英語(yǔ)教學(xué)法復(fù)習(xí)提綱Unit10

1、Unit 10 Teaching Reading85. This section (task 1)attempts to clarify and illustrate some aspects of the nature of reading. If the students fail to understand the nature of reading, they will adopt inappropriate and ineffective reading strategies; If teachers fail to do so, they will be unable to hel

2、p the students to develop effective reading skills.86 Two types of reading practice in classrooms: Reading aloudSilent reading Reading aloud Silent readingManner Utterance of every word SilentSpeed Usually slow Usually fastPurpose Usually to share information Usually to get informationSkills involve

3、d Pronunciation and intonation Skimming, scanning, predicting Guessing unknown wordsUnderstanding detailsUnderstanding relations between sentences and between paragraphs Understanding referencesUnderstanding inferencesActivity type Collective activity Individual activityManagement in the Easy to man

4、age as it can be Difficult to manage as teachers cannot see classroom observed and heard what is going on in the students minds 87. Effective readers do the following: They have a clear purpose in reading; They read silently; They read phrase by phrase, rather than word by word; They concentrate on

5、the important bits, skim the rest, and skip the insignificant parts; They use different speeds and strategies for different reading tasks; They perceive the information in the target language rather than mentally translate; They guess the meaning of new words from the context, or ignore them; They h

6、ave and use background information to help understand the text.88. Definition of reading comprehensionReading comprehension means extracting摘出(要點(diǎn))， the required information from the text as efficiently as possible. A characteristic: Reading is a silent and individual activity since the writers inten

7、tion was that the text should be read not heard.Two broad levels in reading: i) visual signals from the eyes; ii) a cognitive認(rèn)識(shí)的，有認(rèn)識(shí)力的task of interpreting說(shuō)明，解釋the visual information, relating the received information with the readers own general knowledge89. Skills readers need:Recognising the scrip

8、t/writing of a language Understanding the explicitly/clearly stated information Understanding conceptual meaning Understanding the communicative value (functions) of sentences Deducing the meaning of unfamiliar lexical items Understanding relations within sentences Understanding relations between se

9、ntences Understanding references參考書(shū)；附注，引證；基準(zhǔn)，依據(jù) Recognizing indicators in discourse講稿；論說(shuō)，論文 Recognizing the organization of the text Making inferences90. More efficient readers also need the following strategic kills: Distinguishing the main idea from supporting details Skimming: reading for the gis

10、t or main idea. Scanning: reading to look for specific information. Predicting: guessing what is coming next. 91. Some principles for teaching reading(6):- The selected texts and attached tasks should be accessible(available) to the students. Tasks should be clearly given in advance. Preferably, tas

11、ks should motivate students. Tasks should be designed to encourage selective and intelligent reading for the main meaning Tasks should help develop students reading skills Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies

12、 and reading ability in general. -Teachers should help the students to read on their own. 92. Two models of teaching reading1). Bottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching re

13、ading reflects the belief that reading comprehension is based on the understanding and mastery熟練of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sent

14、ences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be a

15、ble to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”92. The current theory views readingThe current theory views reading as interactive process.

16、 That is to say, the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. 93. A proficient reader should have good language skills:Recognizing words and phrases; Understanding sentence structures;Have relevant k

17、nowledge about the topic;The organization of the type of text;General knowledge about the world.94. Three stages of reading: Pre-reading activities; While-reading activities; Post-reading Activities95. Pre-reading activities *Predicting * Setting the scene * Skimming * Scanning * We mean tasks/activ

18、ities that students do before they read the text in detail. * Pre-reading activities in detail: predicting, setting the scene, skimming, and scanning.96 . Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions97. Setting the scene* Besi

19、des discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know. 98. SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:

20、Ask general questions (avoid detailed ones) which allow students to focus on one or two things, Provide 3-4 statements one of which represents the main idea. Provide subtitles for different parts of a text and ask students to put them in the right place.99. ScanningScanning means to read to locate/g

21、et specific information. 1) Questions for a scanning activity are often for specific information/for certain structures, 2). When scanning, the teacher should bear in mind/remember the following things:a. Set a time limit.b. Give clear instructions for the task.c. Wait until 70% of the students fini

22、sh. (Think about why so).d. Make clear how you are going to get feedback.e. Make sure that answers to the scanning questions should be scattered throughout the text rather than clustered/gathered at one place.100. While-reading activities: * Information transfer activities * Reading comprehension qu

23、estions* Understanding reference* Making inferences101. Information transfer activities遷移/轉(zhuǎn)換 Information presented in plain text form is not facilitative不便 for information retention.保留，保持. When information in text form is transferred to another form (for example visual form), it can be more effectiv

24、ely processed and retained加工，保留/記憶. The way to transfer information from one form to another is called a transition device.102. Some transition devices that are often used in teaching reading: Pictures Pie charts 餅圖Drawings Bar chartsMaps Flowcharts流程圖Tables Chronological sequenceTree diagrams Subti

25、tles (providing subtitles)小標(biāo)題Cyclic diagrams循環(huán)圖 Notes (taking notes while reading) e.g. ( A Picture )At the bottom centre of a piece of paper, draw a one-and-a-half inch line from left to right parallel to the bottom of the paper. This will be line A. Put your pencil at a point in the centre of line

26、 A. Draw a six-inch perpendicular line up from that line. This will be line B. From the end of line B, draw one line at a right angle one inch to the right (line C) and another line at a right angle one inch to the left (line D). Now estimate a point about one and a half inches up from the end of li

27、ne B and make a dot (.). Draw lines from the ends of lines C and D and join them at the dot. What do you have? (A Flow chart)Where does the rain water come from? Where does it go? Its always come. When they are cold enough, the clouds become rain or snow, which falls down on the land. The water from

28、 rain or snow may flow into lakes and rivers, which is called surface water. Then the rivers carry the water back to the sea. Some- times when the rain is heavy, the rainwater goes into the deep ground, which is called groundwater. Part of the groundwater goes back to the sea, and part of it stays i

29、n the ground. When water goes back to the sea, it has finished the cycling. Of course, this is only a water cycle model. The real water cycling is much more complicated.103. Reading comprehension questionsNuttalls (1982) classification of reading questions:1).Questions for literal comprehension. Ans

30、wers to these questions are directly and explicitly available in the text. Usually they are answered in the words of the text itself.2).Questions involving reorganization or reinterpretation. These questions require students to obtain literal information from various parts of the text and put it to

31、is implied but not explicitly stated3).Question for inferences. They require Ss to consider what is implied but not explicitly stated.4).Questions for evaluation or appreciation. These are the most sophisticated questions which involve making a judgment about the text in terms of what the writer is

32、trying to convey.5).Questions for personal response. The answers to these questions depend most on the readers reaction to the content of the text.QuestionsTypeOrdera).Understanding reference: Pronouns refer to people or things already mentioned previously in the context.b). Making inferences is act

33、ually the process of relating the given information to what we have known about the world104. Post-reading Activities*Discussion *Role -play * Gap-filling* Retelling* False summary* Writing1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion can star

34、t with a question like What do you think of?b) stating of personal opinions on general issues. c) problem-solving.d) the ranking(分類；順序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play. a) Role-play is valuable for several reasons: (1) it is motivating; (2) students interact small groups so that they have less pressure; (3) students have the chance to pract