Unit11TeachingReading 1 1.docx

Unit11TeachingReading 1 1.docx

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Unit11TeachingReading11

Unit11TeachingReading

Aimsoftheunit:

1.Howandwhatdopeopleread?

2.Whataretheskillsinvolvedinreading?

3.Whatistheroleofvocabularyinreading?

4.Whataretheprinciplesandmodelsforteachingreading?

5.Whatproceduresandtypesofactivitiescanweuseinteachingreading?

I.Thereflectiononourownreadingexperiences.

1.Thenatureofreading

Readingtolearnorreadingforpleasure.

Readingisanactiontogetinformation.

Silentreadingorreadingaloud.

Readingforcomprehensionortogeteveryword.

TASK2

Readthefollowingassumptionsaboutreadinganddecideifyouagreewiththemornot.Trytogivereasonsforyourdecisions.（SeeP175）

1.Readinghasonlyonepurpose,i.e.Togetinformation

×

2.Readingisasilentactivity.Readingalouddoesnothelpmuchwithcomprehension.

√

3.Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.

√

4.Whenweread,oureyesareconstantlymovingfromlettertoletter,wordtowordandsentencetosentence.

×

5.Readingisanindividualactivity.

√

6.Weneedtonowallthewordsinordertounderstandatext.

×

7.Wereadeverythingwiththesamespeed.

×

8.Whenreadinginaforeignlanguage,wementallytranslateeverythinginordertounderstand.

×

9.Itishelpfultouseadictionarytocheckandnotedownthemeaningofallthenewwordswhilereading.

×

10.Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.

√

11.Possessingalargeamountofvocabularyisthekeyforreadingcomprehension.

×

12.Readingcanbestbeimprovedbybeingengagedinreadingandreadingmore.

√

2.Thedifferencebetweenreadingaloudandsilentreading

Readingaloudandsilentreadingaretwotypesofreadingpracticecommonlyfoundinclassrooms.Aretheythesameordifferent?

Manyteachersusetheactivityofreadingaloudinteachingreadingintheclassroomwithoutunderstandingwhatitisfor.

Task3:

Differencesbetweenreadingaloudandsilentreading

Readingaloud

Silentreading

Manner

Utteranceofeveryword

Silent

Speed

Usuallyslow

Usuallyfast

Purpose（s）

Usuallyforsharinginformation,sometimesforappreciationormemorization

Forgettinginformationandalsoforpleasure

Skillsinvolved

Pronunciationandintonation

Skimming,Scanning,predicting,guessingunknownwordsfromthecontext,understandingdetails,understandingrelationsbetweensentencesandparagraphs,understandingreferences,makinginferences,evaluatingthewriter’sattitudesandopinions,etc.

Formofactivity

Collectiveactivity

Individualactivity

Levelofdifficultyinclassroommanagement

Easytomanageasitcanbeobservedandheard

Difficulttomanageasteacherscannotseewhatisgoingoninthestudents’mind

Wecanseefromtheabovetablethatreadingaloudandsilentreadingaredifferentinmanyaspects.

lReadingaloudcannotreplacesilentreadingasitinvolvesonlytheskillsofpronunciationandintonation.

lRealreapdingabilityre-quiresthereadingskillsofskimming,scanning,predicting,etc.

3.Effectivereading

Basedonourunderstandingofthenatureofreading,webelieveeffectivereadersdothefollowing:

lclearpurposeinreading;

lreadsilently;

lreadphrasebyphrase,ratherthanwordbyword;

lconcentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;

lusedifferentspeedsandstrategiesfordifferentreadingtasks;

lperceivetheinformationinthetargetlanguageratherthanmentallytranslate;

lguessthemeaningofnewwordsfromthecontext,orignorethem;

lusebackgroundinformationtohelpunderstandthetext.

4.Whatdopeopleread?

ThinkaboutyourexperienceoflearningEnglish.Whatkindoftextsdidyouread?

Shortstories?

Tales?

Essays?

Diaries?

Playsandpoems?

Biographies?

Lookatthetableonpage180.Theyarethethingswereadinreallife.Theyaremoreauthenticthataresuitabletobeusedinourtextbooks.

Besidesauthentictexts,ESL/EFLtextbooksalsoemployalotofnon-authentictexts,i.e.simulatedtexts.Thoughappearingauthentic,thesematerialsarewrittenespeciallyforlanguagestudentswithsomelanguagecontrol.Simulatedtextsareaimedforbe-ginnerstudentswhoareprobablynotabletohandlegenuineauthentictexts.Itisbe-lievedthereadingofsuchtextswillhelpstudentstoacquirethenecessaryreceptiveskillstheywillneedwhentheyeventuallycometotackleauthenticmaterials.

II.Strategiesinvolvedinreadingcomprehension

Readingcomprehensionmeansextractingtherequiredinformationfromthetextasefficientlyaspossible.Readingisasilentandindividualactivitysincethewriter’sintentionwasthatthetextshouldbereadnotheard.

1.Twobroadlevelsinreading:

1）arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;

2）acognitivetaskofinterpretingthevisualinformation

2.Readingskills

Inordertoachievethesetwolevelsofreading,thereaderneedsthefollowingskills:

?

Recognisingthescriptofalanguage

?

Understandingtheexplicitlystatedinformation

?

Understandingconceptualmeaning

?

Understandingthecommunicativevalue（functions）ofsentences

?

Deducingthemeaningofunfamiliarlexicalitems

?

Understandingrelationswithinsentences

?

Understandingrelationsbetweensentences

?

Understandingreferences

?

Recognisingindicatorsindiscourse

?

Recognisingtheorganizationofthetext

?

Makinginferences

3.Readingstrategies

MorereadingstrategiesarelistedonPage181.

Task5

InyourpastexperiencesoflearningEnglish,whichofthereadingskillslistedabovedidyoupractise?

Howeffectivewasthepractice?

Wereanyskillsig-nored?

（optional）

4.Theroleofvocabularyinreading

1）Alargevocabularyisofcourseveryimportantforsuccessfulreading.

2）Lessthe3%ofnewwordsinareadingtextwillenablesmooth,meaningfulandenjoyablereading.

3）Sightvocabulary

Wordsthatoneisabletorecognizeimmediatelyareoftenreferredtoassightvocabulary,whichwillincreasereadingspeedandcomprehension.

4）thebestwaytodevelopvocabularyistoreadagreatdeal（notonlymemorizewords）

5）Fluentreadingdependsonanadequatesightvocabulary,ageneralknowledgeaboutthetargetlanguage,someknowledgeaboutthetopic,wideknowledgeabouttheworldandenoughknowledgeabouttexttypes.

III.Principlesandmodelsforteachingreading

1.Teachingprinciplesforteachingreading

lTheselectedtextsandthetasksofreadingshouldbeaccessibletothestudents.

lTasksshouldmotivatestu-dentsandbeclearlygiveninadvance.

lTasksshouldfocusonthemainmeaningratherthantrivialdetails.

lDevelopstudent’sreadingskillsratherthantestingreadingcom-prehension.

lDevelopstudent’sreadingstrategiesandreadingabilityingeneral.

lProvideenoughguidanceatthebeginningandhelpthembecomeindependentreadereventually.

2.Modelsofteachingreading.

lBottom-upmodel

Thewayoneteachesreadingalwaysreflectsthewayoneunderstandsreadingandthereadingprocess.Someteachersteachreadingbyintroducingnewvocabularyandnewstructuresfirstandthengoingoverthetextsentencebysentence.Thisisfollowedbysomequestionsandanswersandreadingaloudpractice.

lTop-downmodel

AdifferentviewfromBottom-upmodelbelievesthatone’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.Itbelievedthatinteachingreading,theteachershouldteachthebackgroundknowledgefirstsothatstudentsequippedwithsuchknowledgewillbeabouttoguessmeaningfromtheprintedpage.

lInteractivemodel

Thecurrenttheoryviewsreadingasaninteractiveprocess.Thatistosay,thebrainreceivesvisualinformationandatthesametime,interpretsorreconstructsthemeaningthewriterhadinmindwhenhewrotethetext.Thisprocessdoesnotonlyinvolvetheprintedpagebutalsothereader’sknowledgeofthelanguageingeneral,oftheworld,andofthetexttypes.

IV.Readingactivities:

Basedonsuchunderstand-ing,teachingreadingintheclassroomdividesreadingactivitiesintobasicallythreestagesinwhichbottom-upandtop-downtechniquesareintegratedtohelpstudentsintheirreadingcomprehensionandinincreasingtheirlanguageefficiencyingeneral.Thethreestagesarepre-reading,while-reading,andpost-reading.

1.Pre-readingactivities

Bypre-readingactivities,wemeantasks/activitiesthatstudentsdobeforetheyreadthetextindetail.E.g.predicting,settingthescene,skim-ming,andscanning.

1）Predicting

Predictingisanimportantreadingskill.Thereader’spredictions,nomatterrightorwrong,willgethismindclosertothethemeofthetexttoberead.

2）Predictingbasedonthetitle

Goodtitlesalwayscontainthemostimportantinformationofawrittentext.

Task7

Workinpairs.Lookatthethreetitlesintheboxbelowandpredictthecontentsofthetexts.Whenyouareready,joinanotherpairandcompareyourpredic-tionsandthecluesthathelpedyoutomakethepredictions.

ANationofPet-Lovers

SavetheJungle:

Savetheworld

PoliceHuntforChild

（foreachofthethreetextsabove,wecanaskthesequestions:

）

Text1:

Whatisapet?

Whatarepetsfor?

Whydopeoplelovepets?

Arethereanyproblemswithpets?

Text2:

Whatisajungle?

Wherecanyoufindjungles?

Whatdoyouthinkhashappenedtothejungles?

Text3:

Whathappenedtothechild?

Howdoyouthinktheparentswouldfeel?

Whatcouldthepolicedo?

3）Predictingbasedonvocabulary

Havingmade