Unit-11-teaching-reading

Unit11TeachingReading2AimsoftheUnit•1.Howandwhatdopeopleread?•2.Whataretheskillsinvolvedinreading?•3.Whatistheroleofvocabularyinreading?•4.Whataretheprinciplesandmodelsforteachingreading?•5.Whatproceduresandtypesofactivitiescanweuseinteachingreading?3I.Thereflectiononourownreadingexperiences1.Thenatureofreading•Readingtolearnorreadingforpleasure.•Readingisanactiontogetinformation.•Silentreadingorreadingaloud.•Readingforcomprehensionortogeteveryword.4Task2•1.Readinghasonlyonepurpose,i.e.Togetinformation•2.Readingisasilentactivity.Readingalouddoesnothelpmuchwithcomprehension.•3.Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.Decideifyouagreeornotthefollowingassumptions.Giveyourreason×√√5•4.Whenweread,oureyesareconstantlymovingfromlettertoletter,wordtowordandsentencetosentence.•5.Readingisanindividualactivity.•6.Weneedtonowallthewordsinordertounderstandatext.•7.Wereadeverythingwiththesamespeed.×××√6•8.Whenreadinginaforeignlanguage,wementallytranslateeverythinginordertounderstand.•9.Itishelpfultouseadictionarytocheckandnotedownthemeaningofallthenewwordswhilereading.•10.Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.•11.Possessingalargeamountofvocabularyisthekeyforreadingcomprehension.•12.Readingcanbestbeimprovedbybeingengagedinreadingandreadingmore.√√×××72.ThedifferencesbetweenreadingaloudandsilentreadingTask3:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingMannerUtteranceofeverywordSilent82.ThedifferencesbetweenreadingaloudandsilentreadingTask3:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingspeedUsuallyslowUsuallyfast92.ThedifferencesbetweenreadingaloudandsilentreadingTask3:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingspeedUsuallyslowUsuallyfast102.ThedifferencesbetweenreadingaloudandsilentreadingTask3:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingPurpose(s)Usuallyforsharinginformation,sometimesforappreciationormemorizationForgettinginformationandalsoforpleasure11Task3:Differencebetweenreadingaloudandsilentreading:ReadingaloudSilentreadingFormofActivityLevelofDifficultyinclassroomManage-mentCollectiveactivityEasytomanageasitcanbeobservedandheardIndividualactivityDifficulttomanageasteacherscannotseewhatisgoingoninthestudents’mind12Fromabove:Readingaloudandsilentreadingaredifferentinmanyaspects:•Readingaloudcannotreplacesilentreadingasitinvolvesonlytheskillsofpronunciationandintonation.•Realreadingabilityrequiresthereadingskillsofskimming,scanning,predicting,etc.133.EffectivereadingEffectivereadersdothefollowing:•clearpurposeinreading;•readsilently;•readphrasebyphrase,ratherthanwordbyword;•concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;143.EffectivereadingEffectivereadersdothefollowing:•usedifferentspeedsandstrategiesfordifferentreadingtasks;•perceivetheinformationinthetargetlanguageratherthanmentallytranslate;•guessthemeaningofnewwordsfromthecontext,orignorethem;•usebackgroundinformationtohelpunderstandthetext.154.Whatdopeopleread•literarytexts:stories,talesetc.•non-literarypassages:essays,diaries,anecdotes,biographiesetc.•authentictexts●non-authentictexts/simulatedtexts:thesematerialsarewrittenespeciallyforlanguagestudentswithsomelanguagecontrol.16II.StrategiesinvolvedinreadingcomprehensionReadingcomprehensionmeansextractingtherequiredinformationfromthetextasefficientlyaspossible.1.Twobroadlevelsinreading:1)arecognitiontaskofperceivingvisualsignalsfromtheeyes;2)acognitivetaskofinterpretingthevisualinformation17Writer’smeaningVisualsignalReader’sknowledgeReader’sreconstructionVisualinformation182.ReadingskillsInordertoachievethetwolevelsofreading,thereaderneedsthefollowingskills:•Recognizingthescriptofalanguage•Understandingtheexplicitlystatedinformation•Understandingconceptualmeaning•Understandingthecommunicativevalue(functions)ofsentences•Deducingthemeaningofunfamiliarlexicalitems19•Understandingrelationswithinsentences•Understandingrelationsbetweensentences•Understandingreferences•Recognizingindicatorsindiscourse•Recognizingtheorganizationofthetext•MakinginferencesReadingskills203.Readingstrategies•Task5:IfyourpastexperiencesoflearningEnglish,whichofthereadingskillslistedonpage181didyoupracticeHoweffectivewasthepractice?wereanyskillsignored?(optional).MorereadingstrategicskillsarelistedonPage181.21•“Thelackofvocabularymaybethegreatestsingleimpedimentoffluentreading.”(Brabe,1988:63)•AmoderateL1readercanrecognizeabout50,000words.•Efficientreadingbeginswithalightening-likeautomaticrecognitionofwords.•Theratioofunknownwordssuggestedislessthan3%inareadingtexttoenablesmooth,meaningful,andenjoyablereading.4.Theroleofvocabularyinreading22•Conclusion:Helpingourstudentstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheirreadingskills.23Sightvocabulary•Whatissightvocabulary?•WhatistheimplicationfortheteachingofreadingtoESL/EFLlearners?•Whatarethetwopointsthatneedtobenotedregardingsightvocabulary?24Definitionandimplication•Wordsthatoneisabletorecogn