teach reading

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《怎样教英语》读书笔记-第7章.how to teach reading

第7章：如何教阅读（How to teach reading）--------------------------------------------------------------------【手写笔记】-----------------------------------------------------------------------------【读书笔记中英文对照】----------------------------------------------------------------------------- ■7-1：为什么要教阅读？（why teach reading？）◆7-1-1：阅读的目的：为职业；为学习；为乐趣（reading for careers;for study purposes; for pleasure）；◆7-1-2：有益于接触英语（good exposure to English）；◆7-1-3：有益于语言习得（good for language acquisition）；◆7-1-4：是写作的良好范例（good models for English writing）；◆7-1-5：为学习语言提供机会（providing opportunity for studying language）；◆7-1-6：向学生介绍有趣的话题；鼓励学生的讨论；激发学生富于想象力的回应；成为优课的踏板（introducing interesting topics；stimulating discussion；exciting imaginative responses；being the springboardfor well-rounded fascinating lessons）；【会心之处】：无论承认不承认，阅读对于中国学生而言，一直是最重要的语言输入方式。

How to Teach Reading in Middle School论文

How to Teach Reading in Middle School摘要：众所周知，课堂教学是学生学习英语的最重要的一种途径。

同样中学英语阅读教学是令人担忧的，老师们不得不激起学生们的阅读兴趣以使他们学得更好。

随着英语语言教和学方式的不断改革,老师们应该有很多激发学生阅读兴趣的方法，并且创造英语学习环境，帮助学生取得进步。

在这篇文章里，英语阅读的方式和重要性将会进一步讨论。

abstract: as everyone knows, the classroom teaching is one of the most important ways that the students learn english. as far as the english reading teaching in the middle schools is concerned, teachers have to arouse the students’’reading interest so that they may learn reading better. with the continual reform of english language teaching and learning methods, teachers should have many ways to arouse the students’’ reading interest and createenglish-learning circumstances and help them to learn better. in this paper, the importance and methods of english reading will be further discussed.key words:classroom teachingways to arouse students’reading interestas we all know, the last also the most important aim forus to learn english as a foreign language is to use it freely in all aspects such as listening, speaking, reading, writing, and translating. nowadays, in order to keep the closest pace with the rapid development of our modern society, the students’’ability to read or understand english has become most essential. so classes should be learner-centered, with meaningful, functional activities, often classes begin by finding out what the students don’t know.i.why teach readingthere are many reasons why getting students to read english texts is an important part of the teacher’s job. in the first place, many of them want to be able to read texts in english either for their careers, for study purposes or simply for pleasure. anything we can do to make reading easier for them must be a good idea.reading texts provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.the last but not the least, students must read widelybecause only a fraction of knowledge about the world can come from other experiences in their short lives.ii. what kind of reading should students do?when the teachers give reading class to students, they should notice a balance----a balance to be struck between real english on the one hand and the students’ capabilities and interests on the other. there is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. but for longer prose, teachers can offer their students texts. anyway, the materials to be read should be interesting and meaningful.iii. what are the principles behind the teaching of reading?i) permit students to readin the teaching of reading teachers often keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.ii) encourage students to respond to the content of a reading text, not just to the languageof course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. but the meaning, the message of the text, is much more important. teachers should help students understand that the main reason to read is for them. they have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. they should be encouraged either to reread or to continue reading to gain meaning. students should be encouraged to ask themselves repeatedly.iii) encourage students to guess or predictreaders’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. therefore, their guesses are more often than not appropriate to the materials. students have to realize that risk taking in reading is appropriate.iv)match the task to the topiconce a decision has been taken about what kind of reading text the students are going to read, teachers need to choosegood reading tasks—the right kind of questions and useful puzzles, etc. asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. working in groups, the english teacher and students take turns asking each other questions following the reading.reference[1] wilga m.rivers & mary s. temperley, a practical guide to the teaching of english as a second or foreign language, new york: oxford university press, 1978[2]david freeman&yvome s. freeman, a road to success for language, new york: oxford university press[3]smith f.understanding reading (2d ed), new york: holt, rinehart and winston。

英语说题比赛精彩稿

英语说题比赛精彩稿Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students’former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tellstudents that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question-What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading. (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK studentschoose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer. (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year.)。

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

how to teach english reading演讲稿

how to teach english reading演讲稿English reading is an important skill that every student must master in order to succeed academically and professionally. However, teaching English reading can be challenging, especially for teachers who are new to the field. In this article, we will provide a step-by-step guide on howto teach English reading effectively.Step 1: Start with PhonicsPhonics is the foundation of reading. It is a method of teaching students to read by correlating sounds with lettersor groups of letters. Start by teaching your students the sounds of the English alphabet and how they are representedby letters. Once they have mastered the sounds, you can moveon to basic phonics rules such as short and long vowel sounds, digraphs, and blends.Step 2: Use Reading Material that is Appropriate foryour Students’ LevelUsing reading material that is appropriate for your students’ level is critical to their success. Choose books, articles, and stories that are engaging and challengingenough to hold their interest but not so difficult that they become discouraged. Start with simple picture books for younger children and progress to more complex texts as they build their reading skills.Step 3: Incorporate Comprehension StrategiesTeaching comprehension strategies is essential forhelping students understand what they read. Some common strategies include predicting what will happen next,visualizing the scene, asking questions, making connections to other texts, and summarizing what they have read. Encourage your students to employ these strategies as they read and provide feedback and support as needed.Step 4: Focus on FluencyFluency refers to the ability to read quickly, accurately, and with expression. Encourage your students to read aloud or silently to build their fluency. Provide opportunities for them to practice reading at a comfortable and natural pace. As they become more proficient, challenge them to read faster without sacrificing accuracy or expression.Step 5: Provide Plenty of PracticeReading is a skill that requires practice to master. Provide your students with plenty of opportunities to read and practice their reading skills. Assign reading projects, encourage them to read for pleasure, and provide feedback and support as they progress.In conclusion, teaching English reading can be challenging, but with the right approach, it can be a rewarding experience for both teachers and students. By starting with phonics, using appropriate reading material, incorporating comprehension strategies, focusing on fluency, and providing plenty of practice, you can help your students become confident and successful readers.。

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.
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√ √
× × ×
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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》(王蔷)考研复习资料-名词解释

1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。

how to teach reading

Step5：Homework
1、Copy the sentences of passive voice in this passage. (For All) 2、Make a mind-map about the history of a sport you like. 3、Write : What should I do if I want to be an NBA player like Yao Ming.
If you travel around China you will notice a very popular activity everywhere you go-basketball. Basketball was invented by a Canadian doctor named James , who was born in 1861. When he was at college, his class was once asked to invent a new game that could be played indoors during the long winters. He created a game to be played on a hard wooden floor, so the safety of the players was important. Knocking into players and falling down would be dangerous. He divided the men in his class into two teams and taught them how to play his new game. The aim of basketball is for players to get a ball into the "basket“: a new hanging from a metal hoop. Plays shoot from below the basket and may use the "backboard" for guiding the ball into the basket. Players move towards one end of the court while throwing the ball to each other. It is believed that on December 21st, 1891, the first basketball game in history was played. Then in 1936 in Berlin, it became an Olympic event. A team from China took part, and although they didn't win they used the experience to help develop the game at home. Since then, the popularity of basketball has risen worldwide, and the number of foreign players in America's NBA (National Basketball Association) has increased. Basketball has also become a more popular sport for people to watch, and many young people dream of becoming famous basketball players.

初中英语阅读教学

Practical English LanguReading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought.
Jeremy Harmer: How to Teach English P68
阅读的维度
• Definition 定义 • Goals 目的 • Theories 理论 • Strategies 策略 • Modes 模式 • Issues 问题
阅读的定义
阅读的定义
Reading is a set of skills that involves making sense and deriving meaning from the printed word.
而老师们平时的阅读教学，却是把新的单词、词组、语法从篇章中抽出来，进行单词词组的汉译英、英译汉，语法的讲解与单项选择练习。如果你不带着课本，你根本不知道老师在讲什么，只知道讲了哪些单词，哪些语法。
阅读教学的重要性
这样的教法，在师资水平极其低下的年代，尚情有可原。

tesol课程 how to teach reading

TESOL课程中关于如何教授阅读的内容主要包括以下几个方面：
1. 阅读材料的选择：选择适合学生年龄和水平的阅读材料，包括教材、小说、故事书等。

同时，教师还
需要根据学生的兴趣和需求，提供多样化的阅读材料，以满足不同学生的阅读需求。

2. 阅读技巧的指导：教师需要教授学生不同的阅读技巧，如略读、扫读、精读等，并指导学生根据不同
的阅读目的选择合适的阅读技巧。

此外，教师还需要培养学生的阅读理解能力，帮助他们理解文本的主旨、细节、作者意图等。

3. 阅读兴趣的培养：教师可以通过开展阅读活动、组织读书俱乐部等方式，激发学生的阅读兴趣，提高
他们的阅读积极性。

同时，教师还可以通过引导学生发现阅读的乐趣，培养他们的自主阅读能力。

4. 阅读环境的创设：教师需要营造一个舒适、安静的阅读环境，让学生能够专心致志地阅读。

同时，教
师还需要鼓励学生分享自己的阅读心得和体会，促进他们之间的交流和互动。

5. 阅读评估的开展：教师需要制定合理的阅读评估标准，对学生的阅读进行定期评估。

评估内容可以包
括学生的阅读理解能力、阅读速度、词汇量等方面。

同时，教师还需要根据评估结果，及时调整教学策略，帮助学生进一步提高阅读能力。

总之，TESOL课程中关于如何教授阅读的内容非常丰富，教师需要不断学习和探索，不断提高自己的阅读教学水平，为学生的阅读发展提供更好的指导和支持。

how to teach reading and writing

LOGO
•Reading for detailed comprehension, whether looking for detailed information or language, must be seen by students as something very different from the reading skills mentioned above. When looking for details, we expect students to concentrate on the minutiae of what they are reading. •One of the teacher’s main functions when training students to read is not only to persuade them of the advantages of skimming and scanning, but also to make them see that the way they read is vitally important.
What kind of reading should students do?
There has been frequent discussion about what kinds of reading texts are suitable for English language students. The greatest controversy has centered on whether the texts should be authentic or not. That is because people have worried about more traditional language-teaching materials which tended to look artificial and to use over-simplified .language which any native speaker would find comical and untypical.

teach的用法和固定搭配

teach的用法和固定搭配“teach”是英语单词，它用来表示“教”的意思。

它是一个十分常用的单词，有时也用作及物动词，有时可以作为不及物动词，可以表达“学习”的意思。

teach的意思非常广泛，用来表达不同的观点，但它的基本含义是向某人传授特定的知识或技能。

teach作为一个及物动词，可以与各种名词结合使用。

它可以搭配名词“students”，“class”，“teacher”等，其中最常用的是“teach students”这一固定搭配。

它们在使用上十分简单，句子结构基本没有变化，例如：The teacher teaches students.位老师教学生。

teach这个词也可以与不定式结合使用，例如：The teacher teaches students to read.位老师教学生阅读。

teach这个动词在后面可以跟不定式来表达“教某人做某事”的意思，例如：The teacher teaches students to write.位老师教学生写作。

teach也可以用来表示“传授某人智慧，给某人以启发”的意思。

这种情况下，“teach”可以与“lesson”，“wisdom”，“inspiration”等名词搭配使用，表达“从某人处学习智慧”的意思。

例如：She taught me a lesson about life.教给我一句有关生活的启发。

另外，还有个单词“instruct”，它的意思和teach很像。

“instruct”和“teach”都可以表达“教”的意思，但“instruct”这一单词强调的是给某人提供正确的指示，例如：Theteacher instructed the students on how to do the experiment.位老师给学生们提供了如何做实验的正确指示。

再比如，还有一个单词“educate”，它的意思也与“teach”很像。

“educate”强调的是“从教育角度来教授和训练某人，使其拥有懂得判断，责任感，以及其他社会技能所必需的知识”。

teach的用法和短语例句辨析

teach的用法和短语例句辨析一起来回顾一下teach都有哪些用法，有哪些是你目前为止没有接触过的?以下是店铺给大家带来teach的用法辨析和短语例句，以供参阅。

teach的用法teach的用法1：teach的基本意思是以训练或授课的方式“传授知识或技能”。

可引申指“教书,教人,教学,授课”“使某人学会做某事”“以某事或某经验教训或教育某人”“教训〔告诫〕某人别做某事”“使…学习”“做…的教师”等。

teach的用法2：teach既可用作及物动词,也可用作不及物动词。

用作及物动词时,可接名词、代词、动名词或从句作宾语,也可接双宾语,其直接宾语可由名词、带疑问词的动词不定式或that/wh-从句充当; 其间接宾语可转换为介词to的宾语。

teach还可接由动词不定式或动名词充当补足语的复合宾语。

teach的用法3：teach后可接“sb+to- v ”结构。

作“教(导)某人做…”解时,动词不定式是宾语补足语; 作“因做某事而教训某人”解时,动词不定式是原因状语,这时常与will连用。

teach的用法4：teach有时可用主动形式表达被动意义,常作“(课程等)被讲解”“被教起来”解。

teach的用法5：teach所接的动词不定式,是否加疑问词how,往往取决于工艺大小、复杂与否。

工艺大、复杂的,多加how; 工艺小、简单的,一般不加how。

如:(how) to swim〔dance,ride,type〕等。

但在下面的句子中, how不能省略：He taught me how to light a fire without matches.他教我在没有火柴时怎样生火。

teach的用法例句1. Most religions teach you to be truthful and self-disciplined.多数宗教教导人们要真诚和律己。

2. He uses tapes of this program to teach English.他用这个节目的录像带教授英语。

英语教学法Unit11-Teaching-reading

True. Reading aloud is considered more useful
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.

阅读--How to teach reading 课件

How to teach reading
Skills +
Activities
1. Pre-reading
2.While-reading
3. Post-reading (writing)
Literature
Enjoy the classics
Reading—— Oliver Wants More
Pre-reading
for general idea
Skim the whole passage and get some basic information of the text.
Task1: Judge the writing style of the text
The story is a simplified version of an episode(片段)of Oliver Twist, it was written in a narrative(叙事的）or argumentative(议论的)way with or without dialogues.
MENU
·Three meals of thin soup a day
·An onion twice a week
A 9-year-old English worker who lived in the Victorian era
·Half a cake on Sundays
Pre-reading
While-Reading Read ParaD-N aloud
1. Did Oliver get more soup? 2. What's the reaction of the master aห้องสมุดไป่ตู้d the board?

如何提高一个学生的阅读能力的英语作文

如何提高一个学生的阅读能力的英语作文全文共3篇示例，供读者参考篇1Title: How to Improve a Student's Reading AbilityIntroductionReading is an essential skill for students as it not only helps them acquire knowledge but also improves their language skills. However, many students struggle with reading and need guidance on how to improve their reading ability. In this essay, we will discuss various strategies to enhance a student's reading skills.1. Start EarlyIt is important to start developing a child's reading skills at an early age. Parents can read to their children from a young age and encourage them to read independently as they grow older. This helps in building a strong foundation for reading skills.2. Make Reading FunTo cultivate a love for reading, it is crucial to make the reading experience enjoyable. Teachers can incorporate games,quizzes, and interactive activities into their lessons to make reading more engaging for students. This helps in fostering a positive attitude towards reading.3. Provide a Variety of Reading MaterialsExposure to a wide range of reading materials such as books, newspapers, magazines, and online articles can help students improve their reading skills. Encouraging students to explore different genres and topics can expand their vocabulary and improve their comprehension abilities.4. Teach Reading StrategiesIt is essential to teach students effective reading strategies such as skimming, scanning, and inferencing. These strategies help students to comprehend texts better and improve their reading speed.5. Encourage Active ReadingEncouraging students to engage with the text actively by asking questions, making connections, and summarizing the main ideas can enhance their understanding of the material. This helps in improving critical thinking skills and retention of information.6. Provide Constructive FeedbackGiving students feedback on their reading performance is crucial for their growth. Teachers can provide constructive feedback on their reading comprehension, vocabulary usage, and fluency to help them identify areas for improvement.7. Set Reading GoalsSetting reading goals for students can motivate them to read regularly and track their progress. Teachers can encourage students to set achievable goals such as reading a certain number of books in a month or improving their reading speed.8. Create a Reading CultureBuilding a reading culture in the school or classroom can create a supportive environment for students to develop their reading skills. Teachers can organize reading challenges, book clubs, and reading-related events to foster a love for reading among students.ConclusionImproving a student's reading ability requires a combination of active engagement, effective strategies, and a supportive environment. By implementing these strategies, educators can help students enhance their reading skills and become lifelongreaders. Reading is not only a skill but a gateway to knowledge and personal growth.篇2How to Improve a Student's Reading AbilityReading is an essential skill that students need to develop in order to succeed academically and in life. However, many students struggle with reading and may find it difficult to comprehend and retain information from texts. As educators, it is our responsibility to help students improve their reading abilities and become more proficient readers. Here are some strategies that can be used to enhance a student's reading skills:1. Start with the basics: Before diving into complex texts, it is important to ensure that students have a strong foundation in basic reading skills such as phonics, fluency, and comprehension. Provide students with opportunities to practice these skills through activities such as reading aloud, phonics games, and comprehension exercises.2. Encourage reading for pleasure: Help students develop a love for reading by providing them with a variety of interesting and engaging texts to choose from. Allow students to selectbooks that cater to their interests and reading levels, and give them time to read independently during class or at home.3. Teach reading strategies: Teach students how to use various reading strategies such as predicting, questioning, summarizing, and visualizing to improve their comprehension and retention of information. Model these strategies for students and provide them with opportunities to practice using them with different texts.4. Provide scaffolded support: Offer students support through guided reading sessions, where they can read with a teacher or peer who can provide assistance and feedback. Use graphic organizers, vocabulary lists, and comprehension questions to scaffold students' understanding of texts and help them make connections between ideas.5. Incorporate technology: Use technology tools such ase-books, audiobooks, and reading apps to engage students in reading and provide them with alternative ways to access texts. Encourage students to use online resources to research topics of interest and expand their reading horizons.6. Foster a reading culture: Create a reading-friendly environment in the classroom by setting up a classroom library, displaying posters of book recommendations, and organizingbook clubs or reading challenges. Encourage students to share their favorite books with their peers and celebrate their reading achievements.7. Provide feedback and encouragement: Offer constructive feedback to students on their reading progress and provide them with opportunities to reflect on their strengths and areas for improvement. Encourage students to set reading goals and celebrate their achievements as they make progress towards becoming proficient readers.By implementing these strategies and creating a supportive learning environment, educators can help students improve their reading abilities and become more confident and skilled readers. Reading is a lifelong skill that can open doors to new opportunities and experiences, and it is important to instill a love of reading in students from an early age. By nurturing students' reading abilities, we can empower them to succeed academically and beyond.篇3Title: How to Improve a Student's Reading AbilityIntroductionReading is a fundamental skill that all students need to develop in order to succeed in school and in life. It is through reading that students gain knowledge, expand their vocabulary, improve their comprehension skills, and develop critical thinking. In this article, we will explore some effective ways to improve a student's reading ability.1. Set Reading GoalsOne way to improve a student's reading ability is to set specific reading goals. These goals can be set in terms of the number of books to read, the types of books to read, or the time to be spent reading each day. By setting goals, students are motivated to read more regularly and purposefully.2. Create a Reading RoutineEstablishing a daily reading routine can help students develop a habit of reading. Encourage students to set aside a specific time each day for reading, whether it's before bed, during lunch breaks, or in the morning. Consistency is key to building good reading habits.3. Provide Access to a Variety of Reading MaterialsTo improve a student's reading ability, it is important to provide access to a variety of reading materials. This can includefiction and non-fiction books, magazines, newspapers, and online articles. By exposing students to different types of texts, they can expand their vocabulary, knowledge, and comprehension skills.4. Encourage Discussion and ReflectionAfter reading a book or article, encourage students to discuss what they have read with their peers or teachers. This can help them deepen their understanding of the text, develop critical thinking skills, and improve their ability to analyze and interpret what they read.5. Incorporate Reading into Different SubjectsReading should not be limited to English class. Teachers can incorporate reading activities into different subjects, such as science, social studies, and math. This can help students see the relevance of reading in their everyday lives and improve their ability to read and comprehend texts in different contexts.6. Use Technology to Enhance Reading SkillsTechnology can be a powerful tool to improve a student's reading ability. There are many apps and online resources that can help students practice reading, improve their vocabulary,and develop their comprehension skills. Encourage students to use these tools as part of their reading routine.7. Provide Support and EncouragementFinally, it is important to provide students with support and encouragement as they work to improve their reading ability. Offer praise for their progress, provide guidance when needed, and create a positive and supportive environment for reading. With patience and perseverance, students can build their reading skills and become confident and proficient readers.ConclusionImproving a student's reading ability is a gradual process that requires time, effort, and dedication. By setting goals, establishing a reading routine, providing access to a variety of reading materials, encouraging discussion and reflection, incorporating reading into different subjects, using technology to enhance reading skills, and providing support and encouragement, teachers and parents can help students develop a love for reading and become successful readers. Remember, reading is not just a skill, but a lifelong pleasure and source of knowledge.。