Vocabulary obstacle in reading slows down reading speed and demotivate the students.The ratio of new words in a reading text is less than 3% in a reading text to enable smooth, meaningful, and enjoyable reading.
Sight vocabulary: words that one is able to immediately recognise with both sounds and meanings without special effort from the brain.
The best and easiest way to develop vocabulary is to read a great deal. Through intensive and extensive reading Keeping a vocabulary notebook Using a dictionary
Skills involved in reading comprehension
Principles for teaching reading
Principles for teaching reading include material selection, task design, student motivation and skillsdevelopment.
The selected texts and attached tasks should beaccessible to the students.
Tasks should be clearly given in advance andpreferably motivate the students.
Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test the students? understanding of trivial details.
Tasks should help develop students? reading skills rather than test their reading comprehension.
Appropriate reading materials(interest and variety etc.)
Activation of schematic knowledge (knowledge of the language, contextual clues, prior knowledge and world knowledge) Purposes-oriented
Comprehension-oriented
Integrated reading and writing
Models for teaching reading Bottom-up model
Reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. In reading, information is transmitted along a linear process:
letters---words---phrases---clauses---sentences---paragraphs---whole discourse Top-down model
(Schema theory) one?s background knowledge plays a more important role than new words and new structures in reading comprehension.
Teaching process: Teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. Reading process: a psycholinguistic guessing game Interactive model
Reading comprehension is based on the interactive process between visual information obtained from the reading materials and the readers? prior knowledge (of
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language, of the world, of text types).
Reading process: Receive visual information and, at the same time, interpret or reconstruct the meaning of the text.
Stages involved in Teaching Reading
Based on the understanding of reading as an interactive process, teaching reading in the classroom divides the teaching procedures into basically three stages in which both bottom-up and top-down techniques are integrated to help students develop their reading strategies and increase their language efficiency in general.
Problems in reading are often seen as a failure to recognize words that may not exist in the learner?s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.
In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?
Pre-reading activities refer to tasks/activities that students do before they read the text in detail.They are intended for:
pooling existing knowledge about the topic; predicting the contents of the text;
skimming or scanning the text or parts of the text for certain purposes; learning key words and structures.
To sum up, the purpose is to prepare the students linguistically, thematically and affectively for the tasks in while-reading activities.
Prediction --- confirm or reject prediction in reading
Predicting will get the mind closeto the theme of the text to be read,making reading more intriguing and purposeful and resulting inbetter comprehension comparedwith the situation where the learnerstarts reading with a blank mind.
Predicting based on the title, vocabulary or T/F questions. Setting the scene
--- get the students familiarized with the cultural and social background knowledge relevant to the reading text.
----Discussing culture-bound aspects of the text
----Relating what students know to what they want to know; asking the students to read the text to see if they can find what they want to know.
----Using visual aid to set the scene
Skimming:Reading quickly to get the gist. Scanning: Reading for specific information.
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While-reading activities
Information transfer activities:
The way to transfer information from one form to another is called a transition device. Methods: Pictures Drawings Maps Tables
Tree diagrams Cyclic diagrams Pie charts Bar charts Flow charts Subtitles
Post-reading activities
Objectives:
To check the fulfillment of reading tasks
To evaluate the application of reading strategies To apply what has been learned
To integrate reading with other skills
Post-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel.
Post-reading tasks should enable students to produce language based on what they learned.
Post-reading activities: Role play, Gap-filling, Retelling and Writing
Unit 12 Teaching Writing
What is the main idea of communicative approach to writing? What is the main idea of the process approach to writing?
Exercises for the course of English teaching methodology
II. Definition
Directions: Define the following terms 1. Communicative compentence 2. Lesson planning
3. Classroom management
4. Receptive vocabulary and productive vocabulary. 5. Sight vocabulary
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6. Information-gap activities 7. Display questions 8. Task
9. Audiolingual approach to language learning 10.Reading
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