Teaching Reading
Teaching Reading
….
1. Look at the title and picture, predict what we’ll read about. From the passage, we may know_______. D A. how to catch a bus B. speaking to others loudly C. someone who break the rules D. talking loudly on the bus is not good
4. Find examples of behavior from the reading. Are these things always wrong, or does it depend on situation or culture? Put them in the correct column. Think of more examples. Always wrong In some situations
in the world.
1. Match the paragraphs with the best summaries.
d __ Para. 1 b __ Para. 2
a. We have to be very careful how we criticize people. b. The way people behave is different in different cultures and situations. c. Sometimes, rules of etiquette are the same almost everywhere. d. Etiquette is very important idea to understand. e. We might want to ask someone to behave more politely if we see them breaking a rule of etiquette. f. People in China and Europe have different ideas about etof each paragraph. Para 1: …, but it can be very useful to understand Para 2: Etiquette is not the same in every culture
Teaching Reading(2013
Interactive Models of Reading
Interactive Models of Reading is a process in which the reading activates a range of knowledge in the reader’s mind that he uses, and that, in turn, may be refined and extended by the new information supplied by the text. Reading is thus viewed as the interaction that occurs between the reader and the text. Weber(1984:114) has noted that: ”The interactive models, attempting to be more comprehensive, rigorous and coherent, give emphasis to the interrelations between the graphic display in the text, various levels of linguistic knowledge and processes, and various cognitive activities.”
Teaching Reading Comprehension
1. Definition of reading
What is reading? Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. (Anderson 2004 (in Nunan 2004) What is fluent reading? fluent reading is rapid, purposeful, interactive, comprehending, flexible, and gradually developing. (Grabe 1991in Nunan 2004) fluent reading is the ability to read at an appropriate rate with adequate comprehension. (Neil Anderson) What are four elements which combine together to define the act of reading? the text, the reader, fluency and strategies;
3. Teaching reading
Ellen’s first snow globe was of polar bears. T/F (这个句子是正确的还是错误的?) Ellen’s favourite snow globe is of a monster. T/F
Which description is wrong?
A girl and her collection of animal snow globes. A girl and her collection of snow globes. A girl saying thank you for the snow globe present.
4. Some pictures to help students know more about the topic. 用一些图片帮助学生更多的了解 课文。
5. Predict the content! Predict the outline!
步骤 5a 若学生的答案不正确, 重做一遍教前工作,做必要的 重复, 或者再布置一个简单的 任务
Step 6
If students have got the answers correct, then move to step 6.
步骤 6 如果学生得出正确的答案, 进入第六步。
Step 6: Give a second task
Number the snow globe pictures in order they are mentioned.
Ellen’s first snow globe was of polar bears. T/F (Is this sentence true or false?) Ellen’s favourite snow globe is of a monster. T/F
Teaching_reading_教案新部编本定稿
教师学科教案[ 20 – 20 学年度第__学期]任教学科:_____________任教年级:_____________任教老师:_____________xx市实验学校英语教学法教案班级:英语122姓名:赵晗君学号:20120401050332Lesson Plan: The Brave Little TailorStudents:32 students,Class 122,Foreign Language Department, Lanzhou City University.Teaching aims:By the end of the lesson, students should be able to:1. be interested in fairy tales.2. read texts with questions.3. skill the use of the reading techniques (predicting & skimming) after class.4. read more fairy tales on their own.Teaching contents: The Brave Little TailorTeaching aids: Book, PicturesTeaching Method:1. Communicative Approach2. Reading ComprehensionTeaching procedures:Pre-readingStep1. Warm-up: predicting, skimming and scanning.(3 minutes)Guide students review the 4 skills of pre-reading by asking questions(What dose predicting/skimming/scanning mean?). Predicting: is for the content of the text.Skimming: means reading quickly to get the main idea of the text.Scanning: is a reading technique to be used when you want to find specific information quickly.Step2. Predicting1.Predicting based on the title (3 minutes)①Use questions to lead students access to the subject. (Do you know any fairy tales? Do you like reading fairy tales?)②Guide students to read the title “ The Brave Little Tailor”, and show the pictures about the text and ask them questions. (What’s the man’s jo b? How do you know it? What is he d oing now? What’s on the table? )2.Predicting based on vocabulary(3minutes)Guide them to predict some important words of the article (eg: tailor, cloth, knife, ect), and then give them some new words to choose the right meaning of each word.Column:h.裁缝TailorJamFlyGiantBeltCheeseClothRockTrunka.苍蝇b.果酱c.带子d.奶酪e.树干f.岩石g.巨人精品教学教案设计| Excellent teaching planStep3. Skimming ( 2minutes )Ask the students read the text quickly. Then offer them three statements about the main idea of the text and ask to choose the only correct answer.A.The tailor killed seven men so the giant thought he was brave.B.The tailor was actually very smart and he won the giant with wisdom.C.The tailor won the giant because he was more brave.Other Procedures(1 minute)Homework: Supplementary reading—another short fairy tale and change ideas with friends.育人犹如春风化雨,授业不惜蜡炬成灰。
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码:承担单位:制定:制定日期:审核:审核日期:批准:批准日期:1、课程性质:本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务:主要针对小学英语教学岗位开设,主要任务是培养学生在小学英语教学岗位的教育教学能力,要求学生掌握英语语言教学中使用的方法和技巧,并了解其理论依据;提高学生对语言教学原则、教学规律的理解,并且引导学生将这些原则应用于教学中,使其能够胜任未来的小学英语教学工作。
3、课程衔接:在课程设置上,前导课程有基础英语、教育学、心理学,后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习,学生应熟练掌握英语教学的基本理论和基本方法,并能针对小学英语课堂教学实际,将英语教学理论与小学教学实践相结合,从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下:1、知识和技能目标:(1)了解语言与语言学习的基本概念;(2)理解英语教学的主要理论;(3)掌握英语教学设计的一般方法;(4)掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标:(1)能够正确描述教学目标、重点与难点,分析教学内容,并能根据学生特点和教学条件设计有效的英语教学活动;(2)积极开展英语课堂教学微技能整合,探索英语教学的有效途径;(3)能利用所学技能进行教学设计;(4)能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标:(1)能够认识到教学能力是英语教师专业素质的必要组成部分;(2)能够认识到科学教学方法的有效应用对于优化教学过程,培养创新型人才的重要作用;(3)具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体,根据小学英语教学岗位工作任务要求,确定学习目标及学习任务内容;本课程采取行动导向项目教学教学模式,以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
教学法 teaching reading
Theories
Activities
7.We read everything with the same speed. 8.When reading in a foreign language, we mentally translate everything in order to understand.
×
√ √
× × ×
√
H o w to re ad it?
4.When we read, our eyes are constantly moving from letter to letter, word or word and sentence to sentence.
5.Reading is an individual activity.
magazines
newspapers advertisements posters application forms diplomas
Leading-in part
Theories
Activities
Leading-in part
Theories
Activities
Leading-in part
Books? Authors? Genres?
Any books or authors that have influenced you tremendously?
Opinions of reading?
On the roles, purposes and benefits?
Leading-in part
Leading-in part
Theories
Activities
W ha t to re ad?
英语教学法教程11 Teaching Reading
11.5 The role of vocabulary in
reading
Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words.
This initial process of accurate, rapid and automatic recognition of vocabulary frees one’s mind to use other resources, such as reasoning abilities, world knowledge, knowledge about the topic, etc. to construct meaning. … Slowing down and paying attention to recognizing words interfere with the construction of meaning.
Collective activity Easy to manage as it can be observed and heard
Silent reading Silent Usually fast For getting information and also for pleasure
Skimming; scanning; predicting; guessing unknown words from the context; understanding details; understanding relations between sentences and paragraphs; understanding references; making inferences; evaluating the writer’s attitudes and opinions, etc. Individual activity Difficult to manage as teachers cannot see what is going on in the ss’ mind
Unit-11-teaching-reading
• 8. When reading in a foreign language, we mentally translate everything in order to understand. ×
• 9. It is helpful to use a dictionary to check and note down the meaning of all the new words while reading. ×
• 10. The lack of cultural knowledge may √ affect the rate of reading comprehension.
• 11. Possessing a large amount of vocabulary is the key for reading comprehension. ×
1. Two broad levels in reading: 1) a recognition task of perceiving visual signals from the eyes; 2) a cognitive task of interpreting the visual information
• 12.Reading can best be improved by being engaged in reading and reading more. √
6
2. The differences between reading aloud and silent reading
Task 3:Difference between reading aloud and silent reading:
language rather than mentally translate; • guess the meaning of new words from the
(完整版)《英语教学法》Unit_11_Teaching Reading
In order to achieve the two levels of reading, the reader needs the following skills: 1. Recognizing the script of a language 2. Understanding the explicitly stated information 3. Understanding conceptual meaning 4. Understanding the communicative value (functions) of sentences
10
Strategies involved in reading comprehension
5. Deducting the meaning of unfamiliar lexical items 6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
18
The negative influence of bottom-up model
1. Unhealthy word-for-word reading habits 2. Focus on details rather than understand the text as a whole 3. Limited amount of reading
teachingreading阅读课教案
Teaching Reading 阅读课教案一、教学目标:1. 提高学生的阅读理解能力,使他们能够理解和分析文本的主要内容和细节。
2. 培养学生的阅读技巧,如预测、扫描、略读和寻读,以提高阅读效率。
3. 培养学生的批判性思维能力,使他们能够分析和评价文本的观点和态度。
4. 提高学生的阅读兴趣和动机,激发他们主动阅读的欲望。
二、教学内容:1. 文本材料:选择一篇适合学生水平的阅读材料,内容涉及不同主题和体裁,如故事、文章、报告等。
2. 阅读技巧:教授和练习不同的阅读技巧,如预测、扫描、略读和寻读,以帮助学生提高阅读理解能力和速度。
3. 批判性思维:通过讨论和写作活动,培养学生的批判性思维能力,使他们能够分析和评价文本的观点和态度。
三、教学方法:1. 互动式教学:通过提问、讨论和小组活动,鼓励学生积极参与阅读过程,提高他们的思考和表达能力。
2. 任务型教学:设计不同的阅读任务和活动,让学生在实践中运用阅读技巧,提高阅读理解能力。
3. 反馈和评估:及时给予学生反馈和评估,帮助他们了解自己的阅读水平和进步。
四、教学步骤:1. 导入:引入本节课的阅读材料,激发学生的兴趣和好奇心。
2. 阅读准备:让学生预览文本和摘要,预测文本内容和主题。
3. 阅读活动:引导学生进行略读和寻读,找出文本的主要信息和细节。
4. 阅读理解:通过提问和讨论,检查学生的阅读理解能力,帮助他们分析文本的观点和态度。
5. 批判性思维:引导学生进行批判性思考,提出自己的观点和意见,进行讨论和辩论。
6. 总结和反馈:对学生的阅读理解和批判性思维能力进行总结和反馈,指出他们的进步和需要改进的地方。
五、教学评估:1. 课堂参与度:观察学生在阅读活动和讨论中的参与程度和表现。
2. 阅读理解测试:通过课后阅读测试或小组讨论,评估学生的阅读理解能力。
3. 批判性思维能力:评估学生在批判性思考和讨论中的表现,检查他们的观点和论据的合理性。
4. 自我评估:鼓励学生进行自我评估,反思自己的阅读过程和进步。
英语阅读教学设计书籍有哪些
英语阅读教学设计书籍有哪些英语阅读是学习英语的重要环节之一,而设计合适的教学方案对于学生的阅读能力提升至关重要。
在此,我将介绍几本优秀的英语阅读教学设计书籍供您参考。
1. "Teaching Reading Skills in a Foreign Language" by Christine Nuttall这本书从理论和实践的角度探讨了英语阅读教学的重要性,并提供了一些实用的教学方法和策略。
作者通过分享自己的经验和观察,帮助教师更好地了解学习者的需求,并提供了一些有效的教学活动和练习,以培养学生的阅读技巧。
2. "Reading Power: Teaching Students to Think While They Read" by Adrienne Gear该书主要关注培养学生的思维能力和理解力,并通过专门设计的阅读活动和指导教师的技巧,帮助学生有效地提高阅读理解能力。
作者通过示范教学和案例分析,引导教师将阅读技巧与课堂实践相结合,以更好地满足学生的学习需求。
3. "Reading with Meaning: Teaching Comprehension in the Primary Grades" by Debbie Miller该书着重介绍了在初级阶段培养学生阅读理解能力的方法和策略。
作者提供了一系列的课堂活动和教学示例,帮助教师设计有趣而有意义的阅读任务,以促进学生的思考和理解能力的发展。
4. "Strategies That Work: Teaching Comprehension for Understanding and Engagement" by Stephanie Harvey该书提供了一些具体的教学策略和实用技巧,旨在帮助学生提高阅读理解能力,并增强对阅读的兴趣和参与度。
作者通过详细的讲解和示范,提供了一系列有效的指导,为教师提供了实施课堂教学的具体方法。
英语教学法Unit11-Teaching-reading
for pronunciation practice. Doesn’t often help students focus on the
meaning of the text. Concentrate on pronunciation, intonation(语
9
Attention
Please locate the situation in the context of learning English as foreign language in China.
10
Assumption1: Reading has only one purpose, i.e. to get information.
True. Students always read at different speed. They might be using one book, but they are
reading individually.
15
Assumptions 6: We need to know all the words in order to understand a test.
5
Three reasons
First, much of the information available in the world comes in the format of print.
Second, reading strengthens other areas of learning. (writing, listening, speaking.)
world, and text types. Effective reading strategies.
Unit 11 Teaching Reading2
• 1. recognizing the script of a language • 2.understanding the explicitly stated information • 3. understanding conceptual meaning • 4. understanding the communicative value (functions) of sentences • 5. deducing the meaning of unfamiliar lexical items
Reading aloud OR silent reading
• Discuss the differences of reading aloud and silent reading in terms of manner , speed , purpose , skills involved , activity type , and management in the classroom. • P177
There are two broad levels in reading:
• 1. a recognition task of perceiving visual signals from the printed page through the eyes • 2. a cognitive task of interpreting the visual information, relating the received information with the reader‟s own general knowledge, and reconstructing the meaning that the writer had meant to convey
英语阅读教学方法reading teaching
While-Reading Activities
Information transfer activities Answering reading comprehension Making inferences Finding organization of idea in a text Confirming expectation or prior knowledge Peer interaction Commenting on opinions
• Step 7: report-back session and final discussion/evaluation.
(Christine Nuttall 2002:168)
References
Christine Nuttall. Teaching Reading Skills in the foreign Language.上海:上海外语教育出版社, 2002
Step 2: Introduce the text.
Step 3: skimming and scanning or other top-down exercise on the whole text
Step 4: tackle the text section by section
Procedures for each section:
David Nunan. Second Language Teaching and Learning.北京:外语教育与研究出版社,2001
王蔷.英语教学法教程.北京:高等教育出版社,2000
刘玉梅,肖肃.英语教学法理论பைடு நூலகம்实践.北京:国防工 业出版社,2007
R-recite: speak aloud the question to your answer or write them down
教师教阅读课件Teaching Reading
LOGO
References for reading teaching Aebersold,J.,A. and Field, M., L. 1997. From reader to reading teacher. Cambridge: CUP. Gredllet,F. 1981. Developing reading skills:A practical guide to reading comprehension exercises. Cambridge: CUP. Farrell, T.S.C. 2007. Planning lessons for a Reading Class. Beijing: People’s Education Press
LOGO
Principles for designing effective and interesting reading lessons
1. Reading materials are interesting to Ss. 2. The major activity of the reading lesson is students reading texts. 3. Activities and exercises reflect the purposeful, task-based interactive nature of real reading (predicting, hypothesizing and revising ideas about what was read). 4. Activities and tasks allow the learners to bring their knowledge and experiences to the reading passage.
Effective approaches to the teaching of reading
- 20-校园英语 / 高等教育研究Effective approaches to the teaching of reading Northwestern Polytechnical University Ming De College/Yuan XuefengReading is one of the essential skills in one’s life. No one could function well in modern society without this ability. However, some people still have difficulties to master this ability. The skills are even significant when someone using second or foreign language to read which is considered as the only accessible exposure to the target language (Celce-Murcia & Ohlstain, 2000). It is essential for teachers to help them cultivate good reading skills. However, Language teachers who want to keep up-to-date with the development within the teaching field are confronting with various approaches. This paper aims to demonstrates two effective teaching approaches.Interactive approachTeachers acknowledge that top-down and bottom-up approaches are essential for teaching reading. However, for L2 students, separate use of these two skills may cause some problems for them. L2 students may not have sufficient linguistic knowledge to decode texts by using bottom-up approach. At the same time, they may also lack of context knowledge of texts. For L2 a learner, top-down processing is could be compensatory one that help bottom-up is achieved (Koda, 2005). This is also supported by Nunan (2003), he suggested that teaching bottom-up skills should followed by instruction of top-down and strategic reading.In order to become an effective reader, students need to be familiar with both bottom-up and top-down strategies. For instance, word recognition, skimming and scanning, prediction and so on. These strategies could be trained during practice of a three-phase approach. It consists of pre-reading, while-reading and post-reading. It could be considered as a procedure of one reading class. According to Scrivener (2005, p.187), schema theory could be useful during pre-reading, a teacher could use visual devices like pictures or videos, questions are related to topic or listening materials to active students’ linguistic , content and formal schemata to help students predict the given text. Then, within while-reading, students should read texts actively. Teachers could offer some general questions mainly about topics, main ideas or overall themes. They may need students to practice skimming. At the same time, teacher could conduct several specific questions mainly concerned with specific information in the text. This may require students to use scanning. Learners could also be trained to recognize the structures and the purpose of the author. Post-reading is considered as consolidating part of the class. Within this part, a teacher could let the students share their own knowledge with their fellow students. Reading could be taught with other skills like writing and speaking. Moreover, this part could enlarge the students’ schemata. In the three-phrase approach, vocabulary and grammar could be taught both in pre-reading and while-reading phrase. It should depend on the difficulty of the text.Extensive readingIt is widely acknowledged that the grasp of vocabulary could influence reading, and the effective way to enlarge vocabulary is through extensive reading. (Celce-Murcia, 2000, Scrivener, 2005, Koda, 2005). According to Davis (1995), extensive reading is students who are given a text which they are interested in, and without pressure of testing or marks. Extensive reading could enlarge one’s vocabulary; improve one’s spelling and grammar. Other benefits could be improve both reading and writing skills, and cultivate reading habit. It is essential for students to be able to expose to different texts which motivated them. Additionally, it could help readers to combine rapid and accurate recognition and decoding of letters, words collocations, and other structural cues with sensible global prediction relate to text as a whole. It is helpful when readers use top-down and bottom-up processing to read a text.In order to help students become an effective reader, teachers could provide books, newspapers, and magazines which students are interested in. Moreover, teachers could offer a class time purely for students to read. In order to make extensive reading more effectively, teacher could conduct several post-reading activities. For instance, write a book review, write down interesting expressions and even role play some stories. These activities tend to be more interactive, because the students is the center of the whole reading process which could help them improve both linguistic and cognitive ability.From what demonstrate above, the effective teaching approaches such as top-down and bottom up approaches are considered to be the main effective approaches in teaching of reading. However, sometimes it seems less effective to them separately. At this time, the integration use of both approaches seems more effective. Additionally, develop various reading strategies (skimming and scanning), predict the given text (schemata theory), have a large recognition vocabulary (extensive reading) could help students to be an effective reader. References:[1]Celce-Murcia,C.&Olshtain.E.(2000).Discourse and context in language teaching:A guide for language teachers.New York: Cambridge University Press.[2]Davis,C.(1995).ER:An expensive extravagance?ELT Journal, 49(4),329-336.[3]Koda,K.(2005).Insights into second language reading.New York:Cambridge University Press.[4]Nunan,D.(2003).Practical English language teaching.New York:McGraw-Hill.[5]Scrivener,J.(2007).Learning Teaching.Heinemann.Copyright©博看网 . All Rights Reserved.。
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containers, etc.
Strategies involved in reading comprehension
• There are two broad levels in the act of reading: • i) a recognition task of perceiving visual signals from the printed pages through the eyes; • ii) a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.
Unit 11 Teaching Reading
GROUP MENBERS:
目录
The Nature of Reading
How do we read?
What do we read?
Strategies involved in reading comprehension The role of vocabulary in reading Principles and models for teaching reading
Reading is the ability to understand the written words and respond to them in proper ways. Reading means getting meaning out of a given context.
How do we read?
Reading aloud and silent reading
Reading aloud Manner Speed Purpose utter every syllable in every word much slower
Silent reading no utterances at all ‘ten lines at one glance’
Skills involved Form of activity
Level of difficulty in easier classroom management
What do effective readers do ?
• • • • have a clear purpose in reading. read silently. read phrase by phrase, rather than word by word. concentrate on the important bits, skim the rest, and skip the insignificant parts. use different speeds and strategies for different reading tasks. perceive the information in the target language rather than mental translate. guess the meaning of new works from the context, or ignore them. have and use background information to help understand the text.
Newspaper and magazines, novels and ห้องสมุดไป่ตู้hort
stories, letters, telegrams, specialized articles, street maps, recipes, menus, signs, notices, information leaflets, dictionaries, advertisements, teaching materials, labels on packets and
The role of vocabulary in reading
• We assume that a large majority of students believe that vocabulary is the main obstacle in learning to read and this has already been pointed out by Grabe (1988:63) • The lack of such vocabulary may be the greatest single impediment of fluent reading.
• Connecting one part of the text to another Paying attention to text structure • Rereading • Guessing the meaning of a new word from context • Using discourse markers to see relationships • Checking comprehension • Identifying difficulties • Taking steps to repair faulty comprehension • Critiquing the author • Critiquing the text • Judging how well objectives were met • Reflecting on what has been learned from the text
• 7. We read everything with the same speed. • 8. When reading in a foreign language, we mentally translate everything in order to understand. • 9. It is helpful to use a dictionary and note down the meaning of all the new words while reading. • 10. The lack of cultural knowledge may affect the rate of reading comprehension. • 11. Possessing a large amount of vocabulary is the key for reading comprehension. • 12. Reading can best be improved by being engaged in reading and reading more.
share information with getting or extracting others; appreciation information;for of good piece of pleasure writing. good pronunciation and intonation Collective activity skimming, scanning, predicting Individual activity More difficult
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What do we read?
Using Authentic Materials
• For students to develop communicative competence in reading, classroom and homework reading activities must resemble real-life reading tasks that involve meaningful communication. • The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.
• As teachers of English, we need to be aware of the difficulties in developing reading skills with our students and try to work out effective strategies to help them overcome the obstacles so that good reading habits and effective reading strategies are developed properly to enable them to become proficient readers in a foreign language .
• 1. Reading has only one purposes, i.e. to get information.
• 2. Reading is a silent activity. Reading aloud does not help much with comprehension. • 3. Reading with a purpose is more effective than reading without a purpose. • 4. When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence. • 5. Reading is an individual activity. • 6. We need to know all the words in order to understand a text