英语教学理论与实践之howtoteachingreading30页PPT
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Individual activity
More difficult to manage
Two Ss (reading skills)
Scan: for particular information no need to read every word and line
Skim: get general idea do not gather all the details
Magazines Radio/TV guides Posters Websites Short stories Film subtitles Diagrams
1. what do you think about traditional languageteaching materials?
artificial over-simplified comical untypical
2. Should the reading materials be ‘authentic’ or not?
3. Why many students can achieve high scores in reading tests but find it hard to read particular things (ads, contracts, instructions) in life?
＊ we can scan a computer manual to find
the document we want. ＊ we can skim a newspaper article to get
general idea of what’s been happening.
Suggestion:
Skills
Pronunciation &intonation
Байду номын сангаас
involved
Forms of More than one person
activity
Levels of More easy to manage
difficulty
.Getting or extracting information .Please ourselves Skimming, scanning, predicting, etc
TEACHING READING
.How do people read? .The materials we choose to teach .Reading strategies .Models for teaching reading .Activities we use in teaching reading
1. How do we read?
Aloud? Or silent?
Two types
Reading aloud
Silent reading
Manner Utter every syllables
Requires no utterances
Speed slower
faster
Purpose Share information
Suggestion:
• the materials’ selection should keep a balance between real English and the students’ capabilities and interests.
• ensure the variety but also help prepare students to meet their future needs. (i.e. English business students)
3. Strategies involved
Reading strategies
.Specifying a purpose for reading .planning what to do .preview the text .Predicting the contents of the text .Checking predictions .Skimming the text for the main idea .Scanning the text for specific information .Distinguishing main ideas from supporting details .Posing questions about the text .Finding answers to posed questions .Connecting text to background knowledge .Summarizing information .Making inferences .Connecting one part of the text to another .Paying attention to text structure .Rereading .Guessing the meaning of the new word .Using discourse markers to see relationships .Checking comprehension .Identifying difficulties, etc
Authentic materials: mostly for native-speakers
Non-authentic texts: i.e. simulated text, which are written especially for language students with some language control.
Prediction is a major factor in reading. Teachers should give students ‘hints’ so that they can predict what’s coming.
Suggestion:
We should ask our students to read aloud only after they comprehended the text instead of before comprehension is achieved.
2. What do we read?
Materials we read in daily life
Calendars Address Phone books Name cards Bank statements Novels Plays Poems Handbooks notices Credit cards Maps Anecdotes Weather forecast Pamphlets Products labels
More difficult to manage
Two Ss (reading skills)
Scan: for particular information no need to read every word and line
Skim: get general idea do not gather all the details
Magazines Radio/TV guides Posters Websites Short stories Film subtitles Diagrams
1. what do you think about traditional languageteaching materials?
artificial over-simplified comical untypical
2. Should the reading materials be ‘authentic’ or not?
3. Why many students can achieve high scores in reading tests but find it hard to read particular things (ads, contracts, instructions) in life?
＊ we can scan a computer manual to find
the document we want. ＊ we can skim a newspaper article to get
general idea of what’s been happening.
Suggestion:
Skills
Pronunciation &intonation
Байду номын сангаас
involved
Forms of More than one person
activity
Levels of More easy to manage
difficulty
.Getting or extracting information .Please ourselves Skimming, scanning, predicting, etc
TEACHING READING
.How do people read? .The materials we choose to teach .Reading strategies .Models for teaching reading .Activities we use in teaching reading
1. How do we read?
Aloud? Or silent?
Two types
Reading aloud
Silent reading
Manner Utter every syllables
Requires no utterances
Speed slower
faster
Purpose Share information
Suggestion:
• the materials’ selection should keep a balance between real English and the students’ capabilities and interests.
• ensure the variety but also help prepare students to meet their future needs. (i.e. English business students)
3. Strategies involved
Reading strategies
.Specifying a purpose for reading .planning what to do .preview the text .Predicting the contents of the text .Checking predictions .Skimming the text for the main idea .Scanning the text for specific information .Distinguishing main ideas from supporting details .Posing questions about the text .Finding answers to posed questions .Connecting text to background knowledge .Summarizing information .Making inferences .Connecting one part of the text to another .Paying attention to text structure .Rereading .Guessing the meaning of the new word .Using discourse markers to see relationships .Checking comprehension .Identifying difficulties, etc
Authentic materials: mostly for native-speakers
Non-authentic texts: i.e. simulated text, which are written especially for language students with some language control.
Prediction is a major factor in reading. Teachers should give students ‘hints’ so that they can predict what’s coming.
Suggestion:
We should ask our students to read aloud only after they comprehended the text instead of before comprehension is achieved.
2. What do we read?
Materials we read in daily life
Calendars Address Phone books Name cards Bank statements Novels Plays Poems Handbooks notices Credit cards Maps Anecdotes Weather forecast Pamphlets Products labels