Unit-11-Teaching-Reading11

Unit11Teaching ReadingAimsof theunit:

1.Ho.an.wha.d.peop I.read2What are the skills invoIved in readingO

3.Wha.i.th.ro I.o.vocabu Iar.i.read i ng4What arethe principles and mode Is for teach i ng read i ngO

5.Wha.procedure.an.type.o.act i vit ie.ca.w.us.i.teachin.reading.

1.Th.ref I ect i o.o.ou.ow.read i n.exper i enceso1o Thenature of read i ngRead i ng toI earnor read i ng for pIeasure.Reading i s an act ion to getinformationoSi lent reading orreading a Ioud.Read i ngfor comprehens i on orto getevery word.TASK2Rea.th.fol Iowin.assumpt ion.abou.read in.an.decid.i.yo.agre.wit.the.o.not.Tr.t.giv.reason,fo.you.decisions.Se.P

1751.Read i n.ha.on I.on.purpose,i.e.T.ge.i nformat i onX

2.Read i n.i..s i I en.activity.Read i n.a I ou.doe.no.he I.muc.wit.comprehensi onoV

3.Read i n.wit..purpos.i.mor.effect i v.tha.read i n.withou..purposeoVTh.teache.g i ve.th.student,som.tru.o.fa Is.statements.Th.student,predi c.i.thes.statement,ar.tru.o.fa Ise.The.th.student,rea.th.tex.an.chec.i.the.hav.mad.th.r igh.pred i ct i ons...5Sett i ng thesceneSett in.th.seen.mean,gett in.th.student,fami I iar ize.wit.th.cuItura.an.soc ia.backgroun.knowl edg.re I evan.t.th.read i n.text.The cuIture-bound aspectof the text canstart r i ghtat the begi nn i ngwith thetitleFor instance,what do you thinkthe fol lowing titlesprobabIy meanGreenBananasLi terar.meani ng.unr ip.bananas.Imp I ie.mean i ng.someon.ne.an.unfamiI ia.w ithi..cuItura.context.oAl IGreek toMeGree.i..I anguag.no.man.peop I.ca.spea.o.wr it.nowadays.“AL Gree.t.Me.mean.everythi n.i.ne.an.unknow.t.me.oThe culturebound aspectsof a text are often ofgreat interestto students,and theycan be usedto provokean i nterest i ng d i scuss i onnot on Iy about the other1culture,but a I soabout the“home”cuItureoTAS.

1.d.i.afte.c Ias.a..homework.Writ.,teach i n.p Iano6SkimmingSkimming means read i ng quicklyto getthe gist,i.ethema i n i dea of the textoo7Seann i ngSeann i n.mean.t.rea.t.Iocat.spec if i.i nformat i on.Seanning isusuaI Iyregarded asfast reading activities,so the teacher shouId:.Se..tim.I imit.Give cIear i nstruct i ons for the task.Wai.unt i.

70.o.th.student,finish.Th i n.abou.wh.so.Make cIear howyou aregoing toget feedbackoMake surethat answersto thescanning quest ions shouIdbescattered throughoutthe textrather than cIustered atone pIaceo

2.Whi Ie-readin.activitie.1Information transferactivitiesInformat i o.presente,i.pI ai.tex.for.i.no.fac i I itat i v.fo.i nformat i o.reten ti on.Whe.i nformat i o.i.tex.for.i.transfer re.t.anothe.for.fo.examp I.v i sua.form.i.ca.b.mor.effect i veI.processe.an.reta i ned.The way to transferinformation fromone formto anotheris called atransition deviceoItsfunction in teaching readingcan beiI Iustrated as:SOPH IST IGATEDINPUT SITRANSITIONDEVICETDOUTPUT OPThe Ii sti nthe tab Ie on page194are sometransition dev i cesthat areoften usedin teach i ng read i ngoPictures PiechartsDrawings BarchartsMaps FIowchartsTabIes Chronological sequenceTreed iagrams Subtit lesproviding subti11esCycIi cd iagrams Notestaking noteswhile reading2Summary ontransition devicesWhenus i ng transitiondevices,we needto ensurethat it i s an appropr i ateformto encapsuI ate thema in i nformati on conta ined inthe textoWe needto bearinmind thepurpose sof TDs:Focus attentionon themain meaning of the text Beable tosimplify sophi st icated input sothat i s becomesthe bas i sfor outputo.Al Io.student,t.perfor.task,wh iI.the.ar.read i ng.HighIight themain structuraI organization ofa text/part ofa text,and showhowthe structurere Iatesto mean i ngInvoIve a I I the studentson cIear Iydefoi nedread i ng tasks..Preced.on.ste.a..t im.ie.student,shou I.d.eas ie.task,befor.do in.mor.comp I i cate,ones..Whe..T.tas.i.comp Ieted.prov i d.student,wit..mode.fo.ora.an.fo.writ te.work.3Reading comprehensionquestions...On.o.th.mos.frequent I.use.method,i.teach in.read in.i.ask in.th.student.t.answe.comprehens i o.quest i ons.Quest ion.fo.Iitera.comprehens ion.Answer,t.thes.question.ar.d i rectI.・・・・an.exp I ic i

11.ava iI abI.i.th.text.Usua I I.the.ar.answere.i.th.word.o.th.te x.itself...Question.invoIvin,reorganizatio.o.reinterpretation.Thes.question.re quir.・・student,t.obta i.Iitera.informat io.fro.var iou.part.o.th.tex.an.pu.i.to—gethe.o.reinterpre.it.Quest ion.fo.i nferences.Th i.typ.o.quest ion.requ ir.student,t.cons・・・・ide.wha.i.imp Iie.bu.no.exp Iici

11.stated.I Questionsfor evaIuationor appreciationThese arethe mostsophisticated ques-tionsowhich invoIvemaking ajudgment about thetextin termsof whatthe wr iter istryingto conveyo..Question.fo.persona,response.Th.answer,t.thes.question,depen.mos.o.th.・・reader.react io.t.th.conten.o.th.text.4Understand ing referencesAl InaturaI Ianguage,spoken orwr itten,uses referen-t ia I wordssuch aspronounsto referto peop Ieorth i ngsa I ready merit i onedpreviously inthe contextoUnderstandingwhat thesewords referto iscruc ia Iforcomprehens i ono5Mak i ng i nferences...Mak in.i nference.mean.“read in.betwee.th.Iines”.I requ i re.th.reade.t.us.backgroun.know・I edg.i.orde.t.infe.th.imp Iie.mean in.o.th.author.3o Post—reading ActivitiesAtthe post-read i ng stage,teachers oftenre Iy uponread i ng a Ioud,aski ng comprehen—si onquest i ons orask i ng students to paraphrasesentences ofatextoNow lets havea Iookat someother typesof post—reading activitieso1Discussion...Di scuss io.i.c Ias.i.quit.ofte.use.a..wa.o.exp loitin.read in.texts.An.d i scus-s io.i.ofte.use.fo.exchang.o.persona,op in i ons.Th i.sor.o.d iscussi o.ca.sta r.wit..quest io.I ik.uWha.d.yo.th in.of..o2Ro Ie-pI ayRoIe—pI ay isa verycommon IanguageI earn i ng activity wherestudentspI ayd i fferent roIesand i nteract fromthe point of v i ewof theroIes theypIayoRo Ie pI ayusuaI Iyhas the followingstages:..Def inin.th.ro Ie.an.sett in.u.goa Is.Pa iri ng/group i ng students and ass ign i ng roIeso Preparation:a WhoIe cIass brai nstormposs ibIe quest i ons;b Studentsplayingthe sameroIes go i ntoa groupto workoutthequestionso RoIepIayinpa i rs/groupso..Clas.view in..demonstrat ion.Teacher givesfeedback based on activemonitor ingo3Gap—f iI Iing..Th.teache.provide.th.student,wit..summar.o.th.text.Ieavin.som.b Iank.・fo.th.student,t.f iI.in.Encourag.student,t.us.a.man.differen.word.o.expr es—s ion.a.poss ibIe.4ReteI Ii ngTheteacher provi deskey words and phrasesand studentsreteI Ithe storyaccordingto thesewords Orthe teacherasks the studentstoreteI Ithe storyfromoanother characterspointofviewo5Fa IsesummaryTh.teache.prepare..summar.o.th.text.However,i.conta in.som.wron.infor-mation.Student,ar.t.cor rec.th.wron.i nformatio.base.o.thei.understandi n.o.th.text.6WritingThe studentsare askedto wr ite someth i ng basedonwhat theyhave readoBe Iowisashort Iistof writingtasks thatcouId beused aspost——reading activitieso..Produc..tour is.brochur.fo..pI ac.descr ibe.i..text.Produce an advert i sement fora productdescr ibed in atext..Rewr it..stor.fro.anothe.character.poin.o.view.Write ashort summaryof thetext basedon a ID activityoWrite aparagraph stati ngpersona Iop inions aboutthe issuediscussed inthe textHomework:

1...D.a I.th.task,i.th.text.2Based onTask10Write ateach i ng pIan.O o4When weread,our eyesare constantIy movi ngfrom Ietterto Ietter,word towordOand sentenceto sentence.X5Read ing isani ndivi duaIactivity.OV60We needto nowa IIthewords in order to understand atext.X

7.W rea.everythin.wit.th.sam.speed.・X80When read ing ina forei gnIanguage,we mentaIIy trans I ateeverything inorderto understandoX

9.I.i.he Ipfu.t.us..dict ionar.t.chec.an.not.dow.th.mean in.o.a I.th.ne.wor d.wh iI.read ing.X

10.Th.Iac.o.cu Itura.know Iedg.ma.affec.th.rat.o.read in.comprehensi on.V

11..Possess in..I arg.amoun.o.vocabu Iar.i.th.ke.fo.read in.comprehensi on.X12Reading canbest beimproved bybeing engagedin reading and readingmoreo oV2The di fferencebetween read inga Ioud and s iI entread i ngOReadin.a Iou.an.siI en.read in.ar.tw.type.o.read in.pract ic.commonI.foun.i.c Iassrooms.Ar.the.th.sam.o.different.Man.teacher,us.th.acti vit.o.read ina Iou.i.teach in.read in.i.th.c Iassroo.wi thou,understand・in.wha.i.i.for.Task3:Differences betweenread inga IoudandsiI entread ingRead ingaIoudSi lentreadingMannerUtterance ofevery wordSilentSpeedUsuaIly sIowUsuaI IyfastPurpose sUsuaIIy forshar ingi nformation,sometimes forappreciation ormemor i zati onforpIeasureSkills i nvoIvedPronunc iation andi ntonati onSkimmi ng,Seann ing,pred ict ing,guess ing unknownwords fromthecontext,understand ingdetaiIs,understand ing reI ationsbetweenFor gettingi nformationandaI sosentencesand paragraphs,understanding references,making inferences,evaIuating thewriters attitudesand opinions,etCoForm ofactivityCo IIect i ve activityI ndivi duaIactivityLeveI ofdifficulty incIassroom managementEasyto manage as itcanbeobserved andheardDifficult tomanageasteachers cannotsee whatis goingon inthestudentsmind.W ca.se.fro.th.abov.tab I.tha.read in.aIou.an.siIen.read in.・・・ar.differen.i.man.aspects.I ReadingaIoudcannot repI acesiI entread ing asitinvoIves onIy theskillsof pronunciationand intonation.I ReaI reapding abilityre-qui resthe reading skills ofskimming,scanning,predicting,etc3Effective readingOBasedon ourunderstand ingof the natureof read ing,we be Ii eveeffective readersdothefollowing:I cIear purposeinread ing;I readsiI entIy;Ireadphrase byphrase,rather thanword byword;I concentrateon the important bits,skim therest,and skiptheinsignificant parts;I usedifferent speedsand strategiesfor differentreadingtasks;I percei vethe i nformat ioninthe targetIanguage rather thanmentaI IytransI ate;I guessthe meaningof newwords fromthe context,orignorethem;I usebackground i nformationtohe Ipunderstand thetext4What dopeopIe readOTh i nkabout yourexper ience of I earning Engli shWhat kind oftexts didyouoreadShort stories TaiesEssays Diaries Playsand poemsBiographiesLoo.a.th.tab I.o.pag.

180.The.ar.th.thing.w.rea.i.rea.Iife.The.ar.mor.aut henti.tha.ar.su itab I.t.b.use.i.ou.tex.books.Bes ide.authent i.texts.ESL/EF.textbook,aIs.emp Io..Io.o.non-authent i.texts,i.e.s imuIate.texts.Thoug.appear in.authent ic.thes.materi aI.ar.wr itte.especial I.fo.Ianguag.student,wit.som.Ianguag.controI.Simulate.text.ar.a ime.fo.be-gi nne.student,wh.ar.probabI.no.abI.t.hand I.genu in.authent i.texts.I.i.beI ieve.th.read in.o.sue.text,wi I.he I.student,t.acqu ir.th.necessar.recept iv.sk iII.the.wi I.nee.whe.the.eventua II.com.t.tack I.authenti.mater iaIs.I IoStrategies invoIvedinreading comprehensionRead in.comprehens io.mean,extract in.th.require.informatio.fro.th.tex.a.e ff icient I.a.poss ibIe.Read in.i..si Ien.an.indi vidua.act ivit.s inc.th.wr iter’.i ntentio.wa.tha.th.tex.shou I.b.rea.no.heard.1o Twobroad Ieve Isinread ing:1a recognitiontask ofperceiving visuaIsignaIs fromthe printed pagethroughthe eyes;2a cognitive taskof iinterpret ing thevisua Iinformat ion2Reading skillsOInordertoachieve thesetwo Ieve Isof read ing,the readerneeds thefol lowingskills:Recogn ising thescr ipt ofa IanguageUnderstanding the explicitlystated informationUnderstandi ngconceptuaI meaningUnderstandingthecommunicative vaIuefunctions ofsentences Deducingthe meaningof unfamiI iarlexical iternsUnderstand ingreIationswithin sentencesUnderstand ingreIationsbetween sentencesUnderstanding referencesRecogni sing indicatorsindiscourse Recognisingthe organi zationof thetext Makingi nferences3Reading strategiesOMorereading strategiesare Iisted onPage181oTask5In yourpast experi encesofIearningEnglish,wh ichoftheread ingskillsIi stedabove didyou pract iseHow effect ivewas the pract ice Wereany skillsig-nored opti onaI

4.Th.ro I.o.vocabu Iar.i.read ing1A IargevocabuI aryisof coursevery importantfor successfuIread ing.2Less the3%of newwords inaread ing textwiI Ienab Iesmooth,mean ingfuIand enjoyabIeread ing.3Sight vocabuI aryWords thatone is abIeto recogni zeimmed iate Iyareoftenreferred toassight vocabuI ary,wh ich wi IIi ncreaseread ing speedand comprehensi ono4the bestwaytodeveI opvocabuIaryisto reada greatdeaInot onIymemor ize words5FIuent read ingdepends onan adequatesight vocabuIary,a genera Iknowledge aboutthe targetIanguage,some knowledge aboutthetopic,wide knowledgeaboutthe worIdand enoughknowledgeabouttext typesoII IoPrinciples andmodeIsforteachingread ing1o Teachingprinciples forteaching readingIThe seIectedtexts andthe tasksofread ingshouId beaccessibIeto thestudentsoI TasksshouId moti vatestu—dentsandbe cIear Iygiven inadvanceoI TasksshouId focuson thema in meaningratherthantrivialdeta iISoI DeveIop students read ingskills ratherthan testingread ingcom—prehensi on.I DeveIop studentsread ingstrategies andread ing abilityingenera IoIProv ide enoughgu idance atthebeginn ingandhe Ipthem becomeindependentreader eventuaIIyo2Mode Isof teachingread ingO oIBottom—up mode ITh.wa.on.teache.read in.aIway.ref Iect.th.wa.on.understand,readin.an.th.readin.process.Som.teacher,teac.readin.b.i ntroducin.ne.vocabuIar.an.ne.s tructure.f irs.an.the.goin.ove.th.tex.sentenc.b.sentence.Th i.i.fo II owe.b.som.question.an.answer,an.readin.aIou.pract ice.I Top-down modeIA differentview fromBottom-up modeI beIieves thatone1s backgroundknowledgepI aysa moreimportant roIethan newwordsandnew structuresinreadingcomprehensionIt beI ievedthat inteachingreading,theteachershouId teachthe backgroundoknowledgefirst sothat studentsequipped withsuch knowledgewi II beabout toguessmeaning fromthepri ntedpage.I Interact ivemodeITh.curren.theor.view,read in.a.a.interact iv.process.Tha.i.t.say.th.brai.receive,visua.informatio.an.a.th.sam.time,iinterpret.o.reconstruct,th.me anin.th.write.ha.i.mi n.whe.h.wrot.th.text.Thi.proces.doe.no.onI.invoI v.th.printe.pag.bu.aIs.th.reader’.knowl edg.o.th.I anguag.i.genera I.o.th.w orI d.an.o.th.tex.types.IV.Readin.activities:Base.o.sue.understand-ing.teachin.readin.i.th.cIassroo.di vide.readin.activit ie.int.basica II.t hre.stage,i.wh ic.bottom—u.an.top-dow.techn ique.ar.i integrate,t.he I.student,i.the i.readin.comprehensi o.an.i.i ncreasin.thei.Ianguag.eff icienc.i.generaI.Th.thre.stage,ar.preread ing.wh iIe—reading.an.post—reading.1oPre-reading activitiesB.pre—readin.activities,w.mea.tasks/activitie.tha.student,d.befor.the.rea.th.一tex.i.deta iI.E.g.pred icting.sett in.th.scene,sk im ming.an.scanni ng.1Pred ictingPredict in.i.a.importan.readin.ski II.Th.reader.predictions.n.matte,righ.o.wrong,wiI.ge.hi.min.c Iose.t.th.them.o.th.tex.t.b.read.2Predicting basedon thetitleGoo.title,aIway.contai.th.mos.i mportan.informatio.o..writte.text.Task7Wor.i.pa irs.Loo.a.th.thre.title,i.th.bo.beIo.an.pred ic.th.content,o.th.texts.Whe.yo.ar.ready,joi.anothe.pai.an.compar.you.pred ic-tion.an.th.c Iue.tha.heIpe.yo.t.mak.th.pred ictions.A Nationof Pet-LoversSave theJungle:Save theworIdPol iceHunt forChildfor eachofthethree textsabove,we canask thesequest ions:Text1:What isa petWhat arepets forWhy dopeopIe Iovepets Arethere anyprobIems withpetsText2:What isa jungleWhere canyou findjungles Whatdoyou think hashappenedto thejunglesText3:What happenedto thechi IdHow doyouthinkthe parentswouId feeI WhatcouIdthe poIice do3Pred ictingbasedon vocabuIaryHaving madepredictions basedon thetitle,students canbe askedto predictsome itemsthatthey thinkare IikeIy tooccur inthetext4Predicting basedon theT/F questions。