完整版)《英语教学法》Unit_11_Teaching-Reading(完整版)《英语教学法》Unit_11_Teaching-R Teaching Aims: 1. How and what do people read2. The skills involved in reading3. The role of vocabulary in reading4. The principles & models for teaching reading5. The procedures & types of activities in teaching reading2Teaching Aims: 1. How and what Why should we know the nature of reading?To students: appropriate and effective reading strategiesTo teachers: help the students to develop effective reading strategiesExercise: discussion on Task 23Why should we know the nature A contrast between two types of reading (p.177)Features of effective readers1. Have a clear purpose in reading2. Read silently3. Read in chunks4. Concentrate on important bits5. Skim and skip when necessary6. Use different speeds and strategies for different reading tasks7. Perceive the information in TL rather than mentally translate8. Guess the unknown words or ignore them9. Have and use background information4A contrast between two types o Factors affecting reading (王笃勤，97-98)1. Background knowledge2. Lack of vocabulary3. Syntactic structure4. Reading strategies5. Interest6. Teaching method of reading5Factors affecting reading (王笃勤 Necessities for reading comprehension by W. Grabe1. Automatic recognition skills2. Vocabulary and structure knowledge3. Formal discourse structure knowledge4. World and cultural background knowledge5. Synthesis and evaluation skill/strategies6. Meta-cognitive knowledge and skills monitoring reading6Necessities for reading compre What kind of reading should students do? Present EFL/ESL textbooks: 1. Literary texts (e.g. stories, tales) 2. Non-literary passages (e.g. essays, diaries, anecdotes, biographies)Desirable textbooks:1. A great variety of authentic materials like those we read in real life2. Materials meeting the needs of different students7What kind of reading should st What is readingAccording to Day and Bamford (1998:12), ‘reading is the construction of meaning from a printed or written message.’ In other words, reading comprehension involves: i) extracting the relevant information from the text as efficiently as possible;ii) connecting the information from the written message with one’s own knowledge to arrive an understanding.* Reading is a silent and individual activity since the writer’s intention was for the text to be read rather than heard.8What is readingAccording to Da Two levels of reading i. a recognition task of perceived visual signals from the printed page through the eyes;ii. a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.9Two levels of reading i. a rec Strategies involved in reading comprehensionIn order to achieve the two levels of reading, the reader needs the following skills:1. Recognizing the script of a language2. Understanding the explicitly stated information3. Understanding conceptual meaning4. Understanding the communicative value (functions) of sentences10Strategies involved in reading Strategies involved in reading comprehension5. Deducting the meaning of unfamiliar lexical items6. Understanding relations within sentences7. Understanding relations between sentences8. Understanding references9. Recognizing indicators in discourse10. Recognizing the organization of the text11. Making inferences11Strategies involved in reading Strategies students needed in effective reading 1. Distinguishing the main idea from supporting details2. Skimming: reading for the gist or main idea3. Scanning: reading to look for specific information4. Predicting: guessing what is coming next5. Guessing meaning of new words: definition, word formation, synonyms or antonyms* Overcoming bad reading habits: finger reading, lip reading, nodding, excessive eye fixation, repeated reading12Strategies students needed in Reading SkillsLanguage Skills13Reading SkillsLanguage Skills1 Principles of teaching reading Appropriate reading materials (interest and variety etc.)Activation of schematic knowledge (knowledge of the language, contextual clues, prior knowledge and world knowledge)Purposes-orientedComprehension-orientedIntegrated reading and writing14Principles of teaching reading Could not see the wood for the treesCould not see the the treestopbottomIntensive ReadingExtensive Reading15phrasesclausessentencesCould n Models for teaching readingThree different models:1. Bottom-up model2. Top-down model3. Interactive model16Models for teaching readingThr Language SkillsReading Skills17Language SkillsReading Skills1 Bottom-up model1. Put forward by P. D. Gough in 19722. Implied theory: 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.3. In reading, information is transmitted along a linear process:letters---words---phrases---clauses---sentences---paragraphs---whole discourse4. Exercises involved: questions and answers, reading aloud practiceQ. What might be the negative influence of such reading model on learners?18Bottom-up model1. Put forward The negative influence of bottom-up model1. Unhealthy word-for-word reading habits2. Focus on details rather than understand the text as a whole3. Limited amount of reading19The negative influence of bott Top-down model1. Proposed by K. S. Goodman in 19702. Theory: (Schema theory) one’s background knowledge plays a more important role than new words and new structures in reading comprehension.3. Teaching process: Teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.4. Reading process: a psycholinguistic guessing game20Top-down model1. Proposed by K Interactive model 1. Proposed by Rumelhart in 19772. Theory: Reading comprehension is based on the interactive process between visual information obtained from the reading materials and the readers’ prior knowledge (of language, of the world, of text types).3. Reading process: Receive visual information and, at the same time, interpret or reconstruct the meaning of the text21Interactive model 1. Proposed The Holistic ReadingIntensiveReadingExtensiveReading22The Holistic ReadingIntensive A. Classroom Model B.of Holistic ReadingPre-reading activitiesWhile-reading activitiesAfter-reading activities23 Classroom Model Pre-reading a a. Pre-reading ActivitiesIntroductionTitle guessingQuestionsDiscussionsVisual aids…24a. Pre-reading ActivitiesIntro The Purposes of Pre-reading ActivitiesTo interest and motivate studentsTo activate students’ prior knowledge 25The Purposes of Pre-reading Ac b. While-reading activitiesSkimming ScanningSemantic problemsSyntactic problemsDiscourse problemsSocio-cultural problemsEvaluating26b. While-reading activitiesSki Active vocabularyPassive vocabularyGood-bye vocabulary27Active vocabulary1)Vocabulary2 2) FASTREADING282) FASTREADING30 3) CAERFULREADING？？？？293) CAERFULREADING？？31 4) Information transfer activities1) Transition devices used in teaching reading: Pictures; drawings; maps; tables; tree diagrams; cyclic diagrams; pie charts (圆形比例分析图); bar charts (条形图); flowcharts (流程图); chronological sequence; subtitles; notes, etc. 2) Notes to teachers while conducting reading by means of transition devices (P.198)304) Information transfer activi 5) Reading comprehension questions 1) questions for literal comprehension (direct, explicit);2) questions involving reorganization or reinterpretation;3) questions for inferences (implied, implicit);4) questions for evaluation or appreciation;5) questions for personal response.315) Reading comprehension quest c. After-reading ActivitiesComprehension check-upOral reproductionWritten reproductionOutside reading Testing 32c. After-reading ActivitiesCo Holistic Reading Pre-reading activityWhile-reading activityAfter-reading activity•Introduction•Title guessing•Questions•Discussions•Visual aids•Skimming•Scanning•Semantic problems•Syntactic problems•Discourse problems•Socio-cultural problems•evaluating•Comprehension check-up•Oral reproduction•Written reproduction•Outside reading •Testing33Holistic Reading Classroom Mod CommunicateInquiryExpressLearning StyleReflection on this model34CommunicateInquiryExpressLearn teacherstudentstestknowledge35teacherstudentstestknowledge37 The students were highly motivated.The amount of reading more than doubled that of the ordinary classes.The students have got rid of the word-by- word reading habits.The students’ comprehensive language skills have greatly improved.36The students were highly motiv Conclusion: (王笃勤, 2002:101-105)As a whole, to ensure the efficiency of teaching reading, several rules will have to be considered in operation: 1. Choose appropriate teaching model (the bottom-up, the top-down, the interactive); 2. Carry out the teaching of reading as early as possible; 3. Adopt the three-stage teaching procedure (pre-reading, while-reading, post-reading); 4. Pay attention to the teaching strategies applied in the classroom;5. Cultivate fluent readers.37Conclusion: (王笃勤, 2002:101-105 Questions:1. What reading strategies do you think are the most useful?2. What are the models for teaching reading?3. What do you think are the positive and negative influence of those models on reading?4. What do you think might be the factors that affect reading?5. Find one reading material at your hand and write out a lesson plan.38Questions:1. What reading stra 感谢聆听 。