CHAPTER I
INTRODUCTION
A.
BACKGROUND
Prose is a form of language which applies ordinary grammatical structure and natural flow of speech rather than rhythmic structure (as in traditional poetry). While there are critical debates on the construction of
prose, its simplicity and loosely defined structure has led to its adoption for
the majority of spoken dialogue, factual discourse as well as topical and
fictional writing. It is commonly used, for example, in literature, newspapers, magazines, encyclopedias, broadcasting, film,
history, philosophy, law
and many other forms of communication.
The textbooks
are written according to the structural approach, graded with each lesson
illustrating on or two teaching items- vocabulary and structure. Reading skills
are of two kinds. They are,
1. The Intensive
Reading skill
2. The Extensive
Reading skill.
Though only one
or two textbooks are used to teach all language skills, generally the Intensive
Reading skill is cultivated through the detailed textbook while the Extensive Reading
skill is practiced through the Supplementary readers. As we are already aware
of the fact that reading comprehension involves understanding the subject
matter of the lesson including the important ideas in it,and the sequencing and
relationship of these ideas to one another. It also involves understanding the
meaning of new words and grammatical structures.
B.
STATEMENT OF PROBLEM
What is the main aim of teaching prose?
What is the difinition of teaching prose?
CHAPTER II
DISCUSSION
A.
TEACHING OF PROSE
Prose is
meant for learning a language. Teaching prose means teaching reading with
comprehension. The learners are taught the skill of reading. The next step is
to teach them reading with comprehension. Reading with comprehension helps the
learners to acquire new vocabulary and content words. The power of
comprehension can be promoted through reading and listening.
Teaching
prose enables the students to understand the passage, to read fluently, to
enrich their vocabulary and to enjoy reading and writing. It enables the
learners to extend their knowledge of vocabulary and structures and to become
more proficient in the four language skills. It develops the ability of
speaking English correctly and fluently.
The main aim
of teaching prose is to develop the language ability of the students. It is the
intensive study of a language. The language ability helps the learners to use
English language without any problem.
1.
The main aims of teaching prose are
a)
literary and
b)
content
To achieve
the literary and content, the aims of teaching of prose should be intensive and
extensive.
2.
General
aims of teaching prose:
To enable the students
a)
To understand the passage and grasp
its meaning.
b)
To read with correct pronunciation,
stress, intonation, pause and articulation of voice.
c)
To enable students to understand the
passage by silent reading.
d)
To enrich their active and passive
vocabulary.
e)
To express the ideas of the passage
orally and in writing.
f)
To enjoy reading and writing.
g)
To develop their imagination.
B.
INTENSIVE
READING:
Reading a
text for accuracy is called intensive reading. It is done with the close
guidance of the teacher. It forces the learners to pay more attention to the
text. It involves the profound and detailed understanding of the text. It is
primarily concerned with the developing of reading strategies.
The reading
strategies are
1.
Judgement
2.
Reasoning
3.
Interpretation and
4.
Appreciation
Intensive
reading is more an exercise in accuracy. Students do not read a text only for a
specific purpose of information. A text is considered suitable for scanning of
information, paying attention to the writer’s intensions, arguments, ideas,
style, etc., The students are expected to answer all questions which involve
their understanding of the text, grammar, vocabulary, writing, etc.,
C.
EXTENSIVE READING
Extensive
reading or reading for fluency involves reading of longer texts for pleasure.
It is not meant for minute details. It is a fluency activity. The students can
read on their own. This is called Rapid reading or Independent silent reading.
The specific objectives of extensive reading are:
1.
To understand the meaning as quickly
as possible.
2.
To increase passive vocabulary.
3.
To develop taste for reading.
4.
To develop the habit of reading for
pleasure.
5.
To concentrate upon subject matter.
The term
extensive reading means to read silently and quickly. It helps to read without
the help of the teacher. It trains the reader to understand the subject matter
as quickly and efficiently as possible.
It plays a
vital role in the learning of second/foreign language. The students are made to
read as much as possible. They are given choice and freedom to select the books
of their choice. Reading has its own reward. There are no follow up activities.
The reading texts are within the linguistic competence of the reader. Students
are permitted to read at their own pace. They choose when to read or where to
read. This creates interest among the learners. So they learn to read faster without
any disturbance.
Steps
involved in Extensive reading
I)
Introduction:
1.
The teacher gives main hints of the
passage,
2.
He explains the difficult portions,
3.
He deals with difficult areas of a
language,
II.) Silent
Reading:
1.
The students should read silently and
quickly.
III.)
Question:
1.
The teacher asks questions to test
the students understanding.
In extensive
reading, the readers must read silently and understand the matter. This would
create interest among the readers. The students may not be interested in
reading text books. Interesting magazines, newspaper, etc., may be recommended.
D.
EFFECTIVE
TEACHING STRATEGIES FOR PROSE
Teaching
prose focuses on increasing student's comprehension of the material and
establishing a personal connection to it. The key is to use a variety of
strategies to keep students interested and involved. "Teaching
Strategies" author Leif Danielson states, "As an overall teaching
strategy: You should create the conditions that will elicit the behavior that
you want from your class or an individual student."
1.
Read
Encourage students to read the material several times
if needed. Repeated observation reveals what they may have missed the first
time. Introduce active reading strategies at the beginning of the course.
First, teach them to observe what is on the page -- the facts and answers to
"who, what, when, where, and how." Then encourage them to notice
patterns, connections, repetition or contradictions. Tell them to question
everything and explain that a situation or item wouldn't be in the text if
there wasn't a reason for it. Lastly, teach students to discover the theme of
the text -- what the author intended for the reader to understand. At the
beginning of the course, make sure students understand literature terminology.
They will need to know what the fiction elements are (point of view, character,
setting, plot, structure and theme) and why writers use them. Most textbooks
explain these terms, so have students read about the concepts and then discuss
them during class by using examples from the assigned readings.
2.
Write
One of the best ways for students to increase
comprehension is to write about the story they've read. Require students to
keep a journal during the course and have them brainstorm, list or free-write a
paragraph immediately after completing the reading. Depending on the level of
the class, create a form with questions to answer as homework.
Other writing assignments also enhance creative and
critical thinking. Ask students to write a continuation of a short story and imagine
what would happens next. Alternately, have them rewrite the ending of a short
story, choosing a point in the action and changing the direction of the plot.
You can also require that they change the gender, age, race or sexual
orientation of a character from a story and rewrite the story or a selected
scene. Assign the students a character and have them write a letter to him or
her--or have the students write a letter to the author and tell him or her what
they think of the story.
3.
Discuss
Lecturing helps students understand the material, but
creating a discussion involves students more effectively. Hearing another point
of view challenges them to comprehend the material deeper. During class, ask
questions. According to Saskatchewan Education, "Effective teaching
involves asking appropriate questions at appropriate times and helping students
ask their own questions." Small group discussion gives shy students an
opportunity to relate one-on-one. Group four or five students together and give
them a question to discuss. Let someone draw it randomly or use a
question-and-answer form. Bring the smaller discussions back to the class by
having one student report what was discussed.
4.
Integrate Technology
Integrate technology into your teaching strategies.
After reading and discussing a work, watch the movie version in class. If a
movie hasn't been made of that book, watch a similar one to compare or
contrast. View author broadcasts reading their own work or commenting on it.
Assign students to make a movie about the story or novel. Patty Blome at
Scholastic notes that "students develop comprehension and increase
learning while researching characters, storyboarding plots and learning the art
of film-making by translating a novel into a Hollywood-style digital movie."
CHAPTER III
CLOSING
A.
CONCLUSION
Teaching prose means teaching reading with
comprehension. The learners are taught the skill of reading. The next step is
to teach them reading with comprehension. Reading with comprehension helps the
learners to acquire new vocabulary and content words.
The main aim of teaching prose is to develop the
language ability of the students. It is the intensive study of a language. The
language ability helps the learners to use English language without any
problem.
To achieve the literary and content, the aims of
teaching of prose should be intensive and extensive. Reading a text for
accuracy is called intensive reading and Extensive reading or reading for
fluency involves reading of longer texts for pleasure.
Teaching prose focuses on increasing student's
comprehension of the material and establishing a personal connection to it.
B.
SUGGESTION
We
expect the criticism and suggestion from reader that the develop because
handing out which we make a long way of perfection.
REFERENCES
http://en.wikipedia.org/wiki/Prose
http://nsambatcoumar.wordpress.com/2011/06/06/teaching-of-prose/
http://www.ehow.com/way_5557572_effective-teaching-strategies-prose.html
