending on the purposes of a reading lesson, the teacher may apply
these stages as well as allocate time for each stage appropriately .