Unit11TeachingReading 1 1.docx
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Unit11TeachingReading 1 1.docx
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Unit11TeachingReading11
Unit11TeachingReading
Aimsoftheunit:
1.Howandwhatdopeopleread?
2.Whataretheskillsinvolvedinreading?
3.Whatistheroleofvocabularyinreading?
4.Whataretheprinciplesandmodelsforteachingreading?
5.Whatproceduresandtypesofactivitiescanweuseinteachingreading?
I.Thereflectiononourownreadingexperiences.
1.Thenatureofreading
Readingtolearnorreadingforpleasure.
Readingisanactiontogetinformation.
Silentreadingorreadingaloud.
Readingforcomprehensionortogeteveryword.
TASK2
Readthefollowingassumptionsaboutreadinganddecideifyouagreewiththemornot.Trytogivereasonsforyourdecisions.(SeeP175)
1.Readinghasonlyonepurpose,i.e.Togetinformation
×
2.Readingisasilentactivity.Readingalouddoesnothelpmuchwithcomprehension.
√
3.Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.
√
4.Whenweread,oureyesareconstantlymovingfromlettertoletter,wordtowordandsentencetosentence.
×
5.Readingisanindividualactivity.
√
6.Weneedtonowallthewordsinordertounderstandatext.
×
7.Wereadeverythingwiththesamespeed.
×
8.Whenreadinginaforeignlanguage,wementallytranslateeverythinginordertounderstand.
×
9.Itishelpfultouseadictionarytocheckandnotedownthemeaningofallthenewwordswhilereading.
×
10.Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.
√
11.Possessingalargeamountofvocabularyisthekeyforreadingcomprehension.
×
12.Readingcanbestbeimprovedbybeingengagedinreadingandreadingmore.
√
2.Thedifferencebetweenreadingaloudandsilentreading
Readingaloudandsilentreadingaretwotypesofreadingpracticecommonlyfoundinclassrooms.Aretheythesameordifferent?
Manyteachersusetheactivityofreadingaloudinteachingreadingintheclassroomwithoutunderstandingwhatitisfor.
Task3:
Differencesbetweenreadingaloudandsilentreading
Readingaloud
Silentreading
Manner
Utteranceofeveryword
Silent
Speed
Usuallyslow
Usuallyfast
Purpose(s)
Usuallyforsharinginformation,sometimesforappreciationormemorization
Forgettinginformationandalsoforpleasure
Skillsinvolved
Pronunciationandintonation
Skimming,Scanning,predicting,guessingunknownwordsfromthecontext,understandingdetails,understandingrelationsbetweensentencesandparagraphs,understandingreferences,makinginferences,evaluatingthewriter’sattitudesandopinions,etc.
Formofactivity
Collectiveactivity
Individualactivity
Levelofdifficultyinclassroommanagement
Easytomanageasitcanbeobservedandheard
Difficulttomanageasteacherscannotseewhatisgoingoninthestudents’mind
Wecanseefromtheabovetablethatreadingaloudandsilentreadingaredifferentinmanyaspects.
lReadingaloudcannotreplacesilentreadingasitinvolvesonlytheskillsofpronunciationandintonation.
lRealreapdingabilityre-quiresthereadingskillsofskimming,scanning,predicting,etc.
3.Effectivereading
Basedonourunderstandingofthenatureofreading,webelieveeffectivereadersdothefollowing:
lclearpurposeinreading;
lreadsilently;
lreadphrasebyphrase,ratherthanwordbyword;
lconcentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;
lusedifferentspeedsandstrategiesfordifferentreadingtasks;
lperceivetheinformationinthetargetlanguageratherthanmentallytranslate;
lguessthemeaningofnewwordsfromthecontext,orignorethem;
lusebackgroundinformationtohelpunderstandthetext.
4.Whatdopeopleread?
ThinkaboutyourexperienceoflearningEnglish.Whatkindoftextsdidyouread?
Shortstories?
Tales?
Essays?
Diaries?
Playsandpoems?
Biographies?
Lookatthetableonpage180.Theyarethethingswereadinreallife.Theyaremoreauthenticthataresuitabletobeusedinourtextbooks.
Besidesauthentictexts,ESL/EFLtextbooksalsoemployalotofnon-authentictexts,i.e.simulatedtexts.Thoughappearingauthentic,thesematerialsarewrittenespeciallyforlanguagestudentswithsomelanguagecontrol.Simulatedtextsareaimedforbe-ginnerstudentswhoareprobablynotabletohandlegenuineauthentictexts.Itisbe-lievedthereadingofsuchtextswillhelpstudentstoacquirethenecessaryreceptiveskillstheywillneedwhentheyeventuallycometotackleauthenticmaterials.
II.Strategiesinvolvedinreadingcomprehension
Readingcomprehensionmeansextractingtherequiredinformationfromthetextasefficientlyaspossible.Readingisasilentandindividualactivitysincethewriter’sintentionwasthatthetextshouldbereadnotheard.
1.Twobroadlevelsinreading:
1)arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;
2)acognitivetaskofinterpretingthevisualinformation
2.Readingskills
Inordertoachievethesetwolevelsofreading,thereaderneedsthefollowingskills:
?
Recognisingthescriptofalanguage
?
Understandingtheexplicitlystatedinformation
?
Understandingconceptualmeaning
?
Understandingthecommunicativevalue(functions)ofsentences
?
Deducingthemeaningofunfamiliarlexicalitems
?
Understandingrelationswithinsentences
?
Understandingrelationsbetweensentences
?
Understandingreferences
?
Recognisingindicatorsindiscourse
?
Recognisingtheorganizationofthetext
?
Makinginferences
3.Readingstrategies
MorereadingstrategiesarelistedonPage181.
Task5
InyourpastexperiencesoflearningEnglish,whichofthereadingskillslistedabovedidyoupractise?
Howeffectivewasthepractice?
Wereanyskillsig-nored?
(optional)
4.Theroleofvocabularyinreading
1)Alargevocabularyisofcourseveryimportantforsuccessfulreading.
2)Lessthe3%ofnewwordsinareadingtextwillenablesmooth,meaningfulandenjoyablereading.
3)Sightvocabulary
Wordsthatoneisabletorecognizeimmediatelyareoftenreferredtoassightvocabulary,whichwillincreasereadingspeedandcomprehension.
4)thebestwaytodevelopvocabularyistoreadagreatdeal(notonlymemorizewords)
5)Fluentreadingdependsonanadequatesightvocabulary,ageneralknowledgeaboutthetargetlanguage,someknowledgeaboutthetopic,wideknowledgeabouttheworldandenoughknowledgeabouttexttypes.
III.Principlesandmodelsforteachingreading
1.Teachingprinciplesforteachingreading
lTheselectedtextsandthetasksofreadingshouldbeaccessibletothestudents.
lTasksshouldmotivatestu-dentsandbeclearlygiveninadvance.
lTasksshouldfocusonthemainmeaningratherthantrivialdetails.
lDevelopstudent’sreadingskillsratherthantestingreadingcom-prehension.
lDevelopstudent’sreadingstrategiesandreadingabilityingeneral.
lProvideenoughguidanceatthebeginningandhelpthembecomeindependentreadereventually.
2.Modelsofteachingreading.
lBottom-upmodel
Thewayoneteachesreadingalwaysreflectsthewayoneunderstandsreadingandthereadingprocess.Someteachersteachreadingbyintroducingnewvocabularyandnewstructuresfirstandthengoingoverthetextsentencebysentence.Thisisfollowedbysomequestionsandanswersandreadingaloudpractice.
lTop-downmodel
AdifferentviewfromBottom-upmodelbelievesthatone’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.Itbelievedthatinteachingreading,theteachershouldteachthebackgroundknowledgefirstsothatstudentsequippedwithsuchknowledgewillbeabouttoguessmeaningfromtheprintedpage.
lInteractivemodel
Thecurrenttheoryviewsreadingasaninteractiveprocess.Thatistosay,thebrainreceivesvisualinformationandatthesametime,interpretsorreconstructsthemeaningthewriterhadinmindwhenhewrotethetext.Thisprocessdoesnotonlyinvolvetheprintedpagebutalsothereader’sknowledgeofthelanguageingeneral,oftheworld,andofthetexttypes.
IV.Readingactivities:
Basedonsuchunderstand-ing,teachingreadingintheclassroomdividesreadingactivitiesintobasicallythreestagesinwhichbottom-upandtop-downtechniquesareintegratedtohelpstudentsintheirreadingcomprehensionandinincreasingtheirlanguageefficiencyingeneral.Thethreestagesarepre-reading,while-reading,andpost-reading.
1.Pre-readingactivities
Bypre-readingactivities,wemeantasks/activitiesthatstudentsdobeforetheyreadthetextindetail.E.g.predicting,settingthescene,skim-ming,andscanning.
1)Predicting
Predictingisanimportantreadingskill.Thereader’spredictions,nomatterrightorwrong,willgethismindclosertothethemeofthetexttoberead.
2)Predictingbasedonthetitle
Goodtitlesalwayscontainthemostimportantinformationofawrittentext.
Task7
Workinpairs.Lookatthethreetitlesintheboxbelowandpredictthecontentsofthetexts.Whenyouareready,joinanotherpairandcompareyourpredic-tionsandthecluesthathelpedyoutomakethepredictions.
ANationofPet-Lovers
SavetheJungle:
Savetheworld
PoliceHuntforChild
(foreachofthethreetextsabove,wecanaskthesequestions:
)
Text1:
Whatisapet?
Whatarepetsfor?
Whydopeoplelovepets?
Arethereanyproblemswithpets?
Text2:
Whatisajungle?
Wherecanyoufindjungles?
Whatdoyouthinkhashappenedtothejungles?
Text3:
Whathappenedtothechild?
Howdoyouthinktheparentswouldfeel?
Whatcouldthepolicedo?
3)Predictingbasedonvocabulary
Havingmade
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