Teaching Reading 2009

8/8/2019 Teaching Reading 2009

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Reading


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What is teaching practice?y Teaching practice can be described as a situation in

which aT

eacher in training teaches a group ofstudents under supervision. The aim is usually to

improve the trainee` teaching skills and develop their

awareness of how students learn.


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ASSUMPTIONS ABOUT

LEARNINGy Learning a language is essentially different from

learning many school subjects where students are

required to memorize and apply factual information.Certainly there is a body of knowledge to be acquiredabout language facts about grammar, vocabulary andpronunciation - and there is a place for consciouslearning. However, acquiring this knowledge is onlypart of what a successful learner does.


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ASSUMPTIONS ABOUT

LEARNING

y They are often grouped in pairs under the headings

receptive (listening and reading) andproductive

(speaking and writing). It can be useful to divide the

Skills up in this way as they share features which affect

the way they are approached in the classroom.


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ASSUMPTIONS ABOUT

LEARNING

y The receptive skills are concerned with the

understanding of anything written or spoken.

Listening or reading texts can be authentic or

constructed especially for the language classroom.


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ASSUMPTIONS ABOUT

LEARNINGy However, although we can make the division into

receptive and productive skills, to have a conversationwe need to listen as well as speak; to have a

correspondence we need to read as well as write. In

real life we rarely use our skills separately they areusually closely integrated.


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Reading strategiesWhat is reading?Why do you read?


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Reading strategiesWhat is reading?

y Reading is a set of skills that involve making sense and

deriving meaning from the printed word.y In order to read we must be able to decode the printed

word and also comprehend what we read.


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R

eceptive skills: reading.y Why teach reading?

y First: Many students want to be able to read in English for

their carers, for study purposes or for pleasure.y Second: Exposure to English to accelerate language

acquisition.

y Third: Reading texts provide good models for Englishwriting.

y Fourth: Reading texts provide opportunities to studylanguage (Voc. Grammar, punctuation etc).

y Finally Reading texts introduce interesting discussiontopics.


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There are some significant differences, though, which in some

ways make reading easier and in some ways make it moredifficult than listening:


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Reading strategiesThere are three different elements which impact

reading:

1. The childs background knowledge.2. The childs linguistic knowledge of the target

language.

3. The strategies or techniques the child uses to tackle

the texts


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Reading strategies

It is important to point out that

during the reading process there

are three phases:

Pre

While

Post


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Reading strategiesy As part of the pre reading phase the activation of

students background knowledge or schemata is

considered essential, in our opinion, to help studentsfill the gap between what they know and what theydon`t


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Reading strategiesy By activating previous knowledge students are capable

of predicting content, vocabulary even taking a standin favor or against the author`s ideas.

y During the while reading phase, most of ouractivities are related to skimming because studentsshould read for global understanding first beforemoving on focusing in details.


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Reading strategiesy Finally, the aim of the post reading phase is to

consolidate or reflect upon what has been read. This

phase has been implemented in an effort to providefurther discussion discussion of the topic andevaluation of the experience of reading.


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Reading strategiesy Things to consider while selecting reading activities:

y The child developmenty Native language literacy skills

y Oral language skills in English

y The aims or objectives of your school


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Reading Strategiesy Hope you learned something new today.

THANKS, SO MUCH.

Teaching Reading 2009

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