Unit 11.Teaching Reading

这是一篇关于Unit 11.Teaching Reading的思维导图，some principles for teaching reading.

Teaching Reading

• 1.Reflecting on your own reading experiences
• 2.How do we read
  • Distinguish between aloud and silent reading
    • manner,
    • speed,
    • form of activity,
  • objects
    • spoken material is often heard only once and in most cases,we cannot go back and listen again as we can when we read;
    • the listener canno pause to work out the meaning of the heard material as can be done when reading
    • speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly:
    • the listener sometimes has to deal simultaneously with another task while listening.
• 6. what do effective reader do
  • 1.Have a clear purpose in reading.
  • 2.Read silently
  • 3.Read phrase by phrase, rather than word by word
  • 4.Concentrate in the important bits,skim the rest,and skip the insignificant parts.
  • 5.Use different speeds and strategies for different reading tasks
  • 6.Perceive the information in the target language rather than mentally translate.
  • 7.Guess the meaning of new words from the context ,or ignore them
  • 8.Have a use background information to help understand the text
• 3.What do we read
  • 1.we read a great variety of texts in English-literary and non-literary.
  • 2.It is very important for EFL（English as a Foreign Language）teachers to bear in mind what we read in real life so that when we select reading materials for our students, we will ensure not only there is a great variety but also we can help prepare students to meet their future needs.
  • 子主题
• 4.The role of vocabulary in reading
  • 1.words that one is able to recognize immediately（both sounds and meanings ） are often referred to as sight vocabulary.
  • 2. vocabulary is the main obstaclein learning to read
  • 3.slight vocabulary words that one is able to immediately recognize with both sounds and meanings without special effort from the brain.
    • reader: The best and easiest way to develop vocabulary is to read a great deal.Beginning readerssimply have to encounter repeatedly words they have just learned because only whenan individual word is met and understood again and again in different contexts can itbecome a part of the learner's sight vocabulary.'Familiarity breeds automaticity'(Dayand Bamford:1998:16).But remember,'you cannot develop reading skills with textsthat are loaded with unfamiliar words.'(Nuttall,2000:63)
    • teacher An important implication for the teaching of reading to ESL/EFL learners is that insteadof just using textbooks to teach the words and structures to the students,the teachershould try to introduce an extensive reading scheme whenever possible to encouragelearners to read more after class.However,the materials chosen must be at the right level:
  • 4.Through intensive and extensive reading Keeping a vocabulary notebook Using a dictionary Fluent 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.
• 5．Principles and models for teaching reading
  • waht to do when teaching reading
    • materials selection,,.
    • task design
    • student motivation and skills develop-ment
  • some principles for teaching reading.
    • 1.The selected texts and attached tasks should be accessible to the students
    • 2.The selected texts and attached tasks should be accessible to the students
    • 3.Tasks should be designed to encourage selective and intelligent reading for the main meaning
    • 4.Tasks should help develop students'reading skills rather than test their reading comprehension
    • 5.The teacher should help students not merely to cope with one particular text in classbut to develop their reading strategies and reading ability
    • 6.The teacher should provide enough guidance and assistance at the beginning to helpstudents read and develop reading strategies but gradually withdraw his/her guid-ance as students progress so that they eventually become independent readers.
  • Three models of teaching reading
    • Bottom-up model
      • conclusion
        • 1.Some teachers teach reading by introducing new vocabulary andstructures first and then going over the text sentence by sentence and paragraph byparagraph with the students.This is then followed by questions and answers to checkcomprehension.Also a lot of time is spent on having students read aloud the text.
        • 2.It basicallyfollows 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.
      • process
        • 1 introduce new vocabulary and structures first 2.go over the text sentence by sentence andparagraph by paragraph with the ss
        • 3 questions and answers to check comprehension 4.read aloud
    • Top-down model
      • Bottom-up model believes that one's backgroundknowledge plays a more important role than new words andnew structures in reading comprehensionA
      • In teaching reading,the teacher should teach thebackground knowledge first so that ss equipped with suchknowledge will able to guess meaning from the printed page
    • Interactive model
      • The current theory views reading as an interactive process.
      • That is to say,the brain receives visual information and at thesame time,interprets or reconstructs the meaning the writer hadin mind when he wrote the text.
      • This process does not only involve the printed page but alsothe reader's knowledge of the language in general,of theworld,and of the text types
• 6.The three stages teaching procedures
  • pre-reading
    • predicting based on activities
      • title/vocabulary/T/F questions
    • setting the scene
  • while-reading
    • skimming
      • Reading quickly to get the gist. ie.the main idea of the text. There are many situations where we do skimming. For example,Reading newspaper
      • suggestion
        • general questions suggestions
        • 3-4 pics of statements and one of them represents the main idea
        • subtitles
    • scanning
      • Reading to locate specific information The key point in scanning is that the reader has something in his mind and irrelevant parts when reading for example,figures,train schedules,time-tables Scanning for specific information,vocabulary.structure
      • activities
        • set a time limit
        • give clear instruction for the task
        • wait until 70%of the ss finish
        • make clear.how you are going to get feedback
        • make sure that answers to the scanning questionsare scattered throughout the text rather thanclustered at one place
    • transition device
      • 1.Purposes of transition device When using transition devices, we need to ensure that it is an appropriate form to encapsulate themain information contained in the text. 2. We need to bear in mind the purpose(s) of transition devices. 3.Most of the transition devices listed above make use of visual aids so that informationin text form is visualised.Research has shown visualisation can help second languagelearners to comprehend meaning while reading
      • 1)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 students to perform tasks while they are reading. 4) Highlight the main structural organization of a text／part of a text, and show how the structure relates to meaning. 5) Involve all the students in clearly defined reading tasks. 6) Precede one step at a time (i.e. students should do easier tasks before doing more complicated ones). 7) When a TD is completed, use it as a basis for further oral and／or written language practice.
    • Reading comprehension questions
      • 1)Questions of literal comprehension
        • These are questions whose answers aredirectly and explicitly expressed in the text.Usually they can be answered in thewords of the text itself.
      • 2) Questions involving reorganization or reinterpretation.
        • These questions requirestudents to obtain literal information from various parts of the text and put it togetherin a new way or reinterpret it
      • 3) Questions for inferences.
        • .This type of questions requires students to consider whatis implied but not explicitly stated.
      • 4) Questions for evaluation or appreciation.
        • These are the most sophisticatedquestions which involve making judgement about what the writer is trying to do andhow successful he/she is in achieving his/her purpose
      • 5) Questions for personal response.
        • The answers to these questions depend most onthe reader's reaction to the content of the text rather than the writer's such as type of 4 questions
  • post-reading.
    • Role play, Retelling and Writing Gap-filling, Discussion,