Verbal Response

Prepared By:
Nurul Aina Bt Amir (3164002151)
Maizura Bt Ismail (3164002811)
Muhammad Aiman Safwan Bt Mohd Adnan
(3164007581)
Muhammad Hafriz Bin Kassim (316400571)
 Verbal
Response

Reading Silent
Aloud Reading
 Reading-while-listening
For diagnostic purposes
Play-reading
Choral reading
Individual reading to teacher
Audience reading
Reading aloud as part of feedback
Reading-while-listening;
Listen to a good reading

Improves comprehension

Aid perception
 For Diagnosis Purposes
Read to you:
It will help us on:
- words.
- 'hear' the
- how they read.
problems.
- correcting.
-evaluate yourself.
- how they explain.
 Play-reading

writing as speech written down

helps read with expression
children enjoy
developing personal responses
improves attention span
enjoy the play
 Choral Reading

Creates
Occasional
supportive Sound aspect
variation
environtment
 Individual Reading

Check students progress

Encourage students

Give specialized help

 Audience Reading

Individualization

Motivation

Give insight

Collect material
 Verbal techniques for the
development of silent reading
skills
 Exercise formats commonly used in the
teaching of reading.
a. Open-ended questions

b. Multiple choice questions ( MCQ)

c. True-false questions
 Purpose

The
Responding different
of students Construction
exercise
format

Classroom
exploitation
 Open-ended questions
Student create his own answer based on his
understanding of the text or passage.

Free response format.

Can help students to learn higher order thinking

skills.

Uses Barretts taxonomy.

Skills that can be test in open-ended
questions.
Summarizing
Sequencing
Inferencing
Comparing and contrasting
Drawing conclusions
Self-questioning
Problem-solving
Relating background knowledge
Distinguishing between fact and
opinion
Finding the main idea, important
facts, and supporting details
Example:
Read the text and answer the questions that follow.

Late one evening Mak Nab saw a mouse running into the
cupboard in the kitchen. She wanted to catch the mouse. So
she looked for a mouse trap and some food. She found the
trap but couldnt find anything to put inside it. It was late and
all shops were closed. So Mak Nab drew a picture of some
cheese and put it in the trap.

The next morning the picture of the cheese was gone but
there was another picture. This picture show a mouse!
1. Why did Mak Nab need to catch the mouse?
___________________________________

2. What word would you use to describe the mouse in

the story? Why?
_____________________________________
Issue in using open-ended questions

Students with low level of proficiency

cannot express their understanding of the
text.
 Main purpose of using open-ended
questions
Not pay too much attention on the grammar.

Accept any reasonable answer.

Encourage students to show the teacher what

part of the text support their answer.
 Multiple-choice questions (MCQ)
An objective test

Come in two forms:

1. Testing format
2. Teaching device.
In reading development activities, MCQ is not
about getting the correct answer but the means of
arriving at the correct answers.

Teacher needs to help students create an effective

strategy in understanding the text and answering
the questions.
 The purpose of discussion in answering
MCQ
Show students how they work with the text and
prepare them for group discussion.

Shows students that some answers can be arrived

through different ways by different person.
In individual phase, it allows student to
work in their own pace and his own way.

In group discussion, it gives chances for

weaker student to imitate the way of good
student.
Example:
The Coliseum is an ancient stadium in the centre of Rome. It is the largest
of its kind and it is very old. They started to build it in the year 70. It took
10 years to build the Coliseum. It is still around today.

1. When did the Romans finish building the Coliseum?

a. The year 70
b. The year 240
c. The year 80
d. The year 523
 True-False questions.
Used in the teaching of reading in two ways:

1. as a quick comprehension check;

2. as a stimulus to encourage explaining and
discussion of the text.
As a quick comprehension
 Guidelines for construction.

Write many items on same text.

Make sure statement is clear.

Write in simple English

Tell students how many statements.

Add a third option to make it more

challenging only suitable for higher
level

Paraphrase statements do not copy.

Read the text and answer the true and false questions.

It is often easy to recognise Muslim countries

because of their beautiful buildings. These often have
domes, arches and minarets with decorations.

Most mosques have a minaret, a tall slender

tower. The call to prayer is made from this tower.
Once the minaret also used to act as a lighthouse to
guide travellers in the dark.
1. Domes, minarets and arches are beautiful
Muslim buildings. __________
2. Minarets no longer act as lighthouses. _______
3. The call to prayer is made from the minaret.
4. Mosques do not have decorations. ________
as stimulus to encourage explaining
and discussion of the text.
 Guidelines for construction.
Look through the text and choose different
elements that people can have different
viewpoints.

Write statements based on the issues you

have picked out.
Make sure the discussion that each statements
generates, forces pupils into the text and not
away from the text.

This focuses on reading skills not speaking

skills.

Add more options instead of the True and False.

Examples:
All insects have six legs. And every insects has a body with three parts- a
head, a middle part, and a back. The body and legs of insects are covered with
hard skin. Most insects have feelers on their head. There are more than eight
hundred thousand kind of insects. Ants, bees, butterflies and grasshopper are
some of the insects you see most often.

1.Butterflies have bodies which are divided into three parts.

a. True
b. False
c. No information
 Example:
My name is Peter. I am a student. I am 19 years old. I
am from London. I have two brothers and a sister. My
father is a doctor. My mother is a teacher.

1.Peter has two brothers.

A. True
B. False
Example:
Chiles originate in South America and have been eaten for at least
9,500 years.

1. Chiles come from South America

____________

2. People began eating Chiles in the last few centuries

____________
3. South Americans were the first people to start eating Chiles
____________
 Number one is clearly true. Notice the use of the synonym 'come
from' used instead of 'originates'. It is common to use different
words.

Two is clearly false as it was 9,500 years ago, not a few 100
years ago.

Three is not in the text. Be careful about making assumptions

then thinking it is true. It is quite probable that South Americans
began eating Chiles first as they originated there; however, you
can't be sure of that and the text does not tell you that.
 Procedure for use
Start with an individual work.

Proceed to group work.

Then, move to class discussion.

Placement of questions
a. Questions given before a pupil reads the text.

b. Questions placed in the margin

c. Questions placed at breaks in a continuous text that

has been broken at pedagogically strategic points.

d. Questions placed after the text

a. examples:
- a questions that requires the location of a detail that
makes the pupil scan the text.
Goldilocks and the three bears.

Once upon a time, there was a girl named Goldilocks. She went for a walk in
the woods. In the deep woods, there lived a family of three bears. There was
Papa Bear, Mama Bear and Baby Bear. They lived in a small beautiful
house. The three bears lived there happily.

1. What is the name of the main character in the story?

_______________________
-a type of question that requires global understanding of the main
point that may require skimming .

Example:
PETALING JAYA: A fire broke out at a building under construction in Kota Damansara
here.

A spokesman from the Selangor Fire and Rescue Department said they were alerted to the
incident at Persiaran Surian at 2.18pm on Monday.

The spokesman said that firemen managed to bring the blaze under control at about 3pm.

There were no reported casualties.

1. What was the article about?
______________________
- a question that asks for details to support a stand
Example:
Spitting cobras are also known for their expert aim. These snakes
spray their poisonous venom from their fangs to protect
themselves. Scientists believe that these snakes actually aim for
the eyes! When the cobras venom gets into the eyes of an
animal, the venom causes terrible pain, and even blindness. This
gives the snake plenty of time to get away.

1. What is the function of cobra venom?

b. Questions placed in the margin

Guide pupils to pay attention to important aspects of

the text as they read

Corrects the bad habit of treating the first reading as a

decoding exercise

Force students to do decoding at the same time as

comprehension
c. Examples:
Read the text and answer each question before you continue
reading the text that follows the question.

I spent the first winter working hard. London was often cold and
wet.

What do you think the writer will say next?

a and I missed the warm sun of Bangkok
b and I thought how lucky I was to be there
and I missed the warm sun of Bangkok. Then, I began to go to
theatres and cinema, to make friends and to invite them back to
our flat. When the summer came,..

What do you think the writer will now say?

a. I was homesick. I wanted a holiday in Bangkok
b. I hoped to go on holiday to Europe.
PETALING JAYA: A fire broke out at a building under
construction in Kota Damansara here.

A spokesman from the Selangor Fire and Rescue

Department said they were alerted to the incident at
Persiaran Surian at 2.18pm on Monday.

The spokesman said that firemen managed to bring the

blaze under control at about 3pm.
Examples:

What is the point of the writer?

Answer: To inform about the fire incident in Petaling

Jaya

What do you think is being described by the writer?

Answer: A wobbly tooth.
 Other kind of exercises
involving verbal response
 Reconstruction: Making a distorted text
whole
1. Filling in gapped text , enough clues to help the pupil guess the
missing word.

2. Leave one or two lines at the beginning of the text without any
gaps.

3. Instruct pupils to read the whole text before fill in gap.

4. Point out the clues.

 Example
This is a story about a boy and his cat.

The little boys name is Pete. Pete has a cat. The cat is black. Her
name is Pat. ___(1)___ likes to run. Her ___(2)___ wags when
she runs. Pat likes to chew her toy. Pete gives her favourite
__(3)___ everyday to play. Pat likes to chase mouse. Pete likes to
sleep with Pat in his ___(4)____. Pat loves Pete. Pete loves Pat.
They are good ___(5)____.
 Reordering jumbled sentences

Cut up a short text then ask pupils to put it back

together.

You could use your own summary version of your

story.

Then cut the summary into strips for pupils to arrange

in the correct order in group first then individually.
 Completing an incomplete text
By thinking of an ending to a story. This kind of text
primarily develops prediction skills.

Example
1. Adam is going to bed because he wants to __________.
2. Zura went to the burger stall because she __________.
 Jigsaw reading
Cut up a text into a number of parts.
Form a groups containing as many students as there are
text part
After each student has read the text bit given to
Groups try to reconstruct the sentences
Each group member gives an oral summary of the
contents of text excerpt.
After listening to their summary all group have to
reconstruct the whole story.
Example
GROUP 1

Anna was injured because

GROUP 2

she fell while running

Replacement: Making changes to existing
text
Changing point of view by making the husband
narrate an episode originally narrate by the wife.
Paraphrase eg write a summary in reported
speech of dialogue that took place in the text read
by pupils.
Provide different examples eg change the details
of the England home to Malaysian detailed
home.
Expansions: Making explicit some implicit or
assumed information
Adding more specific details

He was a handsome man

Then pupils would be ask to add details
You can neither provide them some suitable alternative or using their
own ideas.
outcome :
He was tall and had dark wavy hair
 Comparison: Relating one text to another
or to ones own previous knowledge
Example
Bring two advertisement to class. State:
1. what product is being advertised;
2. what kinds of words are used in each
advertisement;
3. How colour, size of print, etc are used to capture
the attention of the reader.
 Serialization: Presenting the text in
instalments
1. Asking recall questions based on earlier passage .

2. Predict the future answer.

The exercises encourage prediction skills and force

pupils to become attentive readers.
The passage
I spend the first month working hard. Bangkok was
often hot and humid.

What do you think the writer will say next?

A. and I missed the cold breeze of London.
B. and I thought how lucky I was to be there.
 and I missed the cold breeze of London. Then I began to go to
the local attractions, to make some friends and inviting them
back to my flat. In a few month

What do you think the writer will say now ?

A. I was homesick. I wanted a holiday in
London.
B. I hoped to go on holiday to south east
Asia.
Problem solving: Spoken or written
discussion of aspects
Making student enjoy reading.
Nurtures positive attitudes to reading.
Improves evaluative comprehension.

Work in group and discuss the following questions on the

story about the rabbit and the turtle.
1. Who do you like better : the rabbit or the turtle? Why?
2. The rabbit is fast and the turtle is slow. Still it was able
to win the game. What lesson can you learn from this?