英语教学理论与实践之.pptx
TEACHING READING.How do people read?.The materials we choose to teach.Reading strategies.Models for teaching reading.Activities we use in teaching reading第1页/共29页1.How do we read?第2页/共29页Aloud?Or silent?第3页/共29页Two typesReading aloud Reading aloud Silent readingSilent readingMannerUtter every syllablesRequires no utterancesSpeedslowerfasterPurposeShare information.Getting or extracting information.Please ourselvesSkills involvedPronunciation&intonationSkimming,scanning,predicting,etcForms of activityMore than one person Individual activityLevels of difficultyMore easy to manageMore difficult to manage第4页/共29页Two Ss(reading skills)Scan:for particular information no need to read every word and lineSkim:get general idea do not gather all the details we can scan a computer manual to find the document we want.we can skim a newspaper article to get general idea of whats been happening.第5页/共29页Prediction is a major factor in reading.Teachers should give students hints so that they can predict whats coming.Suggestion:第6页/共29页Suggestion:We should ask our students to read aloud only after they comprehended the text instead of before comprehension is achieved.第7页/共29页2.What do we read?第8页/共29页Calendars MagazinesAddress Radio/TV guidesPhone books PostersName cards WebsitesBank statements Short storiesNovels Film subtitlesPlays DiagramsPoemsHandbooksnoticesCredit cardsMapsAnecdotesWeather forecastPamphletsProducts labels Materials we read in daily life第9页/共29页3.Why many students can achieve high scores in reading tests but find it hard to read particular things(ads,contracts,instructions)in life?1.what do you think about traditional language-teaching materials?2.Should the reading materials be authentic or not?artificial over-simplified comical untypical第10页/共29页Authentic materials:mostly for native-speakersNon-authentic texts:i.e.simulated text,which are written especially for language students with some language control.第11页/共29页Suggestion:the materials selection should keep a balance between real English and the students capabilities and interests.ensure the variety but also help prepare students to meet their future needs.(i.e.English business students)第12页/共29页3.Strategies involved 第13页/共29页.Specifying a purpose for reading.planning what to do.preview the text.Predicting the contents of the text.Checking predictions.Skimming the text for the main idea.Scanning the text for specific information.Distinguishing main ideas from supporting details.Posing questions about the text.Finding answers to posed questions.Connecting text to background knowledge.Summarizing information.Making inferences.Connecting one part of the text to another.Paying attention to text structure.Rereading.Guessing the meaning of the new word.Using discourse markers to see relationships.Checking comprehension.Identifying difficulties,etcReading strategies第14页/共29页4.Models for teaching reading 第15页/共29页Models for teaching readingTop-down modelBottom-up modelInteractive model第16页/共29页5.Activities throughout reading(3)第17页/共29页Pre-reading activities(1)predictingSetting the sceneskimmingscanningBased on the titleBased on vocabularyBased on T/F questionsCultural and social background knowledgeGetting information and main ideaIgnore irrelevant parts to get specific information第18页/共29页We can also set the scene by relating what students already know to what they want to know.Method(scene):i.e.Ask students to write down 3 things that theyd like to know about the text they are going to read.Ask students to check out if they can find what they want to know.第19页/共29页Suggestions(skimming):Ask general questions(avoid detailed ones)i.e.why did the writer write the article?i.e.where do you expect to read such an article?Provide subtitles for different parts of a text and asks students to put out then in the right place.第20页/共29页Examples(scanning):1.Find Mr.Smiths phone number.2.How many people were injured in the explosion?3.Who met X at Y?第21页/共29页Suggestions (scanning):set a time limit give clear instruction for the task wait until 70%of the students finish make sure how you are going to get feedback第22页/共29页While-reading activities(2)Transition deviceSophisticated input(SI)Transition device(TD)Output(OP)第23页/共29页Transition devices that are often used:PicturesDrawings MapstablesFlowchartsChronological sequenceSubtitlesNotes 第24页/共29页Notice:Research has shown visualisation can help second language learners to comprehend meaning while reading.(Tomlison,1998).Its important to have students fill out the table while they are reading rather than after they finish reading.第25页/共29页Reproducing the textGap-fillingRole playwritingDiscussion questionsPost-reading activities(3)第26页/共29页Thank you 第27页/共29页第28页/共29页感谢您的观看！第29页/共29页
