Teaching reading. Teaching objectives Through learning this section, Ss will be able to: understand the nature of reading know the factors affecting.

Teaching reading

Teaching objectivesThrough learning this section, Ss will be able to: understand the nature of reading know the factors affecting reading comprehension know the skills involved in reading comprehension know the models and principles for teaching reading know the reading strategies Ss can use in different stages of the reading lesson understand the procedures and types of activities we use in teaching reading design a sample lesson plan for a reading lesson

Teaching content/procedure

RevisionWhat is readingModels for teachingPrinciples for teaching reading Stages in teaching readingReading strategies Assignment

Revision (game)Noughts (o) and crosses (x)

Q1 Q4 Q7

Q2 Q5 Q8

Q3 Q6 Q9

Answer the following questions:

Q1 Q4 Q7

Q2 Q5 Q8

Q3 Q6 Q9

Q1:What is schema? What’sits implication for teaching listening?

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Q2:What are the factors that affect listening comprehension?Name two of them.

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Q3:What are the difficulties the Chinese students may experience? List two of them.

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Q4:What listening strategies can students employ in the while-listening process? Name three.

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Q5:The bottom-up model starts with the listeners’ world knowledge and life experience. (True or false?)BACK

Q6:How many stages are there in the teaching listening? What are they?

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Q7:Name four tasks of the while-listening stage.

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Q8:What are the purposes of while-listening stage?

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Q9: What are the purposes of post-listening stage?

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What is reading?

--To get information --For pleasure or interest

Why do people read?

What do people read?

--Newspapers, magazines, diagrams, maps, letters, manuals, instructions, advertisements, etc. --Novels, plays, poems, lyrics, etc.

What is reading?

--Skimming: read quickly to get the gist --Scanning: read to locate specific information --Intensive reading --Extensive reading

How do people read?

What is reading?

Discuss in groups the factors that affect reading comprehension & and the characteristics of a good reader.

Factors affecting reading comprehension

What is reading?

--Word recognition --Language competence --Experience --Interest/Motivation --Individual cognitive

Factors affecting reading comprehension

What is reading?

--have a clear purpose in reading --read silently --read phrase by phrase, rather than word

by word --concentrate on important information --use different speeds and strategies for different reading tasks

Characteristics of a good reader

What is reading?

--make prediction --guess the meaning of new words from context, or ignore them --make use of background information

to help understand the text

Characteristics of a good reader

What is reading?

--Understanding the explicitly stated information

--understanding conceptual meaning --deducing the meaning of unfamiliar lexical

items --understanding relations within sentences --understanding relations between sentences

Skills involved in reading comprehension

What is reading?

--predicting

--identifying main idea --recognizing patterns of organization --recognizing indicators in discourse --recognizing the organization of the text --guessing meaning of new words --skimming --scanning

Skills involved in reading comprehension

What is reading?

--understanding references

--questioning --paraphrasing --making inferences --drawing conclusions --sequencing

Skills involved in reading comprehension

Models for reading

The bottom-up model (data-driven)

(Reading is a decoding process)

Comprehension

Sentences

Phrases

Words

Letters

Models for reading

The top-down model (concept/reader-driven) Reading begins with reader background knowledge

(Goodman: Reading is a psychological guessing game)

Models for reading

The interactive model (the schema theory model) Reader background knowledge

Individual letters and sounds

comprehension

The schema theory

e.g. --Mary heard the ice cream man coming down the street. She remembered her birthday money and rushed into the house…--buying stamps--going to a restaurant

--Linguistic schema: language--Content schema: topics, themes--Formal schema: style

Discussion and reflection

Which model do you think we should adopt in teaching reading?

Principles for teaching reading

Arouse Ss’ interest by linking topic to their experience and existing knowledge

Exploit the reader’s background knowledge Build a strong vocabulary base Expose students to different types of reading:

intensive/extensive; skimming/scanning Teach reading strategies: predicting, skimming,

scanning, inferring, guessing meaning from the context, summarizing, etc.

Integrate reading with other skills, e.g. speaking, writing.

Stages in teaching reading

Pre-reading stage While-reading stage Post-reading stage

Pre-reading stage

Purpose--activate Ss’ schemata--arouse Ss’ interest--clear linguistic obstacles( e.g. vocabulary)

Pre-reading stage

Activities--predicting--setting the scene--brainstorming--pre-teaching vocabulary

While-reading stage

Purpose --Checking comprehension--training reading skills and strategies

While-reading stage

Activities: A. Skimming or scanning stage--getting the main idea--identifying topic sentences and main idea--matching subtitles with passages or paragraphs--creating titles or headlines fro passages--filling in forms with key concepts

While-reading stage

Activities: B. Decoding or intensive reading stage--comprehension questions intended to develop reading skills--language activities to focus on vocabulary and structures

While-reading stage

Activities:

C. Comprehension stage (T/F, Wh-, Multiple choice)

Three-level comprehension

Level 1: literal comprehension/reading the lines

e.g. Decide which statements express what the author says.

A terrible earthquake shook San Francisco on April 18th, 1906.

A. A large number of people died in 1906 earthquake.

B. The 1989 earthquake did not happen in the center of town.

Level 2: interactive comprehension/reading between lines --re-arrange the ideas or topics discussed in the text. --explain the author’s purpose of writing the text --summarize the main idea when it is not explicitly stated in the text --select conclusions which can be deduced from the text

e.g. Decide which statement imply the author’s ideas. A. Many people became homeless because of the 1906 earthquake. B. San Francisco is a place where earthquakes are likely to happen. C. many buildings in San Francisco were too old to stand the 1989 earthquake.

Level 3: critical comprehension/reading beyond lines

e.g. Decide which statement imply the author’s ideas. A. Nature can be very harmful to mankind in may ways. B. Mankind should and can think of different ways to prevent harms from nature. C. With the development of science and technology, mankind can discover more about nature.

Information transfer activities

--Pictures--Drawings --Maps--Tables--Tree diagrams--Cyclic diagrams--Pie charts--Bar charts--Flowcharts--Chronological sequence--Subtitles (providing subtitles)--Notes (taking notes while reading)

Post-reading stage

Purpose:--Expansion--integrating skills

Post-reading stage

Activities:--discussion--role-play--gap-filling--retelling--summarizing--writing (e.g. comment, imaginative ending to the story, instructions, travel brochure…)

Reading strategiesBrainstorming

In groups of 4, list 5-8 reading strategies you use most frequently.

(5 mins.)

Classifying

In groups, categorize the strategies according to the three stages of reading.

• Pre-reading strategies• While-reading strategies• Post-reading strategies

Feedback

• Pre-reading strategies• While-reading strategies• Post-reading strategies

Pre-reading strategies

•Develop a positive attitude toward reading•Advanced preparation (previewing the reading materials)•Predicting (content, vocabulary…)•Structured overview•Question •Brainstorming (Structured overview)•Relating new knowledge to prior knowledge

While-reading strategies

•Identify important ideas•Identify the organizational pattern of the text•Identify indicators in discourse•Identify sequence of events•Note-taking•Skimming•Scanning•Draw inferences•Make use of logic/common sense•Deduce the meaning of unfamiliar lexical items•Skipping unknown/unimportant words•Imagery•Monitor understanding

Post-reading strategies

•Grouping•Summarize•Paraphrase•Reread•Question (ask for clarification)•Cooperation •Self-evaluation

Analysis (Junior middle school)

Watch the video “Training in Brazil”, put down the teaching procedure and answer the following questions:

1) What types of reading are involved in the lesson?

2) What skills or sub-skills are covered in the lesson?

3) Is the design of the reading activities reasonable?

Analysis 1)What types of reading are

involved in the lesson? reading silently/reading aloud2) What skills or sub-skills are

covered in the lesson? skimming, scanning, note-

taking…

Lesson Analysis (Senior middle school)

Watch the video segment “Olympic

Games” for the first 16 minutes, put down the teaching procedure and identify the activities and strategies used in each teaching stage.

Assignment

Choose a reading passage from SWE or NSEFC and design a lesson plan.