[其它语言学习]Unit 10 Teaching reading.ppt

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1、2004-5-19,1,2004-5-19,2,Teaching Aims:(1)How do people read?(2)What do people read?(3)What are the skills involved in reading?(4)What are the principles for teaching reading?(5)What are the common types of activities in teaching reading?,2004-5-19,3,目 录,10.1 How do we read?10.2 What do we read?10.3

2、Skills involved in reading comprehension10.4 Principles and models for teaching reading10.5 Pre-reading activities10.6 While-reading activities10.7 Post-reading activities10.8 Conclusion,2004-5-19,4,10.1 How do we read?,Question:Why do we read?(Interview:Brainstorm the answers)We read for:1.survival

3、,e.g.the label on a medicine bottle.2.learning and information,e.g.newspapers,magazines,books.3.entertainment or pleasure,e.g.novels,stories,poems as a leisure.Reading can be the most familiar to Chinese learners of English.In a way,we learn English mainly through reading.,2004-5-19,5,10.1 How do we

4、 read?Task 1:Read the following assumptions about reading and decide if you agree with them or not.Try to give reasons for your decisions.When you are ready,discuss your idea in groups.,D,D,D,A,A,A,2004-5-19,6,10.1 How do we read?Task 1:Read the following assumptions about reading and decide if you

5、agree with them or not.Try to give reasons for your decisions.When you are ready,discuss your idea in groups.,D,D,D,A,2004-5-19,7,Question:What is reading:Reading is an active process,during which the reader tries to understand the meaning of a given text.Based on the nature of reading,how do effect

6、ive readers read?They will do in the following:,a.Have a clear purpose in reading;b.Read silently.c.Read phrase by phrase,rather than word by word.d.Concentrate on important bits,skim the rest,and skip the insignificant parts.e.Use different speeds and strategies for different reading tasks.f.Percei

7、ve the information in the target rather than mentally translate.g.Guess the meaning of new words from the context,or ignore them.h.Have and use background information to help,2004-5-19,8,2004-5-19,9,10.2 What do we read?(Brainstorm)Below is a list of things we read in daily life:,Calendars clothes s

8、ize labels magazines Addresses graffiti on walls（乱涂乱画）radio/TV guidesPhone books childrens scribbling advertisementsName cards informal letters posters（海报）Bank statements business letters travel guidesCredit cards rules and regulations cookbooksMaps electronic mail repair manualsAnecdotes telegrams

9、memosWeather forecast fax messages time schedules,2004-5-19,10,10.3 Skills involved in reading comprehensionQuestion:What are the two broad levels in reading?1.Visual signals from the eyes2.A cognitive task of interpreting the visual information,relating the received information with the readers own

10、 general knowledge,and reconstructing the meaning that the writer had meant to convey,In order to achieve these two levels of reading,we need the following skills Recognising the script of a languageUnderstanding the explicitly stated information Understanding conceptual meaningUnderstanding the com

11、municative value of the sentenceDeducing the meaning of unfamiliar lexical itemsUnderstanding relations between sentencesUnderstanding referencesRecognizing indicators in discoursesRecognizing the organizationMaking inferences,2004-5-19,11,10.3 Skills involved in reading comprehension:Question:What

12、strategic skills do students need in order to make reading more efficient?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronologi

13、cal ordercomparison and contrastcause and effectreference指代5.Predicting:guessing what is coming next6.Distinguishing the main idea from supporting details,2004-5-19,12,10.4 principles and models for teaching reading Below are some principles for teaching reading:The selected texts and attacked tasks

14、 should be accessible to the students Tasks should be clearly given in advanceTasks should be designed to encourage and intelligent reading for the main idea Tasks should help develop students reading skills rather than test their reading skillsTeachers should help the students not merely to cope wi

15、th one particular text in front of them but with their reading strategies and reading ability in general.Teachers should help the students to read on their own,2004-5-19,13,10.4 Principles and models for teaching readingModels for teaching reading.(a)Bottom-up model:teachers teach reading by introdu

16、cing new vocabulary and new structures first then going over the text sentence by sentence.This is followed by some questions and answers and reading aloud practice.(b)Top-down model:Teachers should teach the background knowledge first so that students equipped with such knowledge will be able to gu

17、ess meaning from the text.The current theory views reading as an interactive process.That is to say,the brain receives visual information and at the same time,interprets or reconstructs the meaning the writer had in mind when he wrote the text.This process does not only involve the printed page but

18、also the readers knowledge of the language in general.,2004-5-19,14,Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques are integrate to help students in their reading comprehension and in increasing their language effic

19、iency in generalOne way is to teach reading in three stages,that is 3-Stage Model:Pre-reading stageWhile-reading stagePost-reading stageEach stage has a different goal/aim and deals with different reading strategies and activities.,2004-5-19,15,10.5 pre-reading activities The aim of pre-reading stag

20、e are three folds:Arousing the students interest in the topic or type of text(interest)Motivating students to read the text by providing a purpose for reading(motivation)Preparing the students for the content of the text(preparations)Pre-reading activities:1.Predicting:Prediction can be done in many

21、 different ways.Based on the titleBased on vocabularyBased on T/F questionsBased on the teachers general questions(oral/written)Based on visual information(diagrams/maps/pictures/photos)Based on related informationBased on their own questionsBased on key words(given or taught by the teacher)Based on

22、 the students expectation.,2004-5-19,16,10.5 Pre-reading activities2.Setting the Scene:getting students to be familiar to the cultural and social background knowledge relevant to the reading text 3.Skimming:reading quickly to get the gist Below are some suggestions that may help teachers to set up s

23、kimming activities.(1)Ask general questions(avoid details ones)which allow students to focus on one or two things.e.g.”Why did the writer write the article?”“Where do you expect to read such an article?”(2)Provide 3-4 statements one of which represents the main idea.Ask students to read the text and

24、 decide which statement is the correct one.(3)Provide subtitles for different parts of a text and ask students to put them in right place,2004-5-19,17,10.5 pre-reading activities4.Scanning:reading very fast to locate the specific informationQuestions for a scanning activity are often about specific

25、information.Find Mr.smiths phone number.How many people were injured in the explosion?When conducting scanning activities,the teacher should bear in mind the following things:Set a time limit.Give clear instructions for the task(3)Wait until 70%of the students finish.(Think about why so)(4)Make clea

26、r how you are going to get feedback.(5)Make sure that answers to the scanning questions should be scattered throughout the rather than clustered at one place.,2004-5-19,18,10.6 While-reading activitiesThe aim of while-reading stage is to help:the students understand the contentthe students understan

27、d the structure of the textthe students understand the authors purpose of writing it,2004-5-19,19,Activities:,scanningskimmingtransferring information from the text to a diagram,table,form,map,picture,charttaking note(on main or specific points)drawing a diagram to show the text structureanswering t

28、he factual questionsanswering inference questionsputting the events in the correct orderstating whether statements are true or falseanswering literal questions(meaning of words)understanding referencesgiving sections of a text appropriate headingsgiving the text an appropriate title,Which way?,2004-

29、5-19,20,10.6 While-reading activities,Pictures Pie charts Drawings Bar chartsMaps Flow chartsTables Chronological sequenceTree diagrams Subtitles(providing subtitles)Cyclic diagrams Notes(taking notes while reading),1.Information transfer activities:transferring information from the text to a diagra

30、m,table,form,map,picture,chartsophisticated input(SI)transition device(TD)output(OP)text visual aid Ss comprehend meaningBelow are some transition devices that are often used in teaching reading:,2004-5-19,21,10.6 While-reading activities,Rosa Morello is from Columbia in South America.She is a stude

31、nt.She has come to London to study English.Rosa is eighteen years old and single.She has dark hair,dark brown eyes and is 1.65 m tall.She likes pop music,dancing,reading and good food.She is also interested in travel and languages.In London,Rosa lives in a small flat with her friend Linda Morris.The

32、 flat is in north London.,Task Use transition devices to design a while-reading activity for the following text.When you Are ready,work in groups.Each student should give a mini demonstration.,2004-5-19,22,International Student Registration:Surname:Given name:Sex:Age:Nationality:Languages:Reasons to

33、 be in London:Interests and hobbies:,10.6 While-reading activities,Answers:An imaginative transition device is to design an“International Student Registration”form and ask students to fill out the form while they read the text.,Morello,Rosa,girl,eighteen,Columbia,English,to study English,pop music,d

34、ancing,reading and good food,2004-5-19,23,10.6 While-reading activities,2.Summary on transition devicesWhen using transition devices,we need to ensure that it is appropriate from to encapsulate the main information contained in the text.We need to bear in mind the purpose(s)of TDs(1)Focus attention

35、on the main meaning of the text.(2)Be able to simplify sophisticated input so that is becomes the basis for output.(3)Allow students to perform tasks while they are reading.(4)Highlight the main structural organization of a text/part of a text,and show how the structure relates to meaning.(5)Involve

36、 all the students on clearly defined reading tasks.(6)Precede one step at a time.(7)When a TD task is completed,provide students with a model for oral and/or written work.,2004-5-19,24,2.Reading comprehension questions1)Questions for literal comprehension.2)Questions involving reorganization or rein

37、terpretation.3)Questions for inferences.4)Questions for evaluation or appreciation.5)Questions for personal response.3.Understanding references 4.Making inferences,10.6 While-reading activities,2004-5-19,25,Summary on while-reading activitiesNow we have look at a number of while reading tasks.Of cou

38、rse,you cannot use all of them at one time or with one text.You need to choose from them the ones that best suit your students as well as the materials that you are using.,10.6 While-reading activities,2004-5-19,26,10.7 Post-reading Activities Aims of post-reading stage:Consolidate of reflect on wha

39、t has been read in the text.Relate the text to the students own knowledge,interests or views/what they know and what they feel.Enable students to produce language and use it freely based on what they have learned.,2004-5-19,27,Post-reading Activities:discussion of the topic of the textquestion-and-a

40、nswerreproducing the text(prompts)role-play a different/same situationgap-fillingcomment on the content of the textretelling the storyfinishing the storylistening to or reading some supplementary materials about the topicwriting a summaryfalse summary T:with wrong informationInterviewingDifferent te

41、xts need different teaching methods.We may design our own reading tasks creatively.,2004-5-19,28,10.7 Post-reading ActivitiesTask Read the text below and discuss the post-reading activities that follow.Do you think these activities fulfill the functions of post-reading tasks?Do you think students wo

42、uld enjoy doing these activities?,A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice.In this way,he was never paid for his services,and he never managed to earn much money.He makes up his mind to put an end to this.He was stoppe

43、d by a young man who said to him,”Oh,doctor,Im so glad to see you.Ive got a severe paid in my left said”.The doctor pretended to be interested and said,”Shut your eyes and stick your tongue out of your month”.Then,he went away,leaving the man standing in the street with his tongue hanging out and a

44、large crowd of people laughing at him.,2004-5-19,29,10.7 Post-reading Activities1.Discussion questions(1)Do you think he was a good doctor?(2)How do you think the young man felt?2.Reproducing the text:tell part of story from these prompts:(1)A doctor-village-annoyed.(2)People-stop-street-advice.(3)N

45、ever paid-never-money-made up his mind-put an endNow lets have a look at some other types of post-reading activities.,2004-5-19,30,10.7 Post-reading Activities1.Discussion2.Role-play Role play usually has the following stages:(1)Defining the roles and setting up goals.(2)Pairing/grouping students an

46、d assigning roles.(3)Preparation:a)Whole class brainstorm possible questions;b)students playing the same roles go into a group to work out the questions.(4)Role plays in pairs/groups.(5)Class viewing/demonstration.(6)Teacher gives feedback based on active monitoring.,2004-5-19,31,10.7 Post-reading A

47、ctivities3.Gap-filling4.Retelling5.False summary6.WritingBelow is a short list of writing task that could be used as post-activities.(1)Produce a tourist brochure for a place describe in a text.(2)Produce an advertisement for a product described in a text.(3)Rewrite a story from another characters p

48、oint of view.(4)Write a short summary of the text based on a TD activity(5)Write a paragraph stating personal opinions about the issue discussed in the text.,2004-5-19,32,10.8 Conclusion In this unit,we started with the discussions about how and what people read in real life.We think the teaching of

49、 reading in traditional pedagogy does not reflect how and what people read in real life.Most of the traditional reading exercises are actually testing studentsreading comprehension.We have emphasized that the teaching of reading should focus on developing studentsreading skills and strategies,which

50、can be achieved through pre-,while-and post-reading activities.In sections 5,6,and 7,we have provided a number of types of activities that teachers can do in teaching reading.Of course different texts need different teaching methods.We hope teachers can apply the ideas suggested in the unit to desig