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TeachingReadingTeachingContents•1.Howandwhatdopeopleread?•2.Whataretheskillsinvolvedinreading?•3.Whatistheroleofvocabularyinreading?•4.Whataretheprinciplesandmodelsforteachingreading?•5.Whatproceduresandtypesofactivitiescanweuseinteachingreading?I.Thereflectiononourownreadingexperiences1.Thenatureofreading•Readingtolearnorreadingforpleasure.•Readingisanactiontogetinformation.•Silentreadingorreadingaloud.•Readingforcomprehensionortogeteveryword.Task•1.Readinghasonlyonepurpose,i.e.Togetinformation•2.Readingisasilentactivity.Readingalouddoesnothelpmuchwithcomprehension.•3.Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.Decideifyouagreeornotthefollowingassumptions.×√√•4.Whenweread,oureyesareconstantlymovingfromlettertoletter,wordtowordandsentencetosentence.•5.Readingisanindividualactivity.•6.Weneedtonowallthewordsinordertounderstandatext.•7.Wereadeverythingwiththesamespeed.×××√•8.Whenreadinginaforeignlanguage,wementallytranslateeverythinginordertounderstand.•9.Itishelpfultouseadictionarytocheckandnotedownthemeaningofallthenewwordswhilereading.•10.Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.•11.Possessingalargeamountofvocabularyisthekeyforreadingcomprehension.•12.Readingcanbestbeimprovedbybeingengagedinreadingandreadingmore.√√×××2.ThedifferencesbetweenreadingaloudandsilentreadingTask:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingMannerUtteranceofeverywordSilent2.ThedifferencesbetweenreadingaloudandsilentreadingTask:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingspeedUsuallyslowUsuallyfast92.ThedifferencesbetweenreadingaloudandsilentreadingTask:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingspeedUsuallyslowUsuallyfast2.ThedifferencesbetweenreadingaloudandsilentreadingTask:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingPurpose(s)Usuallyforsharinginformation,sometimesforappreciationormemorizationForgettinginformationandalsoforpleasureTask:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingFormofActivityLevelofDifficultyinclassroomManage-mentCollectiveactivityEasytomanageasitcanbeobservedandheardIndividualactivityDifficulttomanageasteacherscannotseewhatisgoingoninthestudents’mindFromabove:Readingaloudandsilentreadingaredifferentinmanyaspects:•Readingaloudcannotreplacesilentreadingasitinvolvesonlytheskillsofpronunciationandintonation.•Realreadingabilityrequiresthereadingskillsofskimming,scanning,predicting,etc.3.EffectivereadingEffectivereadersdothefollowing:•clearpurposeinreading;•readsilently;•readphrasebyphrase,ratherthanwordbyword;•concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;3.EffectivereadingEffectivereadersdothefollowing:•usedifferentspeedsandstrategiesfordifferentreadingtasks;•perceivetheinformationinthetargetlanguageratherthanmentallytranslate;•guessthemeaningofnewwordsfromthecontext,orignorethem;•usebackgroundinformationtohelpunderstandthetext.4.Whatdopeopleread•literarytexts:stories,talesetc.•non-literarypassages:essays,diaries,anecdotes,biographiesetc.•authentictexts●non-authentictexts/simulatedtexts:thesematerialsarewrittenespeciallyforlanguagestudentswithsomelanguagecontrol.II.StrategiesinvolvedinreadingcomprehensionReadingcomprehensionmeansextractingtherequiredinformationfromthetextasefficientlyaspossible.1.Twobroadlevelsinreading:1)arecognitiontaskofperceivingvisualsignalsfromtheeyes;2)acognitivetaskofinterpretingthevisualinformation2.ReadingskillsInordertoachievethetwolevelsofreading,thereaderneedsthefollowingskills:•Recognizingthescriptofalanguage•Understandingtheexplicitlystatedinformation•Understandingconceptualmeaning•Understandingthecommunicativevalue(functions)ofsentences•Deducingthemeaningofunfamiliarlexicalitems•Understandingrelationswithinsentences•Understandingrelationsbetweensentences•Understandingreferences•Recognizingindicatorsindiscourse•Recognizingtheorganizationofthetext•MakinginferencesReadingskills3.ReadingstrategiesSpecifyingapurposeforreadingPlanningwhattodo/whatstepstotakePreviewingthetextPredictingthecontentsofthetextCheckingpredictionsMorereadingstrategicskillsarelistedonPage181.1)Alargevocabularyisofcourseveryimportantforsuccessfulreading.2)Lessthe3%ofnewwordsinareadingtextwillenablesmooth,meaningfulandenjoyablereading.3)Sightvocabulary:Wordsthatoneisabletorecognizeimmediately4.TheroleofvocabularyinreadingTheroleofvocabularyinreading4)thebestwaytodevelopvocabularyistoreadagreatdeal(notonlymemorizewords)5)Fluentreadingdependson:anadequatesightvocabulary,ageneralknowledgeaboutthetargetlanguageandthetopic,wideknowledgeabouttheworldandtexttypes.V.Principlesandmodelsforteachingreading1.Teachingprinciplesforteachingreading–Theselectedtextsandthetasksofreadingshouldbeaccessibletothestudents.–Tasksshouldmotivatestudentsandbeclearlygiveninadvance.–Tasksshouldfocusonthemainmeaningratherthantrivialdetails.V.Principlesandmodelsforteachingreading1.Teachingprinciplesforteachingreading–Developstudent’sreadingskillsrat