英语教学法教程11TeachingReading

1、Unit 11 Teaching Reading1. How do people read?2. What do people read?3. What are the skills involved in reading?4. What is the role of vocabulary in reading?5. What are the principles and models for teaching reading?6. What procedures and types of activities can we use in teaching reading?11.1 How d

2、o people read?o Activity: Task 2, pp.175-17611.1.1 Assumptions about reading1. People read for different purposes.2. Reading aloud does not help ss focus on the meaning of the text because they have to concentrate on pronunciation, intonation, pausing and the recognition of new words.3.The purpose w

3、ill usually determine what specific information you are going to look for and the appropriate type of reading skills to be used.4.Our eyes are always jumping, from group of words to groups of words.5.People read at different speed and cant read together.6.People guess much of what it is said in a te

4、xt in reading. 7.Different reading tasks and materials require different reading speed.8.Mental translating not only slows down the reading speed, but also makes the readers lose track of the overall meaning.9.Readers guess the new words, and if the words do not interfere with understanding of the t

5、ext, ignore them. 10. Research has indicated that lack of cultural knowledge may lead to failure in ESL reading comprehension. Language and culture are inseparable.11. To achieve reading comprehension, readers need not only vocabulary, but also general knowledge about the language, about the world,

6、about text types, and effective reading strategies.12. Reading extensively helps.11.1.2 Reading aloud and silent readingo Differences between reading aloud and silent reading (p.324)11.2 What do effective readers do?1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase, rather than

7、 word by word4.Concentrate on the important bits, skim the rest, and skip the insignificant parts5.Use different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or igno

8、re them8.Have and use background information to help understand the text.11.3 What do we read?o We read a great variety of texts in English. o Refer to Page 180 for a list of things we read in our daily life.o It is very important for EFL teachers to bear in mind what we read in real life so that wh

9、en we select reading materials for our students, we will ensure not only there is a great variety but also we can help prepare ss to meet their future needs.o EFL learners read authentic texts and/or simulated texts depending on proficiency level.11.4 Strategies involved in reading comprehension11.4

10、.1 Reading and reading comprehensiono Reading “is the construction of meaning from a printed or written message”. (Bamford, 1998:12)o Reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with

11、ones own knowledge to arrive at an understanding.11.4.2 Two levels of reading1. A recognition task of perceiving visual signals from the printed page through the eyes;2. A cognitive task of interpreting the visual information, relating the received information with the readers own general knowledge,

12、 and reconstructing the meaning that the writer had meant to convey.11.4.3 Developing reading strategieso Refer to Page 181.1. Specifying a purpose for reading2. Planning what to do/what steps to take3. Previewing the text4. Predicting the contents of the text5. Checking predictions6. Skimming the t

13、ext for the main idea11.5 The role of vocabulary in readingo Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words. nThis initial process of accurate, rapid and automatic recognition of vocabulary frees ones mind to use other resources, such as reasonin

14、g abilities, world knowledge, knowledge about the topic, etc. to construct meaning. Slowing down and paying attention to recognizing words interfere with the construction of meaning.o Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.Sig

15、ht vocabulary 视觉词汇，一见即懂的词汇oWords that one is able to recognize immediately both sounds and meanings are often referred to as sight vocabulary.o How to develop sight vocabulary?A: To read extensively Familiarity breeds automaticity (Day & Bamford, 1998:16). oHowever, the materials chosen for extensiv

16、e reading after class must be at the right level and a degree of monitoring should be available to keep the motivation high so that ss can feel a sense of achievement by sharing their reading experiences with others.11.6 Principles and models for teaching reading11.6.1 Principles for teaching readin

17、g (184)1.The selected texts and attached tasks should be accessible to the ss.2.Tasks should be clearly given in advance.3.Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than ss understanding of trivial details.4.Tasks should help develop ss readi

18、ng skills rather than test their reading comprehension.5.The teacher should help ss develop reading strategies and reading ability in general.6.The teacher should provide enough guidance and assistance at the beginning but gradually withdraw guidance as ss progress.11.6.2 Models for teaching reading

19、1.Bottom-up modeloReading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2.Top-down modeloOnes background knowledge plays a more important role than new words and structures in reading comprehensio

20、n. oReading is a psycholinguistic guessing game (Goodman, 1967).3.Interactive modeloReading as an interactive process does not only involve the printed page but also the readers knowledge of the language in general, of the world, and of the text types.What makes a proficient reader?1. Have good lang

21、uage skills: automatic recognition of words and phrases, understanding sentence structures, building a discourse structure, etc.2. Integrate this decoding process with what he/she already knows about the topic schemas or schemata 图式, cognitive constructs which allow for the organization of informati

22、on in our long-term memory (Widdowson, 1983)oDuring the reading process, our mind by interacting with the printed page its words, phrases, sentences, as well as the context it provides can be stimulated and a proper schema will be activated to allow us to relate the incoming information to already k

23、nown information. 11.7 Pre-reading activities (Lead-in)o Purpose: to facilitate while-reading activities, by pooling existing knowledge about the topic, predicting the contents of the text, learning key words and structures, etc.o Different types of pre-reading activities: predicting, setting the sc

24、ene, skimming, scanning, etc.11.7.1 Predictingo Reading with predictions can make reading more intriguing (very interesting) and purposeful and therefore is likely to result in better comprehension. o Different ways of predicting:1. Predicting based on the title (Task 7)2. Predicting based on vocabu

25、lary (Task 8)3. Predicting based on the T/F questions (Task 9)11.7.2 Setting the sceneo Purpose: to get ss familiarized with the cultural and social background knowledge relevant to the reading text.o Ways:n Discussing culture-bound aspects of the text, e.g. Green Bananas; All Greek to men Relating

26、known to unknownn Using visual aids such as pictures, photos, maps, drawings, multi-media materials, etc.11.7.3 SkimmingoPurpose: to read quickly to get the gist, or the main idea of the textoSuggestions for skimming activities:1. Ask general questions (avoid detailed ones) which allow ss to focus o

27、n one or two things2. Provide 3-4 statements and one of them represents the main idea. Ask ss to read and decide which is the correct one.3. Provide subtitles for different parts of a text and ask ss to put them in the right place.11.7.4 ScanningoPurpose: to read to locate specific information, e.g.

28、 scan figures, train schedules, time-tables, phone numbers, news headlines, dictionaries.nAsk questions about specific information;nAsk ss to scan for vocabulary (Task 13)nAsk ss to scan for certain structures, e.g. tense forms, discourse connectors.Suggestions for scanning activities:1. Set a time

29、limit.2. Give clear instructions for the task.3. Wait until 70% of the ss finish.4. Make clear how you are going to get feedback.5. Make sure that answers to the scanning questions are scattered throughout the text rather than clustered at one place.Summary on pre-reading activitieso Warning: you sh

30、ould not use all of these activities with every text;o Purpose: to both stimulate ss interests and make their reading more directed and easier; to help ss move from learning to read to reading to learno Action: You can think of other pre-reading activities, depending on your teaching context11.8 Whi

31、le-reading activitieso Two main ways of exploiting texts:1. Focusing on the results of readingnMultiple-choice questions; T/F; open questions, paraphrasing, translation2. Focusing on the process of understandingnInformation transfer activities, ( with a transition device)nFive types of reading compr

32、ehension questionsnUnderstanding references nMaking inferences 11.8.1 Transition deviceo Function: to transfer information from one form to another (e.g. visual form, which can be more effectively processed and retained)o Examples: pictures, drawings, maps, tables, tree diagrams, pie charts, etc. pp

33、.194-195Sophisticated input (SI)TRANSITIONDEVICE (TD)OUTPUT(OP)Purposes of transition device1.Focus attention on the main meaning of the text.2.Be able to simplify sophisticated input so that it becomes the basis for output.3.Allow ss to perform tasks while reading.4.Highlight the main structural or

34、ganization of a text/part of a text, and show how the structure relates to meaning.5.Involve all ss in clearly defined reading tasks.6.Precede one step at a time (easier tasks before complicated ones)7.When a TD is completed, use it as a basis for further oral and/or written language practice.11.8.2

35、 Five types of RC questions1. Questions of literal comprehension.2. Questions involving reorganization or reinterpretation.3. Questions for inferences.4. Questions for evaluation or appreciation.5. Questions for personal response.11.8.3 Understanding referenceso References: referential words such as

36、 pronouns to refer to people or things already mentioned previously in the context.o Understanding what these words refer to is crucial for comprehension.o Example: Task 19, p.20111.8.4 Making inferencesoOr reading between the linesoIt requires the reader to use background knowledge in order to infer the implied meaning of the author.oExamples:1. Blandida is a country which has every climatic condition known to man.2. When she came into the room the