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1、Teaching Reading,Contents,What is Reading? Models for Reading Procedures and Types of Activities for Teaching Reading,What is Reading?,Reading is a psychological process(过程) in which readers use their linguistic knowledge, world and cultural background knowledge, and learning strategies to perceive
2、(感知), process (加工) the written text so as to understand the writers ideas. (吕良环，2003),Models for teaching reading,Bottom-up model,Top-down model,Interactive model,background knowledge(Goodman),linguistic knowledge (P. B. Gough),linguistic knowledge language knowledge cultural specific knowledge text
3、 type knowledge (Rumhart),Procedures of Teaching Reading,Pre-reading, while-reading and post-reading,Teaching Aims in reading teaching.,课程标准,Types of Activities in the Three Stages,Pre-reading activities While-reading activities Post-reading activities,Pre-reading activities,Setting the scene Predic
4、ting: Predicting the contents before reading, based on existing knowledge and experiences.Predicting based on the titlePredicting based on the vocabulary.,While-reading activities,Skimming Scanning,Choosing the most suitable heading for each paragraphTransferring the information from one form to ano
5、ther (a transition device)Reading Comprehension Questions.,Post-reading activities,English and Chinese translationRetelling the textRole-playMaking a speech based on the text,Homework,Based what we have learnt today:To analyze a lesson plan of reading.To design a lesson plan of reading in a group of
6、 4.,Further Reading:,吕良环. 外语课程与教学论. 杭州：浙江教育出版社,2003. 王蔷. 英语教学法教程. 北京：高等教育出本社，2006.,Thank you for your attention.,Good-bye!, 15982137590,Combining with task-based language teaching, we can give the students a task to collect background information needed in class. Object teaching Brain Storming,Objec
7、t teaching,Using objects, pictures, stick figures and multi-media to create visualized environments. For example: Unit 8 The Olympic Games (SEFC, Book 1A),Brain Storming,To activate related background knowledge by asking and answering, or discussion, etc. For example: Unit 21 Body Language (SEFC, Bo
8、ok 1B)Divide students into groups and make themdiscuss the common gestures and their meaning, and then give group reports.,Ways to predict: Students predict independently. Students predict with the title. Students predict in groups. Students predict with the teachers help.,For example:Temple Egypt A
9、swan dam the High Dam Abu Simbel edge Nile mark in danger pyramid flood Regularly level date from,(SEFC, Book 1B Unit 23 Lesson 90),Good titles always help understand a written passage.,For example: With hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent h
10、is scheme. “You eyes deceive,” he had said. “An egg not a table correctly typifies this unexplored planet.” Now three sturdy sisters sought proof. Forging along, sometimes through calm vastness, yet more often over turbulent peaks and valleys, days became weeks as many doubters speak fearful rumors
11、about the edge. At last, from nowhere, welcome winged creatures appeared signifying momentous success.,Skimming: reading quickly to get the main idea.,Skimming activities: Reading the subtitles. Reading the first paragraph. Reading the last paragraph. Looking for the topic sentence.,Scanning: readin
12、g quickly to locate the specific information.,Questions for a scanning activity: Find Mr. Smith phone number. How many people died in the earthquake? Who met X at Y?While conducting scanning activities, the teacher should: Set a time limit. Give clear instructions for the task. Wait until 70% of the
13、 students finish. Make clear how you are going to get feedback. Make sure that the answers to the scanning questions are scattered throughout the text.,What types of theme parks are mentioned in the passage?,For example: (Unit 22, A World for Fun, SEFC, Book 1B),60,120,Scanning Time,60,120,Scanning
14、Time,Choosing the most suitable subtitles,Directions: Choose the most suitable heading from the list AF for each numbered paragraph(1-5). There is one extra heading which you do not need to use. A What to do as a student? B Various definitions of plagiarism. C Ideas should always be sourced. D Ignor
15、ance can be forgiven. E Plagiarism is equivalent to theft. F The consequences of plagiarism. Scholars, writers and teachers in the modern 1.The penalties for plagiarism vary from 2. Students, as inexperienced scholars themselves, must avoid 3. Plagiarism by accident, or oversight, sometimes is 4. Pl
16、agiarism through ignorance is simply a way of saying 5. The most serious kind of academic thievery is The opposite of plagiarism is acknowledgement. All ,Transition devices:,(Unit 13, SEFC, Book 2B),PicturesDrawingsMapsTablesPie ChartsBar Charts,Reading comprehension questions:,The Special Olympics (Unit 17, SEFC, Book 2B),Performing a play,The Merchant of Venice(Unit 19, SEFC, Book 2B),Making a speech,
