Week 5
“Reading to Speak: Integrating Oral
Communication Skills”
Writing
skill
According to Ur (1996, 120), fours
skill of English are the most important. This section explains why learners
are very interested in the speaking skill in many languages. However, speaking
skill is also good challenges for students in the EFL classroom and they can
learn several macro skills, including pronunciation of unfamiliar phonemes, correct
stressed placement, intonation and using formal and informal expression. These
factors can give the students in EFL classroom a few opportunities to speak
English outside the classroom. As a Chinese proverb says, “poverty gives rise
to a desire for change,”
After that, there are opinions divided on how to change way of
English taught, though focused on many problem in traditional teaching on
grammar and vocabulary in English class where students are taught intensive
contents. However, students often practice in reading, writing and listening
except speaking skill. In this section, I will present important topic for practice
speaking English that is “Reading to Speak.”
A reasonable solution is supporting integrated
approach leads to speak, where speaking added in reading and writing to help
students in oral communication. Adding speaking to reading or writing
lesson allows students in integration at least three skills. According to this
essay, there are three activities added reading lesson to speak as the
following. First of all, this activity designed to allow students to act out a
story that they read from each source. Students should do activity in pair or
more. Students have to present interesting activity; they are encouraged to use
their imagination and changing plot and dialogues in performance. Next activity
is reading to debate. This activity requires students to pay
attention in discussion from an article. The last activity is reading to
interview. This activity is easier than the previous two activities, including
persuasive, argumentative or narrative texts. First step of third activity is
scanning the text to get many ideas as possible. Secondly, Students work in
pair, one act as the interviewer and the other act as interviewee. Third step,
students scan the text again to find any other question to ask. Fourth step,
students conduct the interview again and switch the role together. Fifth step, there
is organized competition to see which pair can best represent the text through
their interview.
Conclusion, applying modern with
traditional English teaching is best for students. Some
teachers only teach students to learn by separate practice of reading, writing
and listening, but the teachers have no teaching students to speak. According
to the previous two paragraphs, it usually mentioned breaking curriculum
between traditional courses by integrating speaking skills improves students’
communicative ability. I agree with this article, because
students can speak English from reading the text. There also are three activities
from reading to speak such as reading to act out about a story that they read,
reading to make discussion what else question they can use to ask and reading
to interview. These activities are helpful for students to do activities with
the others, share experiences and opinions and practice to speak English from
reading. I think this article should be applied for teaching students as
students- centred. How do you think about this topic? Do you think that reading
to speak can improve students to speak for better or worse? Why?
“Reading to Speak: Integrating Oral Communication Skills”
Vocabulary
Vocabulary
|
Pronunciation
|
Meaning
|
Unsatisfactory
(adj.)
|
/ˌʌnsæt̮əsˈfæktəri/
|
ไม่น่าพอใจ
not
good enough
Ex:
The options that were open to her were either unsatisfactory or
objectionable.
|
Converse
(v)
|
/kənˈvərs/
|
สนทนา
to
have a conversation with someone
Ex:
She conversed with the Romanians in French.
|
Overemphasis
(n)
|
/ˌoʊvərˈɛmfəsəs/
|
เน้นหนัก
too much emphasis or importance
Ex: an overemphasis on curing illness rather than preventing it.
|
Encompass
(n)
|
/ɪnˈkʌmpəs/
|
ห้อมล้อม
to
include a large number or range of things
Ex: The job encompasses a wide
range of responsibilities.
|
Intermediate
(adj.)
|
/ˌɪntərˈmidiət/
|
สื่อกลาง
[usually before noun] located between two places, things,
states, etc.
Ex:
Liquid crystals are considered to be intermediate between liquid and solid.
|
Reference:
Yun Zhang. (2009).
“Reading to Speak: Integrating Oral
Communication Skills.” English Teaching Forum, 47(1), 32-
34.
Retrieved July 30, 2013, from http:// www.eric.ed.gov/
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