教学法英语教学法-methodology-of-English-teaching

中学英语教学法Unit10TeachingReading主讲教师：陈道明（华南师范大学外文学院）Unit10TeachingReadingTopicsfordiscussion:1.Howdopeopleread?2.Whatdopeopleread?3.Whataretheskillsinvolvedinreading?4.Principlesforteachingreading5.Commontypesofactivitiesinteachingreading10.1Howdoweread?Someassumptionsaboutreading:Seethetableonpage112.Fortheresponsesoftheauthorofthebook,pleaseseepp.185-6ThenatureofreadingReadingaloudSilentreadingMannerUtteranceofeverywordSilentSpeedUsuallyslowUsuallyfastPurposeUsuallytoshareinformationUsuallytogetinformationSkillsinvolvedPronunciationandintonationSkimming,scanning,predicting;Guessingunknownwords;Understandingdetails;Understandingrelationsbetweensentencesandbetweenparagraphs;Understandingreferences;UnderstandinginferencesActivitytypeCollectiveactivityIndividualactivityManagementintheclassroomEasytomanageasitcanbeobservedandheardDifficulttomanageasteacherscannotseewhatisgoingoninthestudents’mindsWhatdoeffectivereadersdo?Effectivereaders:•haveaclearpurposeinreading;•readsilently;•readphrasebyphrase,ratherthanwordbyword;•concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;•usedifferentspeedsandstrategiesfordifferentreadingtasks;•perceivetheinformationinthetargetlanguageratherthanmentallytranslate;•guessthemeaningofnewwordsfromthecontext,orignorethem;•haveandusebackgroundinformationtohelpunderstandthetext.10.2Whatdoweread?•WebelieveESL/EFLreadingtextbooksshouldhaveagreatvarietyofauthenticmaterials,asmuchasthecoverageallows.Ofcourse,textbooksshouldalwaysbesupplementedbyextramaterials.•Alistofthingswereadindailylife(p.115):CalendarsClothessizelabelsMagazinesAddressesGraffitionwallsRadio/TVguidesPhonebooksChildren’sscribblingAdvertisementsNamecardsInforma1lettersPostersBankstatementsBusinesslettersTravelguidesCreditcardsRulesandregulationsCookbooksMapsElectronicmailRepairmanualsAnecdotesTelegramsMemosWeatherforecastFaxmessagesTimeschedulesPamphletsJunkmailStreetsignsProductlabelsPostcardsSyllabiWashinginstructionsCreditcardsJournalarticlesShortstoriesComicbooksSonglyricsNovelsNewspapersFilmsubtitlesPlaysDiplomasDiagramsPoemsApplicationformsFlowchartsHandbooksStorecataloguesNametags(adaptedfromGebhard1996:189)•ItisimportantforESL/EFLteacherstobearinmindwhatwereadinreallife,sothatwhenweselectreadingmaterialsforourESL/EFLclassroom,wenotonlyhaveagreatervarietybutalsomeettheneedsofdifferentstudents.•Besidesauthentictexts,ESL/EFLtextbooksalsoemployalotofnon-authentictexts,i.e.simulatedtext.Simulatedtextsareaimedforbeginnerstudentswhoareprobablynotabletohandlegenuineauthentictext.Itisbelievedthatthereadingofsuchtextswillhelpstudentstoacquirethenecessaryreceptiveskillstheywillneedwhentheyeventuallycometotackleauthenticmaterials(Harmer,1983).10.3SkillsinvolvedinreadingcomprehensionTwobroadlevelsinreading:•Visualsignalfromtheeyes•Acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sowngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoconvey.Writer’smeaningVisualsignalReader’sknowledgeReader’sreconstructionVisualinformationSkillsneededinreading•Recognisingthescriptofalanguage;•Understandingtheexplicitlystatedinformation;•Understandingconceptualmeaning;•Understandingthecommunicativevalue(function)ofsentences;•Deducingthemeaningofunfamiliarlexicalitems;•-•Understandingrelationswithinsentences;•Understandingreferences;•Recognisingindicatorsindiscourse;•Recognisingtheorganizationofthetext;•Makinginferences.Strategicskillsneededinreading•Distinguishingthemainideafromsupportingdetails;•Skimming:readingforthegistormainidea;•Scanning:readingtolookforspecificinformation;•Predicting:guessingwhatiscomingnext;10.4PrinciplesandmodelsforteachingreadingPrinciplesforteachingreading:•Thetextsandtasksshouldbeaccessibletothestudents.•Tasksshouldbeclearlygiveninadvance.•Tasksshouldbedesignedtoencouragereadingforthemainmeaningratherthantestthestudents’understandingoftrivialdetails.•Tasksshouldhelpdevelopstudents’readingskillsandstrategiesratherthantesttheirreadingcomprehension.•Teachersshouldhelpthestudentstoreadontheirown,sothattheyeventuallybecomeindependentreaders.Modelsforteachingreading•TheBottom-upModel•TheTop-downModel•TheInteractiveModelTheBottom-upModel•Thismodelofteachingreadingisbasedonthetheoryinwhichreading(andlistening,too)isregardedasaprocessof“decoding”,whichmovesfromthebottomtothetopofthesystemoflanguage.DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguisticknowledgeisused.TheBottom-upModel•IntheBottom-upModel,theteacherteachesreadingbyintroducingvocabularyandnewwordsfirstandthengoingoverthetextsentencebysentence.Thisisfollowedbysomequestionsandanswersandreadingaloudpractice.TheTop-downModel•Thismodelofteachingreadingisbasedonthetheoryinwhichreadingisregardedasaprediction-checkprocess,“apsycholinguisticguessinggame”(Goodman,1970).•IntheTop-downModel,notonlylinguisticknowledgebutalsobackgroundknowledgeisinvolvedinreading.DiscoursesSentences/PhrasesWordsMorphemesPhonemesLinguisticKnowledge&BackgroundKnowledgeTheTop-downModelTheTop-downModel•Therefore,itis