M.A.Thesis of Oh, Jeonghun

:

2007. 11.

. 1

1.1 11.2 2

. 3 2.1 32.2 32.3 3

. 3

3.1 33.2 33.3 43.4 4

. 34.1 34.2 3 4.3

.

5.1 35.2 3

3ABSTRACT 3 3

3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3

- 1 -

.

1.1

? . , . . .7 1) 7

. 7 . 7 ., 7

. , .

1) 2007 - 79, 2007.02.28

- 2 -

. . .

. , . .

. (extensive reading) . .

, , . .

. ,

- 3 -

, , , .

.

. , , . .

1.2

.,

, , , ., 3 15

.,

- 4 -

., 7

.

- 5 -

.

. . .

2.1

(1967, 1970) ( )' . , , . . , (1992) ( ) . , . ', , , .(2005)

. , ,

- 6 -

. , ( ) . ( ) ( ) ( ) . (2005) . . . , . .(2005) ( ) . . ( ) . . .

2)

- 7 -

. Nunan(2005) . , .

2.2.

Richards & Rodgers(1986:16) '(approach)' (theories about the nature of language and languagelearning that serve as the source of practices and principles in language

teaching).'

Aebersold & Field(1997, pp. 42-45) (intensive approach) (extensive approach) . . .Day(2003, pp.285-297) EFL(English as Foreign Language) . , -(grammar-translation approach), (comprehension question-based approach and language work), (skills and strategies approach) (extensivereading approach) . - .

2) Nunan.(2005). Practical English Language Teaching. p.68

- 8 -

. . . . . (intensive reading)' (comprehension question-based approach) (skills and strategies approach) . . . .Day(2003, p289) . . . EFL(English as Foreign Language) . -, , . 7 . 7 9(3) 10(1) .

- 9 -

9 10

9(3) 10(1)() .() .() .() .() .() .() .() .() .

() , .() .() .() .() .() .() .() , .() , , .

9 . , 10 . 10 . 1 . 35

- 10 -

. (intensive reading)' . (intensive reading) (extensive reading) .-

2.2

. . .

2.2.1

(extentive reading) Harold Palmer. (abundant reading)' . Krashen(1993)

- 11 -

FVR(Free Voluntary Reading) . . , , . Harold Palmer (intensivereading' , , .(take atext, study it line by line, referring at every moment to our dictionary

and our grammar, comparing, analysing, translating, and retaining every

expression that it contains)'(1921/1964, p.111, Day & Bamford(1998) )Day and Bamford(1998) . () 3)

.

3) Day & Bamford(1998) p.128?

- 12 -

. . . . (2004) 1214 . 1 A4 5 , 3 A4 18 . , , , , , 150200 . . . , .Day(2003, p285) . , . .

- 13 -

100200 . . 7 .

, . , . , . , .4)

. , . (2000, pp. 55-56) . , . . ,

4) 2007 - 79, 2007.02.28

- 14 -

. 3 A4 18 . 7 . , . , . . 7 7 . , . .

2.2.2

., .

- 15 -

. Krashen(1981) '(Input Hypothesis)' - (Acquisition-learning hypothesis)' . , i" i+1" . . ., , , . Krashen(1981) (AffectiveFilter Hypothesis)' . . , , ., , , , . . . . , , ,

- 16 -

. . Anderson(1984) (Whole Language Approach) .)

.) .) .) .

. , . . . . , , . .

2.2.3

- 17 -

. . . , . , , .Day & Bamford(1998, p.p.7-8) ., ., . ., ., , , ., . ., . . ., . ., , ., , , , .

- 18 -

, . . . . , , . .

2.2.4

EFL(English as Foreign Language) . . . . Day & Bamford(1998, p64) (language learner literature) .

- 19 -

2.2.4.1

. . . . . Aebersold & Field(1997, p.162) . , .

. Day & Bamford(1998) young adult literature, literature for youth, graded readers children'sliterature . 46 . ., (authenticity) . . , (simplified) .

- 20 -

. . Widdowson(1976) . Williams(1984) , . Silberstein(1994) , . , , . Longman Dictionary of Language Teaching and AppliedLinguistics (The degree to which language teaching materials have thequalities of natural speech or writing) . , Day &Bamford(1998) .

2.2.4.2.

.Clarke(1989) .

,

- 21 -

. 2 . .

Clarke . . . ., . (2006) . , Widdowson(1975) . , . . ., . Lazar(1993) (target language) . , . (2006) .

- 22 -

. , . , .

. ., Carter & Long(1991) . . , . . . . . Day &Bamford(1998) .

- 23 -

, , , 2 .

2 ( )(Day & Bamford, 1998:28)

. , 2 . , , , 2 . , . 2 . 2

- 24 -

. 2 2 . . .

2.3

EFL . , . . Brusch(1991) Hamburg . 2 . . . .

- 25 -

.() Davis(1995) 40 . 5 . . ESL . , . () 85 75-80 . () , Lai(1993a;1993b) 4 . . . , . (2000) 1 70() A, B A B TOEIC .

- 26 -

. (2004) 1 35 . . . (2001) 1 12 . 7 . . (2005) . 10 . . . (2004) 1 . 3 6 . . . . . , , . . ,

- 27 -

. , . .

.

3.1

H 15 .

3.2

2006 12 2007 10, , , , . .

- 28 -

2006. 12 - 2007. 1

2007. 2 - 2007. 3

2007. 4 - 2007. 7

, , ,

2007. 8 - 2007. 10

.

1: .

2: .

.

- 29 -

3.4

15 3 . . 47 16 1 . . . , , , , . 16 . . SPSS t . t . ,, . .

- 30 -

100~300 (w.p.m) . 7 7 4~8 . (w.p.m) . .

3. 5.

. . . . . . .

3. 5. 1.

(2007) 5 . , , , , 5 . (Tompkins, 2006) 2 .

- 31 -

5 . - 1, - 2~3, - 4, - 4, - 5 . 5 . 5 4 . . 4 .

- 32 -

Stage 1

(Pre-

reading)

,

(blurb)

Stage 2

(During-

reading)

- - - -

- 33 -

Stage 3

(Respond-

ing)

, ,

Stage 4

(Voluntary

reading)

Stage 13

- - - - -

- 34 -

3.5.2

Nunan(1997) , , . . . Krashen(1981) . . , . . Zorn(1980) (regression), (vocalization) (sub-vocalization), (fixation) ., .(Raygor &Raygor, 1985) . (skimming), (scanning), (, , , , ) , .

- 35 -

(2003) Oxford(1990) (1998) .

., . , . .

. . . .

. . . .

. . . . .

- 36 -

Stage 1

(Pre-

reading)

()

,

Stage 2

(During-

reading)

() , ,

(, )

- 37 -

Stage 3

(Respond-

ing)

()

, ,

2

Stage 4

(Voluntary

reading)

()

, Stage13

Stage13

Stage13

Stage1 Stage3

3.5.3.

Day&Bamford(1998) . 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. .

- 38 -

Stage 1

(Pre-

reading)

. . . .

2. 3. 6. 9. 10.

. , .

- 39 -

Stage 2

(During-

reading)

. 1520 . .

1. 4. 6. 7. 8. 10.

Stage 3

(Respondin

g)

. .

4. 5.

Stage 4

(Voluntary

reading)

Stage1Stage3 . . .

1. 2. 3. 4. 5. 6. 7. 8.

- 40 -

3.5.4

(2000) . , , 3 . 4 , , , , () . , , , 10 . , , .

(Listening) (Reading)

(Speaking) (Writing)

- 41 -

1

, , , , .B4 .

, .

(Blurb) .

.

.

3.5.5

. 1 . 2 'Book Flood' . 3 , , , . . . .

- 42 -

1

skimming

.

scanning

, , scanning .

fiction organizer

graphic organizer fiction organizer .

()

3 . .

.

2 Book Flood .

3

, , , , , .

.

.

.

4

.

. 1 18 , 916 , .

- 43 -

.

1(1015) 2(1520) 3(15) 4

1 , , ,

2

1 , Book Flood , , , , , , , , , , Skill , , , ,

3

Book Flood , , , , , , , , , , , Skill , , , ,

4

Book Flood , , , , , , , , , , , Skill , , ,

5

skimming Book Flood , , , , , , , , , , , Skill , , , ,

6

blurb Book Flood , , , , , , , , , , , Skill , , , ,

- 44 -

1 2 3 4

7

Book Flood , , , , , , , , , , , Skill , , ,

8

Book Flood , , , , , , , , , , Skill , , , ,

9

Book Flood , , , , , , , , , , , Skill , , , ,

10

scanning Book Flood , , , , , , , , , , , Skill , , , ,

11

Book Flood , , , , , , , , , , , Skill , , , ,

12

skimming Book Flood , , , , , , , , , , , Skill , , ,

13

Book Flood , , , , , , , , , , Skill , , ,

- 45 -

1 2 3 4

14

fiction organizer Book Flood , , , , , , , , , , Skill , , ,

15

fiction organizer Book Flood , , , , , , , , , , Skill , , ,

16 best reader,, 2 , .

.

. , . , , .

4.1

4 . 1 2 . 3 . 4 . 4

- 46 -

2 4. . 2 4 . 1 4 .

4.1.1

.

- 47 -

1 2 3

A

9 6 1 3 2 12 9 2 5 1 8 7 2 4 1

B

10 7 2 3 2 15 5 1 3 1 11 8 2 4 1

C

8 6 1 2 1 9 7 2 3 1 12 5 2 2 1

D

18 12 4 5 3 16 11 5 5 3 13 6 2 3 1

E

9 8 2 3 1 13 9 2 5 2 11 7 1 2 0 11.6 7.53 2.07 3.47 1.40

. . , . (Instant Book Report) (Reading Journal 1, 2, 3) . .

- 48 -

. . . . .

4.1.2.

. . 7 . . 3 . . . .

- 49 -

1 2 3 1 2 3

109

116

321

546

105

119

331

555

4

5

7

16

4

5

7

16

()

()

()

()

()

()

()

()

A

68 3 62 2 202 2 332 7 76 3 63 4

227

5

366

12

B

43 4 50 3 129 6 222 13

40

3

57

5

117

4

214

12

C

60 3 66

2

174

5

310

10

73 2 81 4 151 4 305 10

D

56 2 71 3

162

4

289

9

59

2

70

3

137

3

266

8

E

64 4 50 2 149 5 263 11 45 4 40 5 135 5 220 14

F

42 4 48 2 137 5 227 11 40 4 42 5 122 5 204 14

G

40 4 43 4 121 6 204 14 39 4 40 5 121 6 200 15

H

70 3 51 3 133 5 254 11 69 4 57 4 176 5 302 13

I

43 3 31

2

105 5

179

10

30 4 23 4

95

6

148

14

J

56 3 60 3 152 4 268 10

54

1 55 4 114 5

223

10

K

64 4 52 2 164 4 280 10 50 3

49

3 105 2

204

8

L

48 4 51 4 136 5 235 13

52

3 41 5 117 5

210

13

M

72 3 43

2

137 6 252

11

80 3 50 2 76 2 206 7

N

56 2 58 1 150 4 264 7 57 3 63 5 165 3 285 11

O

52 2 56 1 143 3 251 6 50 3 53 4 160 4 263 11

55.60 3.20 52.80 2.40 146.27 4.60 255.33 10.20 54.27 3.07 52.27 4.13 134.53 4.27 241.07 11.47

( (wpm)), ( ), ( (wpm)*/100) .

- 50 -

A 98.67 43.75 90.98 75 43.17 68.24

B 147.57 81.25 155.61 75 119.90 116.71

C 109.2 62.5 109.18 62.5 68.25 68.24

D 113.36 56.25 125.19 50 63.77 62.60

E 124.56 68.75 151.36 87.5 85.64 132.44

F 143.32 68.75 163.23 87.5 98.53 142.83

G 160.59 87.5 166.5 93.75 140.52 156.09

H 128.98 68.75 110.26 81.25 88.67 89.58

I 180.02 62.5 282.20 87.5 112.51 246.93

J 122.24 62.5 149.33 62.5 76.40 93.33

K 117 62.5 163.24 50 73.13 81.62

L 139.40 81.25 158.57 81.25 113.26 128.84

M 130 68.75 161.65 43.75 89.38 70.72

N 124.09 43.75 116.84 68.75 54.29 80.33

O 130.52 37.5 126.62 68.75 48.95 87.05

131.30 63.75 148.72 71.67 85.09 108.37

B, C, D, M 11 0.91 136.42 .C B D . B . 81.25 15 . D B . D

- 51 -

14 134.53 137 . C 0.01 . C . . 8 . . M . M . 15 76 2 .I . . . . 15 180.2 62.5 . 246.93 112.51 134.42 . . 13 5 5

- 52 -

5 .

13 5 9 5

E 26.8 18.75 46.8 A -7.69 31.25 25.07

J 27.09 0 16.93 C -0.02 0 -0.01

K 46.24 -12.5 8.49 G 5.91 6.25 15.57

L 19.17 0 15.58 H -18.72 12.5 0.91

N -7.25 25 26.04 M 31.65 -25 -18.66

13 5 . 9 . C M . 13 9 . 16 SPSS t .

N = 1 5

- 53 -

t P 131.30 20.65 -17.41 -2.307* .037 148.71 44.16 63.75 14.21 -7.91 -1.809 .092 71.66 15.46

85.09 28.04 -23.27 -2.511* .025 108.37 48.55

*p

- 54 -

7, 3, . 8, 8, 13, . . . , .

.

0 0 0 0 0 0 2 13.3 13.3 10 66.7 80.0 3 20.0 100.0

.

0 0 0 0 0 0 2 13.3 13.3 11 73.3 86.7 2 13.3 100.0

- 55 -

.

0 0 0 0 0 0 5 33.3 33.3 5 33.3 66.7 5 33.3 100.0

. , 5 . . . 1 . .

13 86.7 14 93.3 0 0 0 0 1 6.7 0 0 1 6.7 1 6.7 15 100.0 15 100.0

- 56 -

. 1 14 . . . . . . 2 .

- 57 -

. . . . . . . . . .

. . EFL . . . .

- 58 -

. (Carrell, 1989) . . 1 5 Likert .

N=15

t P 2.93 1.03 -1.00 -5.123* .000 3.93 0.96

*p

- 59 -

. . 2 13 .

.

0 0 0 0 0 0 2 13.3 13.3 7 46.7 60 6 40 100.0

.

- 60 -

.

N=15

.

0 0 0 1 6.7 6.7 5 33.3 40.0 6 40.0 80.0 3 20.0 100.0

15 1 5, 9. 3. . . . .

- 61 -

.

o o 0 1 6.7 6.7 4 26.7 33.3 7 46.7 80.0 3 20.0 100.0

.

0 0 0 0 0 0 3 20.0 20.0 9 60.0 80.0 3 20.0 100.0

. . . . .

- 62 -

.

0 0 0 0 0 0 5 33.3 33.3 4 26.7 60.0 6 40.0 100.0

.

0 0 0 0 0 0 4 26.7 26.7 5 33.3 60.0 6 40.0 100.0

. , 5 4 . . .

. .

- 63 -

.

0 0 0 0 0 0 6 40.0 40.0 5 33.3 73.3 4 26.7 100.0

6 9 5 , 4 . .

Likert 5 .

- 64 -

4.3333 .48795 4.2000 .41404 4.2000 .56061skimming 4.5333 .63994scanning 4.2667 .45774 4.3333 .61721 3.3333 .61721 4.6667 .48795 4.4667 .51640 4.2667 .88372

, . ---- . , , , .

. (2003)

- 65 -

. Zorn(1980) , , , .

N=15

t P 2.07 1.223 3.53 1.125 -3.460 0.004**

2.20 .775 3.00 .926 -2.567 0.022*

2.80 1.082 3.20 1.146 -1.193 0.253*

3.20 1.014 3.47 1.060 -.590 0.565

*p

- 66 -

1 14 152 4 93 2 74 13 155 2 96 5 87 11 148 4 99 9 1310 10 1011 8 1012 * 7 613 * 8 514 * 12 9

1~11 . 1, 4, 7 , , 14, 13, 11 15, 15, 14 . 2, 3, 5, 6, 8 9, 7, 9, 8, 9 4, 2, 2, 5, 4 . , 12, 13, 14 , , 7, 8, 12 6, 5, 9 . , 1 1 t .

- 67 -

t P

7.4545 4.29799 10.8182 2.89200 -5.409 0.000*

*P

- 68 -

. . , 5 ---- . . 4.4667 . .

1. . . . . 2. . .3. . . , , , . .4. .

- 69 -

5. . , , , . . .6. , .7. . , .8. . .9. . .10. ... ! . .11. . . . 12. . .13. . . , . , .14. . , . , . . , .

- 70 -

15. .16. .17. . .

4.2

. . , . . . Reading Journal 2 . Reading Journal 2 . Reading Journal 3 . Reading Journal 1 . Reading Journal 1 . , , ,

- 71 -

. Reading Journal 1 . Reading Journal 1 . . . . .

1. This is my favorite book. I like this book because it is funny and main characters were pretty. I also like the colorful front cover. This book is easy to understand. The story is short and interesting. The story is about things we can see in our everyday life. There's also a love story. Sally and Kevin met each other by accident and fell in love with each other. (Sally's Phone)(This is my favorite book because it is funny and main characters were pretty. also cover is colorful and easy to understand. story is short and interesting. main characters were cute and bright. story is about. By accident Sally and another boy see.)2. Some students don't like studying. Neither do I. But I think we should study. .(Deep Trouble)( Neither do I So do I ) 3.

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. . (Mystery of Allegra)

4. Mystery in London' is an interesting story. I think we must not kill people and do bad things. I like this book because it has strange story. I want to read another book like this one that is about a killer. (Mystery in London)(It is interesting story. I think I must not kill people and I must not do bad actions. It has strange story. So I like it. I want to read another books. This story is about killer's story.)5. William Shakespeare . William Shakespeare . Shakespeare is an actor and a poet. His famous story is Hamlet and Romeo and Juliet.(William Shakespeare6. It is so beautiful love story. . ... . .^^(Sleeping Beauty)7. Tom . Tom . . I want to be a smart student! .(The Adventure of Tom Sawyer)8. . I want to make many friends.(The Wizard of Oz)9. . This story is an adventure story. .

- 73 -

. . (Sinbad) 10. This book is very fantastic. Allegra had grudge. She missed her mother very much. So she couldn't leave this world. Main character met the other Allegra. But she was dead because the original Allegra's grudge. The main character relieve her of the grudge. So another Allegra survived. This story is very interesting and fantastic.(Mystery of Allegra)(This book is very fantastic. Allegra had grudge that missed her mother very much. So she couldn't leave this world. Main character met the other Allegra. But she was dead because Allegra's grudge. The main character relieve her of the grudge. So another Allegra lived. This story is very interesting and fantastic.)11. My favorite book is Goldilocks and the Three Bear. It is easy to read. The pictures are simple and the story isn't long. So this book is good.(Goldilocks and the Three Bear)12. I am excited about this story. The main character lived an ordinary life like myself. But she wanted to see new, special and exciting things. She might be scared of the gun. I had fun and felt cool reading this book. It's true that this story is the big story.(The Big Story) (I really read excited about this story. The main character lived ordinary life So did I. But she tried to see new, special and excited thing. She would be scared the gun. but she would be interested. I felt funny to read this book to see her. I felt cool to see water. Well... It's true that this story is the big story.)13. It's so exciting. She is brave and seems to be wise. I don't like

- 74 -

cold weather. I like summer now. I'm scared of snow because I have some bad memory related with snow. Anyway... this story is very exciting! Pictures are also good!(Survive)(It's so exciting. She is brave and seems to wise. I don't like cold weather. I like summer now. Snow is scared for me. Anyway... this story is very exciting! Pictures are also good!)14. .(A Connecticut Yankee in King Arthur's Court)15. The story was fun. Prince said, "They wore strange clothes." I smiled because he lived a hundred years ago. If I meet the princess, I would be amazed to find how beautiful she is. Fun. Fun!(Sleeping Beauty)(The story was fun. prince said, "They wore strange clothes." I smiled. Because the men is one after a hundred year. I meet the princess. How is she pretty...(?) fun. fun!)16. Well... It is easy for me. But the story was not interesting. A girl in the story suddenly disappeared and didn't come back into the story.(Goldilocks and the Three Bear)(Well... It is easy for me. But the story was not interesting. A girl of the story was went away. She doesn't come back. then story finished...)17. It is difficult for me to read this book which belongs to level 1. But Sherlock Holmes' story is a little exciting. I can't say that I understand much of the book.(Sherlock Holmes -The Blue Diamond-)(It is difficult for me to read this book in level 1 but Sherlock Holmes's story is a little exciting. I don't a lot of understand.)18. This book is about an adventure. I was very excited when she

- 75 -

took a trip to Venice. She maybe thought that she knew who was the robber. I thought the guy would be a traitor. This book showed me what courage was. I really want to recommend this book to you because it is very good book. It is very easy but I couldn't predict how the story will unfold. I want to read another book like this one.(Big Story)(I thought that this book told me adventures. I would be very excited when she trip to Venice. She maybe thought that she know who is the robber. I think he will be a traitor. This book told me the courage. I really recommended it because it was very good book. It was very easy but I didn't know what he wanted to do: I think he wants to money, however, I think this story is expected very clearly. I wanted to another different story very much.)

- 76 -

. . . , , , . , . , , , . , . , . , .

- 77 -

.

- 78 -

1. 1

1.

B5 B4 . .

2.

. , , .

- 79 -

3. Brain storming web . , . The Lottery Winner' brain storming web . . .

- 80 -

3. . . Henry & Melissa Billings Christy M. Newman(2004) . .

Read the sentences. Guess the meaning of the words in bold by using context.

1. Dr. Smith's new job was at a refuge camp where thousands of people

lived. There was a war in Sudan, so many people left their homes.

A refuge camp is _______________________.

a fun a safe place for people without homes

2. Most of the people were very thin. They didn't have food, and many

people were starving.

A starving person ________________________.

needs food isn't thin

3. A few trees are blown over and the ground is wet.

Blown over means ________________________.

finished fallen

. : _________________ : ___________________

- 81 -

4. (skimming) (skimming) . Henry & Melissa Billings Christy M. Newman(2004) .

Skim the reading below and answer the question. Take twenty seconds.

The first Seward Polar Bear Jump-Off was in 1986. Each Jumper collected money for the American Cancer Society. New activities were added to the festival each year. Now the festival has the Polar Bear Jump-Off, a basketball game, skiing, and ice golfing. The second most popular event is the Dog Weight Pulling Contest. For this contest, big dogs try to pull heavy weights. The dog that pulls the most weight wins. Every year, a travel company gives two airline tickets to Hawaii. The tickets are given to the person who collects the most money for the American Cancer Society. Local hotels also give out gift certificates.

What is the topic of this reading? New Activities at the Polar Bear Jump-Off A History of the Polar Bear Jump-Off Winning Tickets to Hawaii

.

Topic of my book:___________________________________________

- 82 -

5. (Scanning)

. Henry & Melissa Billings Christy M. Newman(2004) .

Scan the poster. Underline the five countries. Take 20 seconds.

Sherman High School:

Helping People All over the World

The freshman class is collecting clothes for people in Indonesia.

The sophomore class wants to send canned food to the people of

Angola.

The juniors are helping a high school in India. They need all kinds of

English books and magazines.

The senior class wants to send money to the earthquake victims in

Mexico. Cash or checks are OK.

We are also collecting blankets for the homeless in the U.S.

.

:_____________________________________________________

- 83 -

6.

. . .

.

Title:___________________________________________________

Prediction:

- 84 -

7. (blurb)

. . . .

.

Flowers for Algernon

Charlie Gordon is about to start an amazing

journey. Born with an unusually low IQ, he has

been chosen as the perfect subject for and

experimental surgery that researchers hope will

increase his intelligencea procedure that has

already been highly successful when tested on a

lab mouse.

(. . .)

Charlie and the Great

Glass Elevator

Now that he's won the chocolate factory, what's

nex for Charlie? Last seen flying through the sky

in a great elevator in Charlie and the Chocolate

Factory, Charlie Buckets's back for another

adventure. When the giant elevator picks up speed,

Charlie, Willy Wonka, and the gang are sent

hurtling through space and time.

(. . .)

The Curious Incident of

the Dog in the

Night-time

(. . .)

Christopher John Francis Boone lives on patterns,

rules, and a diagram kept in his pocket. Then one

day, a neighbor's dog, Wellington, is killed and his

carefully constructed universe is threatened.

(. . .)

- 85 -

8. (Graphic Organizer)

. . . .

(Paul Jennings Little Squirt" )

(1) Fiction Organizer

(2) Cause-Effect Organizer

- 86 -

(3) Plot Diagram

(3) Character Development Chart

Beginning Middle EndNarrator was so ashamed of himself at losing competition with his brother, Sam and otherboys

Narrater practiced really hard to beat his brother, Sam

Narrator became proud of himself at winning peeing competition

POSSIBLE THEMEThis story shows humorously you can achieve something If you try really hard.

(4) Setting Chart

Clues about time Clues about placetime of dayweekdays in schoolweekdays after school

first place- toiletsecond place- homethird place- toilet

- 87 -

2. (Instant Book Report)

Instant Book Report

Date: _____/_____/2007 Your Name: ______ ___ Your Number: ______

Title:_____________________________ Writer: ______________________

Level: 1 2 3 4 5 6 (for OBL) or ______________________________

I read all/_____ pages of the book.(Circle "all" or write the number of pages read.)

Reading and me( , , , )

Text

How did you like this book? (Circle one)(a) Great! (I loved it!)(b) Good ( I liked it.)(c) OK ( I didn't mind reading it.)(d) Boring / Stupid ( I wish I hadn't read it.)

Easy? Just your level? Difficult?(a) Easy(b) Just my level(c) Difficult

Fluency

How was your reading speed? (a) Fast (b) So-so (c) Slow

What prevented you from reading fast? (a) grammar (b) words (c) background knowledge

Strategy( )

We're the bookworms to work hard to get warm hearts!

- 88 -

2. (Reading Journal)

Reading Journal 1

Date: _____/_____/2007 Your Name: _________ Your Number: ______

Title:_____________________________ Writer:_________________________

Level: 1 2 3 4 5 6 (for OBL) or ______________________________


How long did it take you to read the book? _______ __ days How did you like this book? (Circle one)(a) Great! (I loved it!)(b) Good ( I liked it.)(c) OK ( I didn't mind reading it.)(d) Boring / Stupid ( I wish I hadn't read it.) Text to self ?

Text to text

Text to world ?

What you've learned // /


- 89 -

Reading Journal 2

Date: _____/_____/2007 Your Name: __________ Your Number: ______

Title:_____________________________ Writer: ________________________

Level: 1 2 3 4 5 6 (for OBL) or ______________________________


How long did it take you to read the book? _______ __ days How did you like this book? (Circle one)(a) Great! (I loved it!)(b) Good ( I liked it.)(c) OK ( I didn't mind reading it.)(d) Boring / Stupid ( I wish I hadn't read it.) Draw a picture which occurs to your mind after reading a book.



- 90 -

Reading Journal 3

Date: _____/_____/2007 Your Name: ___________ Your Number: ______

Title:_____________________________ Writer: ________________________

Level: 1 2 3 4 5 6 (for OBL) or ______________________________


How long did it take you to read the book? _______ days How did you like this book? (Circle one)(a) Great! (I loved it!)(b) Good ( I liked it.)(c) OK ( I didn't mind reading it.)(d) Boring / Stupid ( I wish I hadn't read it.) Write your feelings about this book



- 91 -

3.

1. 250 3

1 S Mystery in London

Oxford

Bookworms

Starters

2 S New York Cafe

3 S Sally's Phone

4 S Starman

5 S Survive!

6 S The White Stones

7 S The Ransom of Red Chief

8 S A Connecticut Yankee in King Arthur's Court

9 S Star Reporter

10 S Girl on a Motorcycle

11 S Drive into Danger

12 S Orca

13 S Oranges in the Snow

14 S Vampire Killer

15 S Taxi of Terror

39 S Domino Starter Sinbad

Oxford

Dominoes40 S The Tempest

41 S The Big Story

42 E1 Golilocks and the Three bears

Oxford

Classic

Tales

44 E1 The Little Mermaid

47 E1 Classic Tales Little Red Riding Hood

- 92 -

2. 300400 3

16 1 The Lottery Winner

Oxford

Bookworms

Library

17 1 The Elephant Man

18 1 The Monkey's Paw

19 1 The Omega Files

20 1 The Wizard of Oz

21 1 Sherlock holmes and the Duke's son

22 1 The adventure of Tom Sawyer

23 1 One way Ticket

24 1 White death

25 1 The Witches of pendle

26 1 Ned Kelly

27 1 Sherlock Holmes and Sport of Kings

28 1 The President's Murderer

29 1 Goodbye Mr Hollywood

30 1 Christmas in Prague

31 1 The Withered Arm

36 1 The Curse of the Mummy

Oxford

Dominoes37 1 Deep Trouble

38 1 Sherlock Homes the case of the blue diamond

43 E2 Sleeping Beauty

Oxford

Classic

Tales

3. 700 3

32 2 The Mystery of Allegra

Oxford

Bookworms

Library

33 2 Robinson Crusoe

34 2 William Shakespeare

35 2 voodoo island

- 93 -

3.

? , . . . .

3 ____ ____ ______________

.

1. ?

2. 1 ?__________________________________

3. ? (______________________________________)

4. ? (:______________________)

5. ? 1 1~2 3~4 5

6. ? . .

7. ? ? ______ ________ ________

- 94 -

8. ?___________________________________________________________

9. .__________________________________________________________________________

__________________________________________________________________________

.

10 .

11 .

12 .

13 .

14 .

15 .

16 .

17 .

18 .

19 .

20

.

21

.

22

.

- 95 -

23. .

( )

.

24. . . . . . , . . . . , . . . . . . . .

- 96 -

4.

. .

3 ____ ____ ______________

.

1. ?

2. 1 ?

___________________________________________________________________________

3. ? (______________________________________)

4. ? . .

5. ? :________________________________________________

- 97 -

6. ?

7. 5 ?

____________________________________________________________________________

8. .:_________________________________________________________________:_________________________________________________________________ :____________________________________________________________

.

9 .10 .11 .12 .13 .14 .15 .16 .17 .18 .

- 98 -

19 .20 .21 .22 .23 .24 .25 .26 .27 .28 .29 .30 .31 .

.

32. .

( )

.

- 99 -

33. .

. . . . , . . . . , . . . . . . . .

- 100 -

5.

1

_____ ______________

Starting Time:

What color hair do you have? Some people have dark hair and

others have blond hair. What color are your eyes? Most people in

Asia have brown eyes. On the other hand, many people in the

west have blue eyes. Are you tall or short? Some of you are tall,

while others are short. What is the shape of your face? Some

have long and thin faces, but others have short and fat faces.

Each person looks different. It is because everyone has a different

mix of genes. Your genes determine the color of your hair and

eyes, and your height. They also determine the shape of your face,

nose, ears, mouth, teeth, and so on.

Finishing Time:

(: 116)

- 101 -

1

.(12)

1. What is it about?

human genes and their characteristics

the reason why people live differently

human genes that make people different

how to make human genes look different

2. What is the reason each person looks different?

It is because genes have different colors.

It is because genes change as time passes.

It is because the shapes of genes are different.

It is because everyone has a different mix of genes.

T, F (34)T F

3. The genes of people determine their personality.

4. Human behaviour can be explained by the shape

of genes.

- 102 -

2

_____ ______________

Starting Time:

Almost all foods give us energy. Some give us more energy

than others. Energy is measured in calories. Foods rich in fat or

sugar have a lot of calories. Fat is a big source of energy.

Sometimes you eat foods that have more energy or calories than

you need. The energy or calories than you need. The energy

which is not used is then stored as fat in the body. Too much fat

in our body can cause a problem. For example, if you eat too

much, you become overweight. But remember you have to eat as

many calories as your body needs: Neither too many, nor too few.

Finishing Time:

(: 109)

- 103 -

2

.(12)


food and energy

how to store food

fat and body

calorie and body

2. What kinds of food have lots of calories?

heavy foods

colorful foods

foods rich in fat

foods rich in vitamin

T, F (35)

T F

3. Every food gives us energy.

4. Foods rich in sugar have lots of calories.

5. Fat makes you become energetic.

- 104 -

3

_____ ______________

Starting Time:

A woman came out of her house and saw three old men at the

front door. She did not recognize them. She said, I dont think I

know you, but you look hungry. Please come in and have

something to eat.

Is the man of the house in? they asked.

No, she said. Hes out.

Then, we cant come in, they replied.

When her husband came home, she told him what had happened.

He said, Go tell them I am home and invite them in! The

woman went out and invited the men in.

We do not go into a house together, they replied.

Why is that? she wanted to know.

One of the old men answered, My name is Love, he is

Success, and he is Wealth. Then he added, Now go in and

discuss which one of us you want in your home.

The woman went in and told her husband what the man said.

Her husband was overjoyed and said, How nice! Why dont we

invite Wealth? Let him fill our home with wealth!

His wife disagreed. Dear, why dont we invite Success?

Their daughter was listening from the other corner of the house.

She jumped in and suggested, Wouldnt it be better to invite

Love? She said, Our home will then be filled with love!

Let us take our daughters advice, said the husband to his

- 105 -

wife, Go out and invite Love to be our guest.

The woman went out and asked the three old men, Which one

of you is Love? Please come in and be our guest. Love got up

and started walking toward the house.

The other two also got up in delight and followed him. The

lady was confused and asked Wealth and Success, Why are you

coming in? I only invited Love.

They replied together, Wherever Love goes, we go with him.

Wherever there is Love, there are also Wealth and Success!

Finishing Time:

(: 321)

- 106 -

3

T, F (14)T F

1. The wife was kind enough to invite the old men in.

2. The old men came in when the husband came home.

3. The wife thought love was the most important.

4. The husband hoped the house would be filled

with Success.

.(57)

5. At first, the old men didn't come in the house because

______________

they want to eat outside

they couldn't come in together

the wife did not recognize all of them

the man of the house wasn't in the house

6. The family decided to invite ___________ inside.

Wealth Success Love all of them

7. Wealth and Success followed Love because ______________________________

they are like brothers

they are in love with one another

wherever Love goes, they would go with him.

they hoped the house would be filled with love.

- 107 -

5.

1

_____ ______________

Starting Time:

A lot of studies on genes have been done since the eighteenth

century. Information from the studies has been used by scientists

and farmers to produce better plants and animals. They choose

plants and animals which have the best genes for breeding. They

are able to produce fruits, vegetables, and animals which are

bigger and stronger.

Now scientists can find the human genes for special human

characteristics. In the recent studies, genes can be removed or

added to produce the characteristics we want. Will we able to

design the genes of a perfect human being? If if is possible, what

will happen in the future?

Finishing Time:

(:105 )

- 108 -

1

.(12)


the best genes for breeding

scientists' role in gene studies

the bad effects of gene studies

development in gene studies

2. What can scientists do to produce the characteristics they

want?

They can remove or add genes.

They can cure bad genes with medicine.

They can mix good genes with bad genes.

They can destroy genes which are not good.

T, F (34)T F

3. Farmers can produce bigger plants because

of studies on genes.

4. Now, all humans want to choose genes they

want

- 109 -

2

_____ ______________

Starting Time:

Benjamin Franklin was born in Boston, Massachusetts in 1706.

He was the fifteenth of seventeen children. He went to school for

only two years because he had to help his father make candles,

but he loved to read and study. Life and books were his teachers.

He also loved the sea, was a great swimmer, and wanted to be a

sailor, but his father wouldn't let him. He made his money as a

printer, writer, and publisher, but he was also a scientist and

inventor. He showed a special interest in electricity. He found that

lightning was electricity. He did a lot of work for America around

the world. He died in Philadelphia at the age of eighty four.

Finishing Time:

(: 119)

- 110 -

2

. (12)

1. What is the story about?

Benjamin Franklin's job

Benjamin Franklin's life

Benjamin Franklin's friends

Benjamin Franklin's family

2. When he was a child, he loved _______________

to read books

to write books

to make money

to make candles

T, F (35)

T F

3. He came from a big family.

4. He went to school only for two years.

5. His father wanted him to be a sailor.

- 111 -

3

_____ ______________

Starting Time:

When another baby was on the way, Karen was so happy. She did

her best to help her little son, Michael, prepare for a new baby sister.

Day after day, night after night, Michael would sing to the baby.

Several months later, Michaels little sister arrived. But the baby was

born in critical condition. The ambulance rushed her to the hospital.

Several days passed by. The little girl got worse and worse. The doctor

said, There is very little hope. Be prepared for the worst.

Michael kept begging his parents to let him see his sister. I want to

sing to her, he said. But kids were not allowed in the hospital. Karen

made up her mind. If Michael doesnt see his sister now, he may never

see her alive, she thought.

In a big gown, Michael looked like a walking laundry basket. The

head nurse recognized him and said, No children are allowed. The

mother stared at the head nurse and said, He is not leaving until he

sings to his sister.

Next to his sisters bedside, Michael gazed at the baby, who was

dying. In a soft voice, Michael began to sing: You are my sunshine, my

only sunshine. You make me happy when skies are gray ....

All of a sudden the baby girl responded. Her pulse became calm and

steady. Keep on singing, Michael, Karen said.

Youll never know, dear, how much I love you ....

Her uncomfortable breathing became soft and smooth.

Keep on singing, Michael.

The other night, dear, as I lay sleeping, I dreamed I held you in my

arms ....

- 112 -

Michaels little sister relaxed as rest, healing rest seemed to sweep

over her.

Tears poured down the face of the head nurse. Karen glowed. The

very next day, the little girl got well enough to go home!

Newspapers called it the miracle of a brothers song. The doctors

and nurses just called it a miracle. But Karen called it the miracle of

Love!

Finishing Time: (: 331)

- 113 -

3

T, F (14)T F

1. Michael would sing to the baby before she was born.

2. Michael's little sister was in good condition when she

was born.

3. Michael's little sister didn't respond to his song at first.

4. It was a miracle that the doctors cured the Michael's

little sister.

. (57)5. Michael wore a big gown because __________________________________.

his mother liked the big gown

he can sing better in a big gown

the hospital didn't allow kids in it

he didn't have any clothes to wear

6. Michael's mother ___________________________________

didn't want her second baby

thought her daughter might die

followed the rules of the hospital

didn't like the doctor and the nurse

7. The baby ______________________________________

could not leave the hospital

was in the hospital more than a month

got well after hearing her brother's song

was relaxed when she heard her mother's voice

- 114 -

6.

- 115 -

7.

- 116 -

- 117 -

- 118 -

- 119 -

.

(1997) 7 ()[14](2006) 7 . (2004). . .

- 120 -

. (2000) . J ournal of the Korea EnglishEducation Society. 1(1). 77-87.

.(2006). () () . 6-1. (1999). . . 16(2),137-156.

. (2000). . . ..(2004). , , . . . p2. (2001). (reading journal) : (Graded Readers) . .. (2004). . . .. (2002). . . .. (2005). . . ..(1993). . 46 ....(2005). . .(2007). . 9

Aebersold, J.A. & Field, M.E.(2005). From Reader to Reading Teacher. Cambridge

University Press.

Anderson, G. S. (1984). A Whole Language Approach to Reading. New York:

University Press of America.

Brusch, W. (1991). The Role of Reading in Foreign Language Acquisition:

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Designing an Experimental project, ELT Journal 45(2), 156~163.

Carter, R. & Long, M. N. (1991). Teaching Literature. New York: Longman

Inc.

Carrell, P. L. (1989). Metacognitive strategy training for ESL reading. TESOL

Quarterly, 23(4), 647-678.

Clarke, D. F. (1989). Communicative theory and its influence on materials

production. Language Teaching, 22(2), 73-86.

Day R. R. (2003). Why Youngkyu Can't Read. English Teaching 58-1, 285-297

Davis, A. (1995). Extensive reading: an expensive extravagance. ELT

Journal. 49(4). 329-336.

Krashen. S. (1993). The Power of Reading. Libraries Unlimited, Inc.

Krashen,S & T.Terrell. (1983). The Natural Approach:Language Acquisition

in the Classroom. Oxford:Pergamon.

Krashen. S. (1981). Second Language Acquisition and Second Language Learning.

Oxford: Pergamon.

Lazar, G. (1993). Literature and language teaching : A Guide for Teachers

and Trainers. New York: Cambridge University Press.

Littlewood, W. T. (1986). Literature in the School Foreign language Course.

In Brumfit, C. & Carter, R. Literature and Language Teaching.

London:Oxford University Press. 177-183.

Mckay, S. (1982). Literature in the ESL Classroom. TESOL Quarterly, 16(4),

529-536.

Mckay, S. (1987). Literature in the ESL Classroom, in Literature and

Language Teaching. Ed. C. J. Brumfit & R. Carter. Oxford: Oxford

University Press.

Nunan. (2005). Practical English Language Teaching. p.68

Wallace, Catherine. (1992). Reading. Oxford University Press. p4.

Goodman Kenneth. (1967). 'Reading: a psycholinguistic guessing game' in F. K.

Gollasch (ed.): Language and Literacy: The Collected Writings of Kenneth S.

Goodman. Vol 1: Process, Theory, Research. London: Routledge, 1982.

Palmer, H. E. (1964). The Principles of Language-study. Oxford: Oxford

University Press. (Original work published in 1921).

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1 2 3

4 5 6 7

8 9

10~12 5

, 13 5 14

, , 15~19 5

(Day. R. & Bamford. J. (1998). Extensive Reading in the Second Language

Classroom. Cambridge University Press. p5 )Ragar, A. L., Ragar, R. D. (1985). Effective Reading. New York: McgrawHill,

Inc.

Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language

Teaching: A Description and Analysis. New York: Cambridge University Press.

Richards, J. C., Platt, J. & Platt, H. (1992). Longman Dictionary of Language

Teaching and Applied Linguistics(2nd ed). Harlow, Essex: Longman.

Silberstein, S. (1994). Techniques and resources in teaching reading. New York:

Oxford University Press.

Widdowson, H. (1975). Teaching Language as Communication. Oxford: Oxford

University Press.

Widdowson, H. G. (1976). The Authenticity of Language data. In J.F.

Fanselow & R. H. Crymes(Eds), On TESOL '76. 261-270. Washington,

DC:TESOL.

Williams, E.(1984). Reading in the Language Classroom. London:Macmillan.

Zorn, R. L. (1981). Speed Reading. New York: Barnes & Noble Books

- 123 -

20~22 5

23 5

24

,

1 2 3 4

5 6

7~9 5

, 10 5 11

, , 12~16 5

(2)

- 124 -

17~29 5

30 5

31

,

(3)

( )N=15

3.80 0.94 4.00 0.76 2.93 1.03 3.93 0.96 2.53 1.06 3.40 0.91

M.A.Thesis of Oh, Jeonghun

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