教学法ppt
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P178 – P179
7
III.Strategies of reading
• • • • • • • • Specifying a purpose for reading Predicting the contents of the text Checking predictions: skimming the text for the main idea Paying attention to text structure Distinguishing main ideas from supporting details Identifying difficulties Rereading Connecting text to background knowledge
• • • • • • Brainstorming Guess the topic Skimming Drawing a diagram Retelling Role-play
References :
1.Teaching London: Oxford University Press 2.Wu Yi’an et al. Learner Factors and Language Learning Achievement.
Keep this in mind!
The best and easiest way to develop vocabulary is to read a great deal. Sight vocabulary. Familiarity breeds automaticity.
The materials selection.
V. Principles and models for teaching read
VI. Three stages of teaching reading
2
I.What do we read?
What kind of texts do we read in our first language?
Calendars, addresses, name cards, novels, poems, maps, product labels, notices, websites…
What do you read in the second language?
a heavy load of literary texts
3
What’s in the box?
Open the boxes and read the materials, answer the questions.
Questions:
•Menu: which dishes belong to fish, meat and dessert? •Lyric: What’s the title of this song? •Advertisement: Which product is advertised?
While-reading stage:
Helping students to understand the content and the structure of the text, as well as the author’s purpose in writing .
Post-reading stage:
Task:
•Poem: Make the sentences in correct order.
4
Answers:
•Menu: FFM •Poem:
Some say the world will end in fire, DMF Some say in ice. From what I’ve tasted of desire MFD I hold with those who favor fire. DMD But if it had to perish twice •Lyric: You Raise Me Up I think I know enough of hate To say that for destruction Ice is also nice •Ads: Power-Pack And would suffice.
Teaching Reading
Group members: 汪艳萍
林 娜
李佳颖 罗玲丹
1
周 雅
黄园园
孟彩华
I. What do we read?
II.How do we read?
III.Strategies in reading comprehension
IV.The role of vocabulary in reading
Easy, interesting, at the right level.
10
Guess the meaning of the sentences!
• 1. I have a red news for you.
A 我有最新消息要告诉你 B 我有好消息要告诉你 C 我有坏消息要告诉你
• 2. The boss gave her the eye.
A 老板送了她一份大礼 B 老板色迷迷地看了她一眼 C 老板等了她一眼
• 3. He has athlete’s foot.
A 他患有香港脚 B 他跑得很快 C 他的脚受伤了
• 4. Here is a Smoke Free Zone.
A 此处可免费吸烟 B 此处可免费领取香烟 C 此处是禁烟区
Learn more on www.iciba.com
16
Conclusion
• From above, we think that reading is a necessity in real life, especially in studies. However, as a teacher, to teach students to read, is not just to follow the rules, we emphasize that the teaching of reading should focus on developing students’ reading skills and strategies and on maintaining students’ motivation for reading.
UNIT 8--- Teaching Vocabulary (P116-P134) The ability of automatic word recognition is the basis for developing their reading skills.
9
We learn to read by reading, not translate.
6
What do effective readers do?
•Have a clear purpose in reading.
•Read silently. •Read phrase by phrase, rather then 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…
8
IV. The
role of vocabulary
The lack of such vocabulary may be the greatest single impediment of fluent reading. --- Grabe Efficient reading begins with a lightening-like automatic recognition of words.
11
V.Principles and models
Basic principles:
Tasks should be clearly given in advance. Tasks should motivate students. Tasks should be designed to encourage selective and intelligent reading for the main meaning. Tasks should develop students’ reading skills rather than test their reading comprehension. The teacher should help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability in general.
5
Biblioteka Baidu
II. How do we read?
Two types of reading practice:
Reading aloud ---The purpose is to share information with others. Silent reading --- The purpose is to get or extract information although sometimes we read for pleasure as well.
12
Reading Processes
• Bottom-up model:
comprehension new vocabulary, structure
• Top-down model
Reading begins with readers’ background knowledge new words and structures
17
18
Reflecting the text to students' own knowledge, interests or views, also giving students a chance to consolidate the language by using it freely.
14
The typical sort of activities
• Interactive model
comprehension
13
VI. Three Stages
Pre-reading stage:
Arousing and motivating students’ interests to read the text by providing a purpose for reading.
15
Activity: Role Play
Rules:
I.
II. III.
Setting up goals according to the main idea you find out. Define the roles in group. Pairing members in your group and assigning roles( you can design dialogues and add to some gestures). P202
7
III.Strategies of reading
• • • • • • • • Specifying a purpose for reading Predicting the contents of the text Checking predictions: skimming the text for the main idea Paying attention to text structure Distinguishing main ideas from supporting details Identifying difficulties Rereading Connecting text to background knowledge
• • • • • • Brainstorming Guess the topic Skimming Drawing a diagram Retelling Role-play
References :
1.Teaching London: Oxford University Press 2.Wu Yi’an et al. Learner Factors and Language Learning Achievement.
Keep this in mind!
The best and easiest way to develop vocabulary is to read a great deal. Sight vocabulary. Familiarity breeds automaticity.
The materials selection.
V. Principles and models for teaching read
VI. Three stages of teaching reading
2
I.What do we read?
What kind of texts do we read in our first language?
Calendars, addresses, name cards, novels, poems, maps, product labels, notices, websites…
What do you read in the second language?
a heavy load of literary texts
3
What’s in the box?
Open the boxes and read the materials, answer the questions.
Questions:
•Menu: which dishes belong to fish, meat and dessert? •Lyric: What’s the title of this song? •Advertisement: Which product is advertised?
While-reading stage:
Helping students to understand the content and the structure of the text, as well as the author’s purpose in writing .
Post-reading stage:
Task:
•Poem: Make the sentences in correct order.
4
Answers:
•Menu: FFM •Poem:
Some say the world will end in fire, DMF Some say in ice. From what I’ve tasted of desire MFD I hold with those who favor fire. DMD But if it had to perish twice •Lyric: You Raise Me Up I think I know enough of hate To say that for destruction Ice is also nice •Ads: Power-Pack And would suffice.
Teaching Reading
Group members: 汪艳萍
林 娜
李佳颖 罗玲丹
1
周 雅
黄园园
孟彩华
I. What do we read?
II.How do we read?
III.Strategies in reading comprehension
IV.The role of vocabulary in reading
Easy, interesting, at the right level.
10
Guess the meaning of the sentences!
• 1. I have a red news for you.
A 我有最新消息要告诉你 B 我有好消息要告诉你 C 我有坏消息要告诉你
• 2. The boss gave her the eye.
A 老板送了她一份大礼 B 老板色迷迷地看了她一眼 C 老板等了她一眼
• 3. He has athlete’s foot.
A 他患有香港脚 B 他跑得很快 C 他的脚受伤了
• 4. Here is a Smoke Free Zone.
A 此处可免费吸烟 B 此处可免费领取香烟 C 此处是禁烟区
Learn more on www.iciba.com
16
Conclusion
• From above, we think that reading is a necessity in real life, especially in studies. However, as a teacher, to teach students to read, is not just to follow the rules, we emphasize that the teaching of reading should focus on developing students’ reading skills and strategies and on maintaining students’ motivation for reading.
UNIT 8--- Teaching Vocabulary (P116-P134) The ability of automatic word recognition is the basis for developing their reading skills.
9
We learn to read by reading, not translate.
6
What do effective readers do?
•Have a clear purpose in reading.
•Read silently. •Read phrase by phrase, rather then 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…
8
IV. The
role of vocabulary
The lack of such vocabulary may be the greatest single impediment of fluent reading. --- Grabe Efficient reading begins with a lightening-like automatic recognition of words.
11
V.Principles and models
Basic principles:
Tasks should be clearly given in advance. Tasks should motivate students. Tasks should be designed to encourage selective and intelligent reading for the main meaning. Tasks should develop students’ reading skills rather than test their reading comprehension. The teacher should help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability in general.
5
Biblioteka Baidu
II. How do we read?
Two types of reading practice:
Reading aloud ---The purpose is to share information with others. Silent reading --- The purpose is to get or extract information although sometimes we read for pleasure as well.
12
Reading Processes
• Bottom-up model:
comprehension new vocabulary, structure
• Top-down model
Reading begins with readers’ background knowledge new words and structures
17
18
Reflecting the text to students' own knowledge, interests or views, also giving students a chance to consolidate the language by using it freely.
14
The typical sort of activities
• Interactive model
comprehension
13
VI. Three Stages
Pre-reading stage:
Arousing and motivating students’ interests to read the text by providing a purpose for reading.
15
Activity: Role Play
Rules:
I.
II. III.
Setting up goals according to the main idea you find out. Define the roles in group. Pairing members in your group and assigning roles( you can design dialogues and add to some gestures). P202