[其它语言学习]Unit 10 Teaching reading.ppt
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1、2004-5-19,1,2004-5-19,2,Teaching Aims: (1)How do people read? (2)What do people read? (3)What are the skills involved in reading? (4)What are the principles for teaching reading? (5)What are the common types of activities in teaching reading?,2004-5-19,3,目 录,10.1 How do we read? 10.2 What do we read
2、? 10.3 Skills involved in reading comprehension 10.4 Principles and models for teaching reading 10.5 Pre-reading activities 10.6 While-reading activities 10.7 Post-reading activities 10.8 Conclusion,2004-5-19,4,10.1 How do we read?,Question :Why do we read? (Interview: Brainstorm the answers) We rea
3、d for: 1.survival, e.g. the label on a medicine bottle. 2.learning and information, e.g. newspapers, magazines, books. 3.entertainment or pleasure, e.g. novels, stories, poems as a leisure. Reading can be the most familiar to Chinese learners of English. In a way, we learn English mainly through rea
4、ding.,2004-5-19,5,10.1 How do we read? Task 1: Read the following assumptions about reading and decide if you agree with them or not . Try to give reasons for your decisions . When you are ready ,discuss your idea in groups.,D,D,D,A,A,A,2004-5-19,6,10.1 How do we read? Task 1: Read the following ass
5、umptions about reading and decide if you agree with them or not . Try to give reasons for your decisions . When you are ready ,discuss your idea in groups.,D,D,D,A,2004-5-19,7,Question: What is reading: Reading is an active process, during which the reader tries to understand the meaning of a given
6、text. Based on the nature of reading, how do effective readers read? They will do in the following:,a. Have a clear purpose in reading; b. Read silently. c. Read phrase by phrase, rather than word by word. d. Concentrate on important bits, skim the rest ,and skip the insignificant parts. e. Use diff
7、erent speeds and strategies for different reading tasks. f. Perceive the information in the target rather than mentally translate. g. Guess the meaning of new words from the context, or ignore them. h. Have and use background information to help,2004-5-19,8,2004-5-19,9,10.2 What do we read? (Brainst
8、orm) Below is a list of things we read in daily life:,Calendars clothes size labels magazines Addresses graffiti on walls (乱涂乱画) radio/TV guides Phone books childrens scribbling advertisements Name cards informal letters posters(海报) Bank statements business letters travel guides Credit cards rules a
9、nd regulations cookbooks Maps electronic mail repair manuals Anecdotes telegrams memos Weather forecast fax messages time schedules,2004-5-19,10,10.3 Skills involved in reading comprehension Question : What are the two broad levels in reading? 1.Visual signals from the eyes 2.A cognitive task of int
10、erpreting the visual information, relating the received information with the readers own general knowledge, and reconstructing the meaning that the writer had meant to convey,In order to achieve these two levels of reading, we need the following skills Recognising the script of a language Understand
11、ing the explicitly stated information Understanding conceptual meaning Understanding the communicative value of the sentence Deducing the meaning of unfamiliar lexical items Understanding relations between sentences Understanding references Recognizing indicators in discourses Recognizing the organi
12、zation Making inferences,2004-5-19,11,10.3 Skills involved in reading comprehension: Question: What strategic skills do students need in order to make reading more efficient? 1.Skimming for main idea 2.Scanning for specific information 3.Inferring the meaning of unknown elements: lexical items attit
13、ude and opinion the purpose of an article relevant information 4.Recognizing rhetorical structure: chronological order comparison and contrast cause and effect reference指代 5. Predicting: guessing what is coming next 6. Distinguishing the main idea from supporting details,2004-5-19,12,10.4 principles
14、 and models for teaching reading Below are some principles for teaching reading: The selected texts and attacked tasks should be accessible to the students Tasks should be clearly given in advance Tasks should be designed to encourage and intelligent reading for the main idea Tasks should help devel
15、op students reading skills rather than test their reading skills Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general. Teachers should help the students to read on their own,2004-5-19,13,10.4 P
16、rinciples and models for teaching reading Models for teaching reading. (a) Bottom-up model: teachers teach reading by introducing new vocabulary and new structures first then going over the text sentence by sentence.This is followed by some questions and answers and reading aloud practice. (b) Top-d
17、own model :Teachers should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the text . The current theory views reading as an interactive process. That is to say, the brain receives visual information and at the same time, interpre
18、ts or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the readers knowledge of the language in general.,2004-5-19,14,Teaching reading in the classroom divides reading activities into basically three stages in which
19、bottom-up and top-down techniques are integrate to help students in their reading comprehension and in increasing their language efficiency in general One way is to teach reading in three stages, that is 3-Stage Model: Pre-reading stage While-reading stage Post-reading stage Each stage has a differe
20、nt goal/aim and deals with different reading strategies and activities.,2004-5-19,15,10.5 pre-reading activities The aim of pre-reading stage are three folds: Arousing the students interest in the topic or type of text (interest) Motivating students to read the text by providing a purpose for readin
21、g (motivation) Preparing the students for the content of the text (preparations) Pre-reading activities: 1.Predicting: Prediction can be done in many different ways. Based on the title Based on vocabulary Based on T/F questions Based on the teachers general questions (oral/written) Based on visual i
22、nformation (diagrams/maps/pictures/photos) Based on related information Based on their own questions Based on key words (given or taught by the teacher) Based on the students expectation.,2004-5-19,16,10.5 Pre-reading activities 2. Setting the Scene: getting students to be familiar to the cultural a
23、nd social background knowledge relevant to the reading text 3. Skimming: reading quickly to get the gist Below are some suggestions that may help teachers to set up skimming activities. (1) Ask general questions(avoid details ones)which allow students to focus on one or two things.e.g.”Why did the w
24、riter write the article?” “Where do you expect to read such an article?” (2)Provide 3-4 statements one of which represents the main idea. Ask students to read the text and decide which statement is the correct one. (3) Provide subtitles for different parts of a text and ask students to put them in r
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