Upload
charity-robertson
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
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
Q5:The bottom-up model starts with the listeners’ world knowledge and life experience. (True or false?)BACK
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
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.
Pre-reading stage
Purpose--activate Ss’ schemata--arouse Ss’ interest--clear linguistic obstacles( e.g. vocabulary)
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
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
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.