Teaching Reading

Autor: prof. Burtea Lavinia-Daniela
Liceul “Charles Laugier” Craiova, Județul Dolj

Teaching English requires special attention and an endless work from the teacher in order to make his classes interesting and get his students’ attention and motivation and make them acquire and learn English.
Teachers of English as a foreign language have to develop the students’ abilities in the language. It is the application of an integrating approach for the development of communicative skills in the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together, with a distinction of the importance of one upon the other.
It makes little sense to talk about skills in isolation since, as Eli Hinkel points out, “in meaningful communication, people employ incremental language skills not in isolation, but in tandem” (Hinkel 2006:113). Continuarea

Teaching reading to secondary school pupils

Autor: prof. Preda Cristina Ramona
Școala Gimnazială Bertea, jud. Prahova

Lately, I have noticed that secondary school pupils, especially those from grades 6 to 8 (12 to 14 yearsold) do not show a real interest in English texts, be them of general interest, or related to the British culture and civilization. Their general cultural knowledge is quite limited, and their reading comprehension skills are not manifested at the standards that I have imposed on them, as an English teacher.
I have noticed, over the years, the fact that my pupils encounter difficulties in filtering and understanding the information they get when they have to read a text, regardless of its nature or field of interest. Whether they read the text aloud or in silence, the problem is the same: the pupils read like robots, executing some commands, without processing the read information, so that they can answer my questions or to be able to do the follow-up exercises.
Most of my pupils’ problems are related to vocabulary, due to the fact that they have a limited vocabulary in English, not wanting to assimilate the words taught by me in class, finding this activity boring. Thus, my students are incapable of deciphering the message of the texts or of understanding certain phrases and expressions. The problem is astringent, and that is the pupils’ incapacity to understand the texts read and studied in class and implicitly to do the exercises adherent to the texts. Continuarea