Unit11teachingreading省公共课一等奖全国赛课获奖课件.pptx

Unit 11 Teaching Reading 1第1页Aims of the Unit1.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?2第2页I.Thereflectiononourownreadingexperiences1.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.3第3页Task 2 1.Reading has only one purpose,i.e.To get information2.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.Decideifyouagreeornotthefollowingassumptions.Giveyourreason4第4页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 now all the words in order to understand a text.7.We read everything with the same speed.5第5页8.When reading in a foreign language,we mentally translate everything in order to understand.9.It is helpful 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 engaged in reading and reading more.6第6页2.The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading:ReadingaloudSilentreadingMannerUtterance of every wordSilent7第7页2.The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading:ReadingaloudSilentreadingspeedUsually slowUsually fast8第8页2.The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading:ReadingaloudSilentreadingspeedUsually slowUsually fast9第9页2.The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading:ReadingaloudSilentreadingPurpose(s)Usually for sharing information,sometimes for appreciation or memorization For getting information and also for pleasure 10第10页Task 3:Difference between reading aloud and silent reading:Readingaloud SilentreadingForm of ActivityLevel of Difficulty in classroomManagementCollective activity Easy to manage as itcan beobserved and heardIndividual activityDifficult to manage as teachers cannot see what is goingon in thestudents mind11第11页From 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.12第12页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;13第13页3.Effective readingEffective readers do the following:use 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.14第14页4.Whatdopeoplereadliterary 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.15第15页II.Strategiesinvolvedinreadingcomprehension 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 information16第16页WritersmeaningVisualsignalReadersknowledgeReadersreconstructionVisualinformation17第17页2.Readingskills 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 Understanding the communicative value(functions)of sentences Deducing the meaning of unfamiliar lexical items 18第18页 Understanding relations within sentences Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text Making inferences Reading skills19第19页3.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 181.20第20页“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 lighteninglike automatic recognition of words.The ratio of unknown words suggested is less than 3%in a reading text to enable smooth,meaningful,and enjoyable reading.4.The role of vocabulary in reading21第21页Conclusion:Helping our students to develop the ability of automatic word recognition is the basis for developing their reading skills.22第22页Sight vocabularyWhat is sight vocabulary?What 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?23第23页Definition and implicationWords that one is able to recognize(both sounds and meanings)immediately are often referred to as sight vocabulary.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.24第24页Two points to be notedAutomatic,rapid and 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 on25第25页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,andenough knowledge about text types.(2nd ed.:183)26第26页V.Principles and models for teaching reading 1.Teaching principles 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.27第27页V.Principles and models for teaching reading 1.Teaching 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.28第28页2.Modelsofteachingreading 1.Bottom-up model2.Top-down model3.Interactive model29第29页2.Modelsofteachingreading 1.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 sentence by sentencequestions and answersreading aloud practice.30第30页2.Modelsofteachingreading 1.Bottom-up model2.Top-down model3.Interactive modelFocus on background knowledge and reading comprehension.Teaching procedures:introducing background knowledge Read the whole passage Reading comprehensiongoing over the language pointsOther reading practice.31第31页2.Modelsofteachingreading 1.Bottom-up model2.Top-down model3.Interactive modelFocus on interactive process,readers knowledge of language Teaching procedures:Pre-readingWhile-readingPost-reading 32第32页The Bottom-up ModelThis 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.33第33页DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguisticknowledgeisused.The Bottom-up Model34第34页In 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.35第35页The Top-down ModelThis model of teaching reading 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.36第36页DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguisticKnowledge&BackgroundKnowledgeThe Top-down Model37第37页The Top-down ModelTherefore,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 page.38第38页The Interactive ModelThis model of teaching reading is based on the theory in which reading is viewed as an interactive process.39第39页According to the Interactive Model of reading(also called as“the Schema Theory Model”),when one is reading,the brain receives visual information,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.40第40页DiscoursesSentences/PhrasesWordsMorphemesPhonemesSchemata to be activatedtheschemaoflanguage;theschemaofcontent;theschemaofformsThe Interactive Model41第41页The Interactive ModelBased on such understanding,teaching reading in the classroom divides reading activities into basically three stages,in which bottomup and topdown techniques are integrated to help students in their reading comprehension and in increasing their language efficiency in general.42第42页The three stages are:pre-reading,while-reading,and post-reading.Reading activities43第43页Pre-reading activitiesThe purpose of pre-reading(also called Lead-in)is to facilitate while-reading activities.Predicting,setting the scene,skimming,and scanning 44第44页PredictingPredicting will get the readers mind closer to the theme of the text.Ways of predicting:predicting based on the title,predicting based on vocabulary,predicting based on the T/F questions.45第45页SkimmingSkimming 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 34 statements.Ask the students to put subtitles for different parts of the text into the right order.e.g.:46第46页ScanningScanning 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.47第47页While-reading activitiesWhile-reading activities focus on the process of understanding rather than the result of reading.Information transfer activitiesReading comprehension questionsUnderstanding referencesMaking inferences 48第48页Information transfer activities using transition devicesTransition device:A way to transfer information from one form,e.g.the text form,to another,e.g.a visual form.SophisticatedInput(SI)TransitionDevice(TD)Output(OP)Transition devices can be used to make information in text form effectively processed and retained.49第49页Some transition devicesPictures,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.50第50页At 5:13 on the morning of April 18th,1906,the city of San Francisco 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,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 were 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 electricity was cut of for several days too.51第51页Time Date Location Number of people killed Damage Earthquake in 1906Earthquake in 198952第52页Time Date Location Number of people killed Damage Earthquake in 1906MorningApril 18thSan FranciscoAbout 700Many buildings were destroyed or burnt.Earthquake in 1989EveningOctober 17thAbout 50 kilometres away from San FranciscoAbout 100A road fell.Old buildings were destroyed.Fires.Power cut.53第53页It is important that students fill in the table while they are reading rather than after they finish reading.Then a follow-up output activity can be conducted based on the results.e.g.:The teacher can ask questions like“Which earthquake caused more damage and why?”54第54页Summary on transition devicesThe purposes of TDs:Focus on the main meaning.Simplify sophisticated input.Allow students to perform while reading.Highlight the main structural organization,and show how the structure relates to meaning.Involve all students.Go step by step.Conduct followup activities for oral and written output.55第55页Post-reading activitiesPostreading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel.In addition,postreading task should enable students to produce language based on what they have learned.e.g.56第56页57第57页Discussion questionsDo you think he was a good doctor?How do you think the young man felt?58第58页Reproducing 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 59第59页Role Play1.Act out the conversation between the doctor and the young man.2.Act out an interview between a journalist and the doctor.60第60页False summaryThe teacher provides a summary with some wrong information,and asks the students to correct it.61第61页Writing Writing based on what the students have read,e.g.producing a tourist brochure,an advertisement,a short summary,etc.62第62页ConclusionThe teaching of reading should focus on developing students reading sk