Developing Reading Skill2(1).ppt

1、Unit 6 Developing Reading Skills,Objectives,Identify and develop the major reading skills and strategies;,Towards the end of this unit, students should be able to:,Reading Process,Activity6. 1. Think about the flowing questions:,What is reading? How do we read?,Reading is about Identifying the writt

2、en words a process of word recognition Constructing an understanding from them a process of comprehension Coordinating identifying words and comprehension so that reading is automatic and accurate an achievement of fluency,Activity 6.2 Try to read the following from right to left. Then answer the qu

3、estion that follow. How do you read this paragraph? Do you read word by word? Can you fully understand the meaning of the paragraph effectively?,as, time a at word one, slowly English process you When each of meaning the catch to easy is it, now doing are you understand to difficult very is it, Howe

4、ver. word individual .passage the of meaning overall the,Reading Process,Bottom-up Model: Reading -proceeds from part to whole (from smaller units to larger units); -comprehension begins from the recognition of letters -emphasizes the written or printed text. Comprehension,Some teachers teach readin

5、g by introducing new vocabulary and new structure first and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery

6、of all the new words, new phrases, and new structures as well as a lot of reading aloud practice.,Activity 6.3 Read the following paragraph quickly. Then answer the questions that follow.,The handsome knight mounted his horse, and galloped off to save the beautiful princess. In and on, over mountain

7、s and valleys, until his galloping house was exhausted. At last he dismounted Where was the dragon?,Can you understand the meaning of the paragraph? Did you notice that the second occurrence of the word “horse” was spelled “house”? If you didnt, does that mean you a bad reader?,Activity 6.4 Read the

8、 following paragraph. Then answer the questions. Do you know every word in this paragraph? Are you sure you understand the meaning of the paragraph? If not, which one of these (vocabulary, structure, and/or background knowledge) prevented you from understanding the paragraph?,A newspaper is better t

9、han a magazine. A seashore is a better place than the street. At first it is better to run than to walk. You may have to try several times. It takes some skill, but its easy to learn. Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close.,Problem of

10、 the bottom-up model: We can understand words, clauses, but we may be unable to demonstrate comprehension if not provided with context or background for making sense of the text. Meaning does not reside exclusively within the words it also exists within the head of the readers.,Top-down model: Readi

11、ng - proceeds from whole to part - comprehension begins in the mind of the reader, who already has some ideas about the meaning of the text - emphasizes what the reader brings to the text, such as prior knowledge and experiences. Reader background knowledge,Some teachers teach the background knowled

12、ge first so that students equipped with such knowledge will be able to guess meaning from the printed page. We may read an article with some new words or new structures in it, but we can guess the meaning of the article based on our knowledge about the topic without too much difficulty. In other cas

13、es, we all have experiences of reading something which does not contain any new words or new structure, but we still find it difficult to understand its meaning.,Can you find out any problems of Top-down model? We may be able to understanding the general idea of the text, owing to the use of our bac

14、kground knowledge, but we may miss some details, or can not understand the exact meaning. This is especially true when there are some complicated/difficult sentences in the text where we have to apply “bottom-up” processing strategies.,What can you learn from this picture?,Interactive model - the in

15、teraction of bottom-up and top-down processes simultaneously throughout the reading process. Reader background knowledge individual letters and sounds,Comprehension,- the reader constructs meaning by the selective use of information from all sources of meaning (graphic, phonemic, morphemic, syntax,

16、semantics) without adherence to any one set order.,The current theory views reading as an interactive process which does not only involve the printed words but also the readers knowledge of the language in general, of the world, and of the text types. During the process of reading, all these factors

17、 interact with each other and compensate each other. Based on such understanding, teaching reading should integrate bottom-up and top-down techniques in classroom to help students in their reading comprehension so as to develop their critical reading and thinking skills.,Activity 6.5 Can you briefly

18、 tell us your understanding of how readers read ? (Pair work) Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.,Reading Strategies,Activity 6.6 Mark each of the following statements w

19、ith if you agree, x if you disagree, or ? if you are undecided. Then, discuss your ideas in pairs.,One important goal of teaching reading is to help students develop as strategic readers,Activity 6.7 Read the following extract and find the difference between Mary and Jo.,Marry is a conscientious stu

20、dent. When she is told she will be tested on the contents of Chapter 2 in the textbook, she looks up every unknown word in the dictionary in an effort to fix the information in her memory. ,Activity 6.8 Work in pairs, and discuss effective readers . . . are active and read selectively; have clear go

21、als in mind for their reading; typically look over the text before they read; construct, revise and question the meanings as they read; determine the meaning of unfamiliar words and concepts; draw from, compare, and integrate their prior knowledge; monitor their understanding of the text; read diffe

22、rent kinds of texts differently; evaluate the texts quality and value; ,Activity 6.8 Lets Brainstorm the strategies you use in reading. List the item as many as possible, and exchange your ideas in groups. Recognizing the script of a language Guessing the meaning of unfamiliar words from context Rec

23、ognizing indicators in discourse, and the organization of the text Specifying a purpose in mind Connecting text to background knowledge or prior knowledge Previewing the text Predicting & checking predictions Skimming the text for main idea Scanning the text to look for specific information Asking q

24、uestions Summarizing information Making inferences ,Reading Strategy Checklist,Compare your list with the following Checklist, classify them into 3 categories, and tell us which kind of strategies you frequently use and which one you do not. Meta-cognitive Reading Strategies (thinking about your thi

25、nking/planning) Setting goals for yourself to help you improve areas that are important to you. Making lists of relevant vocabulary to prepare for new reading. Working with classmates to help you develop your reading skills. Taking opportunities to practice what you already know to keep your progres

26、s steady. Evaluating what you have learned and how well you are doing to help you focus your reading.,Cognitive Reading Strategies (thinking) Predicting the content of an upcoming passage or section of the text. Concentrating on grammar to help you understand unfamiliar constructions. Understanding

27、the main idea to help you comprehend the entire reading. Expanding your vocabulary and grammar to help you increase your reading. Guessing the meanings of unfamiliar words or phrases to let you use what you already know about English. Analyzing theme, style, and connections to improve your comprehen

28、sion. Distinguishing between opinions and facts in your reading. Breaking down larger phrases into smaller parts to help you understand difficult passages. Linking what you know in your first language with words in English. Creating a map or drawing of related ideas to enable you to understand the r

29、elationships between words and ideas. Writing a short summary of what you read to help you understand the main ideas.,Compensating Reading Strategies (thinking after reading) Relying on what you already know to improve your reading comprehension. Taking notes to help you recall important details. Tr

30、ying to remember what you understand from a reading to help you develop better comprehension skills. Reviewing the purpose and tone of reading passage so you can remember more effectively. Picturing scenes in your mind to help you remember and understand your reading. Reviewing key ideas and details

31、 to help you remember. Classifying words into meaningful groups to help remember them more clearly.,Teaching reading strategies,J. Janzen summarizes five steps in classroom processes: general strategy discussion. teacher modeling student reading analysis of strategies used by the teacher or by stude

32、nts when thinking aloud explanation/discussion of individual strategies on a regular basis. (See the details in our notes),Designing Reading Activities,Generally speaking, the way one teaches reading always reflects the way one understands reading and the reading process. Activity 4: As an English t

33、eacher, whats your general procedure of teaching reading in your classroom? PWP refers to the three stages of teaching procedures -pre-reading, while-reading, and post reading ACTIVE refers to the six stages of teaching procedures - activate prior knowledge - cultivate vocabulary - teach for compreh

34、ension - increase reading rate - verify reading strategies - evaluate progress,Pre-reading Activities,a. Using prior knowledge or background knowledge (from Learning English, grade nine) b. Using dictionaries (from Go for it, grade eight) c. Predicting d. Scanning e. Skimming,a. Using prior knowledg

35、e (from Learning English, grade nine),Lesson 22:A cookie Sale Have you ever helped or given money to someone? Is it important to help people who dont have enough money? What did Davids do with the money from the cookie sale?,Think about it !,Lesson 37: Touch the World What would your life be like if

36、 you couldnt see or hear? How did Anne Sullivan teach Helen Keller? What can you learn from Helen Kellers story?,Think about it !,b. Using dictionaries (from Go for it, grade eight),Maybe you should learn to relax ! Section 1 Before you read 1b Look up these words in a dictionary. Check() each one w

37、hen you understand,Football compare complain Pushy pressure organized freedom,c. Predicting Activity 5. Work in pair. Predict the contents of the text entitles “Do you think you will have your own robot? ” Predicting could be based on the title and vocabulary,c. Predicting,Do you think you will have

38、 your own robot? Section 1 Before you read 1b Read the title of the passage. Then circle the words and Phrases you think you will read. Compare your predictions with your partner,Housework cars years ago bored will was Koalas buildings less work possible America Swimming doctor piano backpack,d. Sca

39、nning e. Skimming,Ive been studying history in China Scan the text for information to complete the sentences below. 1. Leo has been teaching in China for _. 2. Some old buildings in Harbin are _. 3. The _ welcomed the first Jews to China. ,Ask general question which allow students to focus on main i

40、dea. Eg. In general, what does the text tell us? Whats your general impression of the text? Why did the writer write the article? Where do you expect to read this article?,Some suggestions on Skimming and Scanning -Set a time limit - Ask general questions (avoid detailed ones) which allow students t

41、o focus on one or two things - Provide 3-4 statements one of which represents the main idea. Ask students to read the text and decide which statement is correct. - Provide subtitles for different parts of a text and ask students to put them in the right place. Some suggestions Scanning - Set a time

42、limit - Give clear instructions for the task. - Wait until 70% of the students finish. - Make clear how you are going to get feedback. - Make sure that answers to the scanning questions should be scattered throughout the text rather than clustered at one place.,While-reading Reading Activities,Parap

43、hrases, translation, T/F statements Reading comprehension questions Transition device Understanding references Making inferences,Paraphrases, translation, T/F statements For example:新建文件夹1truyrt.PPT,Reading comprehension questions -for literal comprehension. - involving reorganization or reinterpret

44、ation. - for inference. - for evaluation or appreciation. - for personal response. 1. How old was Yusof? 2. What was Yusof doing when the accident happened? 3. Why did Yusof help his mother? 4. How many children did Rahman have? 5. Why was Rahman proud of his son? 6. Do you agree that Rahman should be proud of his son,Transition device: When information in text form is transferred to another form (for example visual form), it can be more effectively processed and retained. See the example: 新建文件夹1人教八年级上Unit 7 How do you make a banana smoothie2课件.ppt 人教八年级上Uni