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To construct meaning To monitor understanding
22
b.Whileb.While-reading activities
• • • • • • • Skimming Scanning Semantic problems Syntactic problems Discourse problems Socio-cultural problems Evaluating
8
Skills involved in reading comprehension
--predicting --Understanding the explicitly stated information --understanding conceptual meaning --identifying main idea --deducing the meaning of unfamiliar lexical items --understanding relations within sentences --understanding relations between sentences
After-reading activities
The Purposes of Prereading Activities
To interest and motivate students To activate students’ prior knowledge To predict content
6
--make prediction --guess the meaning of new words from context, or ignore them --make use of background information to help understand the text
7
Schemata:
25
While-reading stage
Activities:
C. Comprehension stage (T/F, Wh-, Multiple choice)
Three-level comprehension
26
Level 1: literal comprehension/reading the lines
27
Level 2: interactive comprehension/reading between lines
--re-arrange the ideas or topics discussed in the text. --explain the author’s purpose of writing the text --summarize the main idea when it is not explicitly stated in the text --select conclusions which can be deduced from the text e.g. Decide which statement imply the author’s ideas. A. Many people became homeless because of the 1906 earthquake. B. San Francisco is a place where earthquakes are likely to happen. C. many buildings in San Francisco were too old to stand the 1989 earthquake.
24
While-reading stage
Activities:
B. Decoding or intensive reading stage --comprehension questions intended to develop reading skills --language activities to focus on vocabulary and structures
10
Language Skills
Vocabulary Structure Discourse
11
Reading Skills Language Skills
12
The Objectives of the Teaching of the Reading
To develop reading proficiency To develop linguistic competence
5
Characteristics of a good reader
--have a clear purpose in reading --read silently --read phrase by phrase, rather than word by word --concentrate on important information --use different speeds and strategies for different reading tasks
9
--recognizing patterns of organization --recognizing indicators in discourse --recognizing the organization of the text --understanding references --making inferences --drawing conclusions --questioning --sequencing
e.g. Decide which statements express what the author says. A terrible earthquake shook San Francisco on April 18th, 1906. A. A large number of people died in 1906 earthquake. B. The 1989 earthquake did not happen in the center of town.
Aims of the Unit
To understand the meaning of reading To know the two objectives of the teaching of reading To understand the interrelationship between reading skills and language skills To know three models for reading and three levels of reading To get to know the principles of reading and teaching reading stages and activities
17
The Holistic Reading
Intensive Reading Extensive Reading
18
A.Classroom Model A.Classroom of Holistic Reading
Pre-reading activities
While-reading activities
a.Prea.Pre-reading Activities ------Readiness ------Readiness
• Introduction • Title guessing
• • • •
Questions Discussions Visual aids …
The Purposes of whilereading Activities ------Understanding
Pre-reading activity •Introduction •Title guessing •Questions •Discussions •Visual aids While-reading activity •Skimming •Scanning •Semantic problems •Syntactic problems •Discourse problems •Socio-cultural problems •evaluating After-reading activity
The framework of information about a topic or a specific thing. In class, the teacher’s task is to help students to build up and activate their schemata to read efficiently.
13
Three reading models
Bottom-up model Bottom-down model Interactive-compensatory model
14
Could not see the wood for the trees
top
Could not see the the trees
While-reading stage
Activities:
A. Skimming or scanning stage --getting the main idea --identifying topic sentences and main idea --matching subtitles with passages or paragraphs --creating titles or headlines from passages --filling in forms with key concepts
2
What is reading?
What is reading?
Factors affecting reading comprehension Discuss in groups the factors that affect reading comprehension & and the characteristics of a good reader.
ቤተ መጻሕፍቲ ባይዱ
29
c. After-reading Activities ------extention
• • • • • Comprehension check-up Oral reproduction Written reproduction Outside reading Testing
Holistic Reading
28
Level 3: critical comprehension/reading beyond lines e.g. Decide which statement imply the author’s ideas.
A. Nature can be very harmful to mankind in may ways. B. Mankind should and can think of different ways to prevent harms from nature. C. With the development of science and technology, mankind can discover more about nature.
4
Factors affecting reading comprehension --Word recognition --Language competence --Experience --Interest/Motivation/Purpose --Individual cognitive capacity
Intensive Reading Intensive Reading
Extensive Reading Extensive Reading
bottom
Reading Skills Language Skills
16
The way of Reading
Intensive reading Extensive reading Scanning Skimming
22
b.Whileb.While-reading activities
• • • • • • • Skimming Scanning Semantic problems Syntactic problems Discourse problems Socio-cultural problems Evaluating
8
Skills involved in reading comprehension
--predicting --Understanding the explicitly stated information --understanding conceptual meaning --identifying main idea --deducing the meaning of unfamiliar lexical items --understanding relations within sentences --understanding relations between sentences
After-reading activities
The Purposes of Prereading Activities
To interest and motivate students To activate students’ prior knowledge To predict content
6
--make prediction --guess the meaning of new words from context, or ignore them --make use of background information to help understand the text
7
Schemata:
25
While-reading stage
Activities:
C. Comprehension stage (T/F, Wh-, Multiple choice)
Three-level comprehension
26
Level 1: literal comprehension/reading the lines
27
Level 2: interactive comprehension/reading between lines
--re-arrange the ideas or topics discussed in the text. --explain the author’s purpose of writing the text --summarize the main idea when it is not explicitly stated in the text --select conclusions which can be deduced from the text e.g. Decide which statement imply the author’s ideas. A. Many people became homeless because of the 1906 earthquake. B. San Francisco is a place where earthquakes are likely to happen. C. many buildings in San Francisco were too old to stand the 1989 earthquake.
24
While-reading stage
Activities:
B. Decoding or intensive reading stage --comprehension questions intended to develop reading skills --language activities to focus on vocabulary and structures
10
Language Skills
Vocabulary Structure Discourse
11
Reading Skills Language Skills
12
The Objectives of the Teaching of the Reading
To develop reading proficiency To develop linguistic competence
5
Characteristics of a good reader
--have a clear purpose in reading --read silently --read phrase by phrase, rather than word by word --concentrate on important information --use different speeds and strategies for different reading tasks
9
--recognizing patterns of organization --recognizing indicators in discourse --recognizing the organization of the text --understanding references --making inferences --drawing conclusions --questioning --sequencing
e.g. Decide which statements express what the author says. A terrible earthquake shook San Francisco on April 18th, 1906. A. A large number of people died in 1906 earthquake. B. The 1989 earthquake did not happen in the center of town.
Aims of the Unit
To understand the meaning of reading To know the two objectives of the teaching of reading To understand the interrelationship between reading skills and language skills To know three models for reading and three levels of reading To get to know the principles of reading and teaching reading stages and activities
17
The Holistic Reading
Intensive Reading Extensive Reading
18
A.Classroom Model A.Classroom of Holistic Reading
Pre-reading activities
While-reading activities
a.Prea.Pre-reading Activities ------Readiness ------Readiness
• Introduction • Title guessing
• • • •
Questions Discussions Visual aids …
The Purposes of whilereading Activities ------Understanding
Pre-reading activity •Introduction •Title guessing •Questions •Discussions •Visual aids While-reading activity •Skimming •Scanning •Semantic problems •Syntactic problems •Discourse problems •Socio-cultural problems •evaluating After-reading activity
The framework of information about a topic or a specific thing. In class, the teacher’s task is to help students to build up and activate their schemata to read efficiently.
13
Three reading models
Bottom-up model Bottom-down model Interactive-compensatory model
14
Could not see the wood for the trees
top
Could not see the the trees
While-reading stage
Activities:
A. Skimming or scanning stage --getting the main idea --identifying topic sentences and main idea --matching subtitles with passages or paragraphs --creating titles or headlines from passages --filling in forms with key concepts
2
What is reading?
What is reading?
Factors affecting reading comprehension Discuss in groups the factors that affect reading comprehension & and the characteristics of a good reader.
ቤተ መጻሕፍቲ ባይዱ
29
c. After-reading Activities ------extention
• • • • • Comprehension check-up Oral reproduction Written reproduction Outside reading Testing
Holistic Reading
28
Level 3: critical comprehension/reading beyond lines e.g. Decide which statement imply the author’s ideas.
A. Nature can be very harmful to mankind in may ways. B. Mankind should and can think of different ways to prevent harms from nature. C. With the development of science and technology, mankind can discover more about nature.
4
Factors affecting reading comprehension --Word recognition --Language competence --Experience --Interest/Motivation/Purpose --Individual cognitive capacity
Intensive Reading Intensive Reading
Extensive Reading Extensive Reading
bottom
Reading Skills Language Skills
16
The way of Reading
Intensive reading Extensive reading Scanning Skimming