英语教学法7.课件
浙江师范大学地址-实习日志范文40篇
Unit 11
Teaching Reading
GROUP
MENBERS:
Contents
The Nature of Reading
How do we read?
What do we read?
Strategies involved in reading comprehension
The role of vocabulary in reading
Principles and models for teaching reading
Contents
Pre-reading activities
While-
reading activities
Post-reading activities
Conclusion
The Nature of Reading
The
Nature of Reading
Reading is an active
process. It constantly involves guessing,
predicting, checking and asking
oneself
questions.
Reading is the ability to
understand the written words and respond to them
in proper ways.
Reading means getting
meaning out of a given context.
How do we
read?
1. Reading has only one purpose, i.e. to
get information.
2. Reading 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.
4. When we read, our eyes are constantly
moving from letter to letter, word to word and
sentence to sentence.
5. Reading is an
individual activity.
6. We need to know all
the words in order to understand a text
7. We
read everything with the same speed.
8. When
reading in a foreign language, we mentally
translate everything in order to understand.
9. It is helpful to use a dictionary 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 engaged in reading
and reading more.
Tasks should help develop
students’ reading skills rather than test their
reading comprehension.
The teacher should
help students not merely to cope with one
particular text in class but to
develop their
reading strategies and reading ability in general
so that they are able to apply the
strategies
or skills learned in class to tackle other texts
they encounter outside class or in the
future.
PWP三阶段英语阅读教学模式
三阶段英语阅读教学模式是我国中小学英语阅读教学中普遍被
采用的教学模式，主要属于
“自上而下”或交互作用的阅读教学模式，具体属于哪种阅读教学模式主要根
据阅读文本体
裁和教师的教学活动设计而定。三阶段即读前（pre-
reading)、读中（while-reading)、读后
（post-
reading)三个阶段。
Pre-reading activities
Pooling existing knowledge about the topic
Predicting the contents of the text
Skimming or scanning the text for certain
purposes
Learning key words and structures
Aims——To facilitate while-reading activities
Pre-reading activities
1
2
3
Predicting
Skimming and scanning
Setting the scene
Content Layouts
Predicting is an important reading skill,
which can make reading more intriguing and
purposeful .Therefore, it is likely to result
in better comprehension compared with the
situation
where the learner starts reading
with a blank mind.
Three ways of prediction
Predicting based on the title
Good titles
always contain the most important information of a
written text.
.
Look at the three titles
in the box below and predict the contents of the
texts. When you are ready,
join another pair
an d compare your predictions and the clues that
helped you to make the
predictions.
A
Nation of Pet-Lovers
Save the Jungle: Save the
World
Police Hunt for Child
To begin with, students may not be good at
predicting. If so, the teacher can help them by
asking
certain questions. For example, for
each of the three texts above, we can ask these
questions:
Text 1: What is a pet? What
are pets for? 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?
Three ways of prediction
Predicting based on vocabulary
The teacher
also asks students to write down the words that
they think will appear in the text,
according
to the topic suggested by the title.
Directions: Ask no less than 5
questions
based on the title of the
text. Also write
some possible
words you expect to appear in
the
text.
Pre-questions
1..
2. . Possible words
3. . mentioned
4.
.
5. .
Predicting based on the
TF questions
The teacher gives students some
true or false statements. Students predict if
these statements are
true or false. Then they
read the text to check if they have made the right
predictions.
Setting the scene
Getting the
students familiarized with the cultural and social
background knowledge relevant to
the reading
text.
Setting the scene by relating what
students already know to what they want to know.
Using visual aids to setting the scene, such
as real objects, pictures, videos episodes and
multi-media materials,etc.
Skimming
Reading quickly to get the gist,i.e. the main
idea of the text.
Ask general questions which
allow students to focus on one or two things.
Provide 3-4 statements and one of them
represents the main idea, ask students to read the
text and
decide which statement is the correct
one.
Provide subtitles for different parts of
a text and asks students to put them in the right
place.
Scanning
Read to locate specific
information. The key point is that the readers has
something in his mind
and he should
ignore the irrelevant parts when reading.
Besides,we can also ask students to scan for
vocabulary which usually have certain semantic
connections with the theme. Though teachers’
pre-teaching,students will facilitate the reading
tasks that follow.
Scanning
What’s
more, students can also scan for certain
structures,for example, tense forms,discourse
connectors,or particular sentence
structures,which can serve as the basis for
grammar study.
Should pay attention to
following things:
Set a time limit;
Give
clear instruction for the task
Wait until 70%
of the students finish
Scanning
Make clear
how you are going to get feedback
Make sure
that answers to the scanning questions are
scattered throughout the text rather than
clustered at one place.
Different texts
offer opportunities for different kinds of
exploitation. Yet a reading passage in
traditional reading comprehension textbook
has generally been exploited by means of mutiple
choice quesstions,TF questions, open
questions, parahrasing and translation.
While-
reading activities
While-reading activities
In this section we will look at some different
ways of exploiting texts focusing on the process
of
understanding rather than the results of
reading.
Information presented in plain text
form dose not facilitate information retention.
When
information in text form is transferred
to another form, it can be more effectively
processed and
retained. The way to transfer
information from one form to another is called a
transition device
Transition device
Its function in teaching reading can be
illustrated in the following diagram:
Most
of the transition devices make use of visual aids
so that information in text form is visualized.
Research has shown visualization can help
second language learners to comprehend meaning
while reading (Tomlinson, 1998).
Pictures
Pie charts
Chronological Maps
sequence Flowcharts
Tree diagrams
Drawings
Cyclic diagrams Bar charts
Notes(taking notes Subtitles(provide
while reading) subtitles)
Tables
Below are some
transition devices that are often used in
teaching:
Purposes of transition device:
attention on the main meaning of the text.
able to simplify sophisticated input so that it
becomes the basic for out put.
the students
to perform tasks while they are reading.
ght
the main structural organization of a text part of
a text, and show how the structure
relates to
meaning.
e all the students in clearly defined
reading tasks.
e one step at a time(easier
tasks before more complicated one.)
a TD is
completed, use it as a basis for further oral
andor written language practice.
Reading
comprehension question
One of the most
frequently used methods in teaching reading is
asking students to answer
comprehension
questions. Nuttal suggests that we can classify
questions according to the kind of
information
that they require students to get from the texts,
or the kind of thinking that we wish
students
to engage in.
She lists five types:
Questions of literal comprehension. These are
questions whose answer are directly and explicitly
expressed in the text.
Questions involving
reorganization or reinterpretation. These
questions require Ss to put literal
information together in a new way or
reinterpret it.
Questions for inferences. They
require Ss to consider what is implied but not
explicitly stated.
Questions for evaluation or
appreciation. Such as making judgment about what
the writer is trying
to do and whether the
writer is biased or dishonest.
Questions for
personal response. The answers to these questions
depend most on the reader`s
reaction to the
content of the text.
Understanding references:
All natural language, spoken or written , uses
referential words such as pronouns to refer to
people
or things already mentioned previously
in the context. Some students have difficulty in
following
clearly the references in the text.
So the teacher should find ways to help Ss find
the meaning of
the references in the context.
Making inferences
Making inferences, which
means 'reading between the lines', is an important
reading skill. It
requires the readers to use
background knowledge in order to infer the implied
meaning of the
author.
Making
inferences is actually the process of relating the
given information to what we have
known about
the world.
Sometimes, inferences can be made
only after we have read the whole text and
reinterpreted the
text.
Summary on while-
reading activities
Now, We have looked at a
number of while reading tasks. Of course, you
cannot use all of them at
one time or with one
text. You need to choose from them the ones that
best suit your students as
well as the
materials that you are using.
Post-reading
activities
In this area, teachers have to be
most inventive or imaginative .They have to design
tasks which
are relevant to the text being
studied and appropriate to the students' level.
The tasks can fulfil
several functions,
whether they are used in an extensive or an
intensive reading context.
At the post-reading
stage, teachers often rely upon reading aloud,
asking comprehension questions
or asking
students to paraphrase sentences of a text.
Sometimes sentences by sentence translation is
conducted. We consider these activities inadequate
to fulfil the functions of post-reading tasks.
Post-reading tasks should provide the students
with opportunities to relate what they have read
to
what they already know or what they feel.
In addition, post-reading tasks should enable
students to
produce language based on what
they learned.
Discussion
Role play
Gap-filling
Retelling
Writing
Post-reading activities
Discussion
Discussion in class is quite often used as a
way of exploiting reading texts and used for
exchange of personal opinions with a question
like
It can also be used as a basis for
other activities, such as problem-solving, the
ranking of
alternatives, deciding upon
priorities, ect.
Stages of role-play
Defining the roles and setting up goals.
Grouping students and assessing roles.
Preparation:a) whole class brainstorm possible
questions;b) students playing the same roles go
into a group to work out the questions.
Role play in pairsgroups.
Class viewing
demonstration.
Teacher gives feedback based on
active monitoring.
Gap-filling
The
teacher provide the Ss with a summary of the text,
leaving some blanks for them to fill in,
encourage students to use as many different
words or expressions as possible.
The teacher provides key words and
phrases and Ss retell the story according to these
words or
asks them to retell from another
character`s point of view.
Retelling
Writing
The Ss are asked to write
something based on what they have read.
For
example:
Produce a tourist brochure for a
place described in a text.
Produce an
advertisement for a product described in a text.
Re write a story from another character`s
point of view.
Write a short summary of the
text.
Conclusion
The teaching of reading
should focus on developing students' reading
skills and strategies and on
maintaining
students' motivation for reading, which can be
achieved through pre-, while-, and
post-
reading for activities.
The purpose of
teaching reading is to guide students to learn to
read so that they can read to learn
in the
future.
Remember: it is important to make
reading an enjoyable and fruitful experience for
the students.