UnitteachingreadingPPT课件

1、1Aims of the Unit 1. How and what do people read? 2. What are the skills involved in reading? 3. What is the role of vocabulary in reading? 4. What are the principles and models for teaching reading? 5. What procedures and types of activities can we use in teaching reading? 第1页/共81页2I. The reflectio

2、n on our own reading experiences1. The nature of readingReading to learn or reading for pleasure.Reading is an action to get information.Silent reading or reading aloud.Reading for comprehension or to get every word.第2页/共81页3Task 2 1. Reading has only one purpose, i.e. To get information 2. Reading

3、is a silent activity. Reading aloud does not help much with comprehension. 3. Reading with a purpose is more effective than reading without a purpose.Decide if you agree or not the following assumptions. Give your reason第3页/共81页4 4. When we read, our eyes are constantly moving from letter to letter,

4、 word to word and sentence to sentence. 5. Reading is an individual activity. 6. We need to now all the words in order to understand a text. 7. We read everything with the same speed.第4页/共81页5 8. When reading in a foreign language, we mentally translate everything in order to understand. 9. It is he

5、lpful to use a dictionary to check and note down the meaning of all the new words while reading. 10. The lack of cultural knowledge may affect the rate of reading comprehension. 11. Possessing a large amount of vocabulary is the key for reading comprehension. 12.Reading can best be improved by being

6、 engaged in reading and reading more.第5页/共81页62. The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading: Reading aloud Silent readingMannerUtterance of every wordSilent第6页/共81页72. The differences between reading aloud and silent reading Ta

7、sk 3:Difference between reading aloud and silent reading: Reading aloudSilent readingspeedUsually slowUsually fast第7页/共81页82. The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading: Reading aloudSilent readingspeedUsually slowUsually fast第

8、8页/共81页92. The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading: Reading aloudSilent readingPurpose(s) Usually for sharing information, sometimes for appreciation or memorization For getting information and also for pleasure 第9页/共81页10Ta

9、sk 3:Difference between reading aloud and silent reading: Reading aloud Silent readingForm of ActivityLevel of Difficulty in classroomManage-mentCollective activity Easy to manage as itcan beobserved and heardIndividual activityDifficult to manage as teachers cannot see what is goingon in thestudent

10、s mind第10页/共81页11From above:Reading aloud and silent reading are different in many aspects: Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and intonation. Real reading ability requires the reading skills of skimming, scanning, predicting, etc. 第11页/共81页12

11、3. Effective readingEffective readers do the following: clear purpose in reading; read silently; read phrase by phrase, rather than word by word; concentrate on the important bits, skim the rest, and skip the insignificant parts; 第12页/共81页133. Effective readingEffective readers do the following: use

12、 different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; use background information to help understand the text. 第13页/共81页144. What do people read lit

13、erary texts : stories, tales etc. non-literary passages : essays, diaries, anecdotes, biographies etc. authentic texts non-authentic texts/ simulated texts: these materials are written especially for language students with some language control. 第14页/共81页15II. Strategies involved in reading comprehe

14、nsion Reading comprehension means extracting the required information from the text as efficiently as possible. 1. Two broad levels in reading: 1) a recognition task of perceiving visual signals from the eyes; 2) a cognitive task of interpreting the visual information第15页/共81页16WritersmeaningVisuals

15、ignalReadersknowledgeReadersreconstructionVisualinformation第16页/共81页172. Reading skills In order to achieve the two levels of reading, the reader needs the following skills: Recognizing the script of a language Understanding the explicitly stated information Understanding conceptual meaning Understa

16、nding the communicative value (functions) of sentences Deducing the meaning of unfamiliar lexical items 第17页/共81页18 Understanding relations within sentences Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text

17、 Making inferences 第18页/共81页193. Reading strategies Task 5: If your past experiences of learning English, which of the reading skills listed on page 181 did you practice How effective was the practice? were any skills ignored? (optional). More reading strategic skills are listed on Page 181.第19页/共81

18、页20 “The lack of vocabulary may be the greatest single impediment of fluent reading.” (Brabe, 1988:63) A moderate L1 reader can recognize about 50,000 words. Efficient reading begins with a lightening-like automatic recognition of words. The ratio of unknown words suggested is less than 3% in a read

19、ing text to enable smooth, meaningful, and enjoyable reading. 4. The role of vocabulary in reading第20页/共81页21 Conclusion: Helping our students to develop the ability of automatic word recognition is the basis for developing their reading skills.第21页/共81页22Sight vocabulary What is sight vocabulary? W

20、hat is the implication for the teaching of reading to ESL/EFL learners? What are the two points that need to be noted regarding sight vocabulary?第22页/共81页23Definition and implication Words that one is able to recognize (both sounds and meanings) immediately are often referred to as sight vocabulary.

21、 An important implication is that instead of just using textbooks to teach the words and structures to the students, the teacher should try to introduce an extensive reading scheme whenever possible to encourage learners to read more after class. 第23页/共81页24Two points to be noted Automatic, rapid an

22、d accurate process of word recognition should not be confused with the strategy of slow, letter by letter, or syllable by syllable sounding out of words. Possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension. Fluent reading depends on第24页

23、/共81页25Fluent reading depends on: an adequate sight vocabulary, a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world, and enough knowledge about text types.(2nd ed.:183)第25页/共81页26V. Principles and models for teaching reading 1. Teaching princ

24、iples for teaching readingThe selected texts and the tasks of reading should be accessible to the students.Tasks should motivate students and be clearly given in advance.Tasks should focus on the main meaning rather than trivial details.第26页/共81页27V. Principles and models for teaching reading 1. Tea

25、ching principles for teaching readingDevelop students reading skills rather than testing reading comprehension.Develop students reading strategies and reading ability in general.Provide enough guidance at the beginning and help them become independent reader eventually.第27页/共81页282. Models of teachi

26、ng reading Bottom-up model2. Top-down model3. Interactive model第28页/共81页292. Models of teaching reading Bottom-up model2. Top-down model3. Interactive modelFocus on word and sentences and the reading process. Teaching procedures: introducing new vocabulary and new structuresgoing over the text sente

27、nce by sentencequestions and answersreading aloud practice. 第29页/共81页302. Models of teaching reading Bottom-up model2. Top-down model3. Interactive modelFocus on background knowledge and reading comprehension. Teaching procedures: introducing background knowledge Read the whole passage Reading compr

28、ehensiongoing over the language pointsOther reading practice. 第30页/共81页312. Models of teaching reading Bottom-up model2. Top-down model3. Interactive modelFocus on interactive process, readers knowledge of language Teaching procedures: Pre-readingWhile-readingPost-reading 第31页/共81页32The Bottom-up Mo

29、delThis model of teaching reading is based on the theory in which reading (and listening, too) is regarded as a process of “decoding”, which moves from the bottom to the top of the system of language. 第32页/共81页33DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguistic knowledge is used. The Botto

30、m-up Model第33页/共81页34In the Bottom-up Model, the teacher teaches reading by introducing vocabulary and new words first and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. 第34页/共81页35The Top-down Model This model of teaching re

31、ading is based on the theory in which reading is regarded as a prediction-check process, “a psycholinguistic guessing game” (Goodman, 1970). In the Top-down Model, not only linguistic knowledge but also background knowledge is involved in reading. 第35页/共81页36DiscoursesSentences/PhrasesWordsMorphemes

32、PhonemesLinguistic Knowledge&Background KnowledgeThe Top-down Model第36页/共81页37The Top-down Model Therefore, it is believed that in teaching reading, the teacher should teach the background knowledge first, so that students equipped with such knowledge will be able to guess meaning from the printed p

33、age. 第37页/共81页38The Interactive ModelThis model of teaching reading is based on the theory in which reading is viewed as an interactive process. 第38页/共81页39 According to the Interactive Model of reading (also called as “the Schema Theory Model”), when one is reading, the brain receives visual inform

34、ation, and at the same time, interprets or reconstructs the meaning that 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, of the world, and of the text types.第39页/共81页40DiscoursesSentences/Ph

35、rasesWordsMorphemesPhonemesSchemata to be activatedthe schema of language;the schema of content;the schema of formsThe Interactive Model第40页/共81页41The Interactive Model Based on such understanding, teaching reading in the classroom divides reading activities into basically three stages, in which bot

36、tom-up and top-down techniques are integrated to help students in their reading comprehension and in increasing their language efficiency in general. 第41页/共81页42The three stages are:pre-reading, while-reading, and post-reading. . Reading activities第42页/共81页43Pre-reading activitiesThe purpose of pre-

37、reading (also called Lead-in) is to facilitate while-reading activities. Predicting, setting the scene, skimming, and scanning 第43页/共81页44PredictingPredicting will get the readers mind closer to the theme of the text. Ways of predicting: predicting based on the title, predicting based on vocabulary,

38、 predicting based on the T/F questions. 第44页/共81页45SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions: Ask general questions. e.g. “Why did the writer write the article?” Ask the students to choose a statement from 3-4 statements. Ask the student

39、s to put subtitles for different parts of the text into the right order. e.g.:第45页/共81页46ScanningScanning means to read to locate specific information. The key point in scanning is that the reader has something in his mind and he or she should ignore the irrelevant parts when reading. 第46页/共81页47Whi

40、le-reading activitiesWhile-reading activities focus on the process of understanding rather than the result of reading. Information transfer activities Reading comprehension questions Understanding references Making inferences 第47页/共81页48Information transfer activities using transition devicesTransit

41、ion device: A way to transfer information from one form, e.g. the text form, to another, e.g. a visual form. Sophisticated Input (SI) Transition Device (TD) Output (OP) Transition devices can be used to make information in text form effectively processed and retained. 第48页/共81页49Some transition devi

42、cesPictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts饼形图, bar charts柱形或条形统计图表 , flow charts流程图 , chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. 第49页/共81页50At 5:13 on the morning of April 18th, 1906, the city of San Francisc

43、o was shaken by a terrible earthquake. A great part of the city was destroyed and a large number of buildings were burnt. The number of people who lost their homes reached as many as 250 000. About 700 people died in the earthquake and the fires.Another earthquake shook San Francisco on October 17th

44、, 1989. It was Americas second strongest earthquake and about 100 people were killed. It happened in the evening as people were travelling home. A wide and busy road, which was built like a bridge over another road, fell onto the one below. Many people were killed in the cars, but a few lucky ones w

45、ere not hurt.Luckily the 1989 earthquake did not happen in the centre of town but about 50 kilometres away. In one part of the town a great many buildings were destroyed. These buildings were over 50 years old, so they were not strong enough. There were a lot of fires all over the city. The electric

46、ity was cut of for several days too.第50页/共81页51Time Date Location Number of people killed Damage Earthquake in 1906Earthquake in 1989第51页/共81页52Time Date Location Number of people killed Damage Earthquake in 1906MorningApril 18thSan FranciscoAbout 700Many buildings were destroyed or burnt.Earthquake

47、 in 1989EveningOctober 17thAbout 50 kilometres away from San FranciscoAbout 100A road fell. Old buildings were destroyed. Fires. Power cut.第52页/共81页53第53页/共81页54Summary on transition devicesThe purposes of TDs: Focus on the main meaning. Simplify sophisticated input. Allow students to perform while

48、reading. Highlight the main structural organization, and show how the structure relates to meaning. Involve all students. Go step by step. Conduct follow-up activities for oral and written output. 第54页/共81页55Post-reading activities Post-reading tasks should provide the students with opportunities to

49、 relate what they have read to what they already know or what they feel. In addition, post-reading task should enable students to produce language based on what they have learned. e.g. 第55页/共81页56第56页/共81页57Discussion questions Do you think he was a good doctor? How do you think the young man felt?

50、第57页/共81页58Reproducing the textTell part of the story from these prompts:A doctor village annoyed.People stop street advice.Never paid never money made up his mind put and end 第58页/共81页59Role Play1. Act out the conversation between the doctor and the young man.2. Act out an interview between a journ

51、alist and the doctor. 第59页/共81页60False summaryThe teacher provides a summary with some wrong information, and asks the students to correct it. 第60页/共81页61Writing Writing based on what the students have read, e.g. producing a tourist brochure, an advertisement, a short summary, etc. 第61页/共81页62Conclu

52、sion The teaching of reading should focus on developing students reading skills and strategies rather than testing students reading comprehension. We should view reading as an interactive process. Reading in the classroom can be divided into 3 stages: pre-reading activities, while-reading activities

53、, and post-reading activities. 第62页/共81页63Questions Do we make our student read for information first or focus on language forms (structures) first? How? Do we make our students read for gist, i.e. for general ideas first, or do we make them read for details first? How? Is it possible for us to comm

54、unicate with the students at the beginning of a reading lesson? How?第63页/共81页641. Pre-reading activities 1) Predicting: -Predicting based on the title; (Task 7) -Predicting based on vocabulary; -Predicting based on the T/F questions.2) Setting the scene 3) Skimming (fast reading)4) Scanning. Reading

55、 activities第64页/共81页65Task 7 Look at the three titles box below and predict the contents of the texts. A Nation of Pet-Lovers Save the Jungle: Save the world Police Hunt for Child 第65页/共81页66Task 7 For each of the three texts above, we can ask these questions: Text 1:What is a pet? What are pets for

56、? Why do people love pets? Are there any problems with pets? Text 2: What is a jungle? Where can you find jungles? What do you think has happened to the jungles? Text 3:What happened to the child? How do you think the parents would feel? What could the police do? 第66页/共81页67Setting the scene Setting

57、 the scene means getting the students familiarized with the cultural and social background knowledge relevant to the reading text. What do you think the following titles probably mean? 第67页/共81页68 Green Bananas (Literary meaning: unripe bananas. Implied meaning: someone new and unfamiliar within a c

58、ultural context.) All Greek to Me (Greek is a language not many people can speak or write nowadays. “All Greek to Me” means everything is new and unknown to me.) Big Apple 第68页/共81页69Fast reading How fast can you read? 传统阅读模式图：眼睛视觉中枢语言中枢听觉中枢理解记忆 快速阅读模式图：眼睛视觉中枢理解记忆第69页/共81页70第70页/共81页71阅读快速理解的三个重要条件

59、大脑运作的协调程度高 人的思维进行得非常迅速，特别是使用内部言语思维，有很强的跳跃性、简缩性，常常是一闪而过。高速的思维速度与从外界获取信息的速度协调好，使其趋于同步，使得快速阅读能达到每分钟读取万字以上的速度，获取所需信息，是传统阅读速度（200字/分钟左右）的几十倍。第71页/共81页72阅读快速理解的三个重要条件 信息的整体感知性高 一次注视一个短语或一个句子乃至数行文字，整体地理解它的意义，减少了注视的次数，加快了理解，使视觉接收信息的节奏和大脑思维活动的节奏趋于协调，减少大脑思维活动的“空转”现象，记忆效果亦能增强。 左右大脑协调运作好 快速阅读充分激发右脑高度的图形识别、记忆和处理能力，由左脑承担意义性信息的处理，这样就使