Unit11teachingreading市公開課金獎市賽課一等獎課件

1、Unit 11 Teaching Reading 1第1頁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

2、第2頁I. The reflection on our own reading experiences1. 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頁Task 2 1. Reading has only one purpose, i.e. To get informati

3、on2. 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.Decide if you agree or not the following assumptions. Give your reason4第4頁4. When we read, our eyes are constantly moving from letter to l

4、etter, 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頁8. When reading in a foreign language, we mentally translate everything in order to understand.9. It is helpfu

5、l 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 engage

6、d in reading and reading more.6第6頁2. The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading: Reading aloudSilent readingMannerUtterance of every wordSilent7第7頁2. The differences between reading aloud and silent reading Task 3:Difference be

7、tween reading aloud and silent reading: Reading aloudSilent readingspeedUsually slowUsually fast8第8頁2. The differences between reading aloud and silent reading Task 3:Difference between reading aloud and silent reading: Reading aloudSilent readingspeedUsually slowUsually fast9第9頁2. The differences b

8、etween reading aloud and silent reading Task 3:Difference between reading aloud and silent reading: Reading aloudSilent readingPurpose(s) Usually for sharing information, sometimes for appreciation or memorization For getting information and also for pleasure 10第10頁Task 3:Difference between reading

9、aloud and silent reading: Reading aloudSilent readingForm of ActivityLevel of Difficulty in classroomManage-mentCollective activity Easy to manage as itcan beobserved and heardIndividual activityDifficult to manage as teachers cannot see what is goingon in thestudents mind11第11頁From above:Reading al

10、oud 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頁3. Effective readingEffective readers do the

11、 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頁3. Effective readingEffective readers do the following: use different speeds and strategies for different re

12、ading 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頁4. What do people readliterary texts : stories, tales etc.non-literary passages :

13、 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頁II. Strategies involved in reading comprehension Reading comprehension means extracting the required info

14、rmation 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頁WritersmeaningVisualsignalReadersknowledgeReadersreconstructionVisualinformation17第17頁2.

15、 Reading skills 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 mean

16、ing of unfamiliar lexical items 18第18頁 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頁3. Reading strategies Task 5: If your

17、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頁“The lack of vocabulary may be the greatest single impediment of fluen

18、t reading.” (Brabe, 1988:63)A moderate L1 reader can recognize about 50,000 words.Efficient reading begins with a lightening-like 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

19、 vocabulary in reading21第21頁Conclusion: Helping our students to develop the ability of automatic word recognition is the basis for developing their reading skills.22第22頁Sight vocabularyWhat is sight vocabulary? What is the implication for the teaching of reading to ESL/EFL learners?What are the two

20、points that need to be noted regarding sight vocabulary?23第23頁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 struct

21、ures 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頁Two points to be notedAutomatic, rapid and accurate process of word recognition should not be confused with the strategy of slow, letter by le

22、tter, 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頁Fluent reading depends on:an adequate sight vocabulary,a general knowledge about the target languag

23、e, some knowledge about the topic,wide knowledge about the world, andenough knowledge about text types.(2nd ed.:183)26第26頁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 sh

24、ould motivate students and be clearly given in advance.Tasks should focus on the main meaning rather than trivial details.27第27頁V. Principles and models for teaching reading 1. Teaching principles for teaching readingDevelop students reading skills rather than testing reading comprehension.Develop s

25、tudents reading strategies and reading ability in general.Provide enough guidance at the beginning and help them become independent reader eventually.28第28頁2. Models of teaching reading Bottom-up model2. Top-down model3. Interactive model29第29頁2. Models of teaching reading Bottom-up model2. Top-down

26、 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頁2. Models of teaching reading Bottom-up model2. Top-down model3.

27、 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頁2. Models of teaching reading Bottom-up model2. Top-down model3. In

28、teractive modelFocus on interactive process, readers knowledge of language Teaching procedures: Pre-readingWhile-readingPost-reading 32第32頁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 move

29、s from the bottom to the top of the system of language. 33第33頁DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguistic knowledge is used. The Bottom-up Model34第34頁In the Bottom-up Model, the teacher teaches reading by introducing vocabulary and new words first and then going over the text sentenc

30、e by sentence. This is followed by some questions and answers and reading aloud practice. 35第35頁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 Mode

31、l, not only linguistic knowledge but also background knowledge is involved in reading. 36第36頁DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguistic Knowledge&Background KnowledgeThe Top-down Model37第37頁The Top-down ModelTherefore, it is believed that in teaching reading, the teacher should teac

32、h the background knowledge first, so that students equipped with such knowledge will be able to guess meaning from the printed page. 38第38頁The Interactive ModelThis model of teaching reading is based on the theory in which reading is viewed as an interactive process. 39第39頁According to the Interacti

33、ve 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 th

34、e readers knowledge of the language in general, of the world, and of the text types.40第40頁DiscoursesSentences/PhrasesWordsMorphemesPhonemesSchemata to be activatedthe schema of language;the schema of content;the schema of formsThe Interactive Model41第41頁The Interactive ModelBased on such understandi

35、ng, teaching reading in the classroom divides reading activities into basically three stages, in which bottom-up and top-down techniques are integrated to help students in their reading comprehension and in increasing their language efficiency in general. 42第42頁The three stages are:pre-reading, whil

36、e-reading, and post-reading. . Reading activities43第43頁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頁PredictingPredicting will get the readers mind closer to the theme of t

37、he text. Ways of predicting: predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions. 45第45頁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

38、 article?”Ask the students to choose a statement from 3-4 statements.Ask the students to put subtitles for different parts of the text into the right order. e.g.:46第46頁ScanningScanning means to read to locate specific information. The key point in scanning is that the reader has something in his min

39、d and he or she should ignore the irrelevant parts when reading. 47第47頁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

40、48頁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. Sophisticated Input (SI) Transition Device (TD) Output (OP) Transition devices can be used to make information in text form e

41、ffectively processed and retained. 49第49頁Some transition devicesPictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts餅形圖, bar charts柱形或條形統(tǒng)計圖表 , flow charts流程圖 , chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. 50第50頁At 5:13 on t

42、he 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 fire

43、s.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. Man

44、y 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. T

45、here were a lot of fires all over the city. The electricity was cut of for several days too.51第51頁Time Date Location Number of people killed Damage Earthquake in 1906Earthquake in 198952第52頁Time Date Location Number of people killed Damage Earthquake in 1906MorningApril 18thSan FranciscoAbout 700Man

46、y 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頁It is important that students fill in the table while they are reading rather than after they finish reading.

47、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頁Summary on transition devicesThe purposes of TDs: Focus on the main meaning.Simplify sophisticated input.Allow students to perform whi

48、le reading.Highlight the main structural organization, and show how the structure relates to meaning.Involve all students.Go step by step.Conduct follow-up activities for oral and written output. 55第55頁Post-reading activitiesPost-reading tasks should provide the students with opportunities to relate

49、 what they have read to what they already know or what they feel.In addition, post-reading task should enable students to produce language based on what they have learned.e.g. 56第56頁57第57頁Discussion questionsDo you think he was a good doctor?How do you think the young man felt? 58第58頁Reproducing the

50、 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頁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頁Fal

51、se summaryThe teacher provides a summary with some wrong information, and asks the students to correct it. 61第61頁Writing Writing based on what the students have read, e.g. producing a tourist brochure, an advertisement, a short summary, etc. 62第62頁ConclusionThe teaching of reading should focus on de

52、veloping students reading skills and strategies rather than testing students reading comprehension.We should view reading as an interactive process.Reading in the classroom can be divided into 3 stages: pre-reading activities, while-reading activities, and post-reading activities. 63第63頁QuestionsDo

53、we make our student read for information first or focus on language forms (structures) first? How?Do we make our students read for gist, i.e. for general ideas first, or do we make them read for details first? How?Is it possible for us to communicate with the students at the beginning of a reading l

54、esson? How?64第64頁1. Pre-reading activities 1) Predicting: -Predicting based on the title; (Task 7) -Predicting based on vocabulary; -Predicting based on the T/F questions.2) Setting the scene 3) Skimming (fast reading)4) Scanning. Reading activities65第65頁Task 7 Look at the three titles box below and

55、 predict the contents of the texts. A Nation of Pet-Lovers Save the Jungle: Save the world Police Hunt for Child 66第66頁Task 7 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: Wha

56、t 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? 67第67頁Setting the sceneSetting the scene means getting the students familiarized with the cultural and socia

57、l background knowledge relevant to the reading text. What do you think the following titles probably mean? 68第68頁Green Bananas (Literary meaning: unripe bananas. Implied meaning: someone new and unfamiliar within a cultural context.) All Greek to Me (Greek is a language not many people can speak or

58、write nowadays. “All Greek to Me” means everything is new and unknown to me.)Big Apple 69第69頁Fast readingHow fast can you read?傳統(tǒng)閱讀模式圖：眼睛視覺中樞語言中樞聽覺中樞了解記憶快速閱讀模式圖：眼睛視覺中樞了解記憶70第70頁71第71頁閱讀快速了解三個主要條件大腦運作協(xié)調(diào)程度高人思維進行得非常快速，尤其是使用內(nèi)部言語思維，有很強跳躍性、簡縮性，經(jīng)常是一閃而過。高速思維速度與從外界獲取信息速度協(xié)調(diào)好，使其趨于同時，使得快速閱讀能到達每分鐘讀取萬字以上速度，獲取所需信息，是傳統(tǒng)閱讀速度（200字/分鐘左右）幾十倍。72第72頁閱讀快速了解三個主要條件信息整體感知性高一次注視一個短語或一個句子乃至數(shù)行文字，整體地了解它意義，降低了注視次數(shù)，加緊了了解，使視覺接收信息節(jié)奏和大腦思維活動節(jié)奏趨于協(xié)調(diào)