教师教阅读课件Teaching Reading

LOGor 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.
Planning Lessons for a Planning Lessons for a Reading Class Reading Class

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What is reading? Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and context of the reading situation (Anthony, Pearson & Raphael, 1993:284)

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Three models of reading 1) Top-down model: constructing the meaning using prior knowledge and experience of the topic 2) Bottom-up model: understanding meaning depending on both knowledge of vocabulary plus syntax 3) Interactive model: combination of both top-down and bottom-up models
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Cultural orientation, including attitudes to text and purposes for reading, types of reading skills used in L1 and L2, beliefs about reading process (use of inference, memorization, nature of comprehension), knowledge of text types in L1( formal schemata), background knowledge (content schemata)
1) Cognitive development and learning style orientation.
2) Language proficiency in L1.
3) Metacognitive knowledge of L1 structure, grammar, and syntax. 4) Language proficiency in L2

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Principles for designing effective and interesting reading lessons 5. Instructional activities have a TEACHING rather than a testing focus. 6. A variety of different reading activities are used during each lesson (to maintain interest, motivation and pace) 7. Lessons should be divided into pre-reading, during-reading and post-reading phases.

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Useful teaching objectives for reading lesson 1) To develop an awareness of reading strategies necessary for successful reading comprehension 2) To expand vocabulary and develop techniques for continued increase of vocabulary 3) To develop an awareness of linguistic and rhetorical structures found in reading texts.

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Useful teaching objectives for reading lesson 4. To increase reading speed and fluency 5. To promote an interest in different types of reading materials 6. To provide individual feedback on progress in improving reading skills 7. To provide practice in extensive reading skills

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Five phases of a language lesson
1) The perspective or opening phase (giving a preview of the new reading lesson) 2) The simulation phase (posing questions to get Ss thinking about the coming activity) 3) The instruction phase (introducing the main activity of the lesson) 4) The closure phase (getting Ss’ input regarding what they have learned in the lesson) 5) The follow-up and final phase (reinforcing the same concepts and introducing new using other activities)

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Reading strategies 1. 2. 3. 4. 5. Activating prior knowledge Predicting Skimming Scanning Guessing meaning of unknown words 6. Recognizing text types 7. Identifying topics and main ideas 8. Word recognitions

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Top-down: experience prior knowledge
Comprehension
Bottom-up: words sentences grammar text

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Factors affecting L2 reading

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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