英语教学法教程11--Teaching--Reading

Unit11TeachingReading1.Howdopeopleread?2.Whatdopeopleread?3.Whataretheskillsinvolvedinreading?4.Whatistheroleofvocabularyinreading?5.Whataretheprinciplesandmodelsforteachingreading?6.Whatproceduresandtypesofactivitiescanweuseinteachingreading?11.1Howdopeopleread?Activity:Task2,pp.175-17611.1.1Assumptionsaboutreading1.Peoplereadfordifferentpurposes.2.Readingalouddoesnothelpssfocusonthemeaningofthetextbecausetheyhavetoconcentrateonpronunciation,intonation,pausingandtherecognitionofnewwords.3.Thepurposewillusuallydeterminewhatspecificinformationyouaregoingtolookforandtheappropriatetypeofreadingskillstobeused.4.Oureyesarealwaysjumping,from‘groupofwords’to‘groupsofwords’.5.Peoplereadatdifferentspeedandcan’t‘readtogether’.6.Peopleguessmuchofwhatitissaidinatextinreading.7.Differentreadingtasksandmaterialsrequiredifferentreadingspeed.8.Mentaltranslatingnotonlyslowsdownthereadingspeed,butalsomakesthereaderslosetrackoftheoverallmeaning.9.Readersguessthenewwords,andifthewordsdonotinterferewithunderstandingofthetext,ignorethem.10.ResearchhasindicatedthatlackofculturalknowledgemayleadtofailureinESLreadingcomprehension.Languageandcultureareinseparable.11.Toachievereadingcomprehension,readersneednotonlyvocabulary,butalsogeneralknowledgeaboutthelanguage,abouttheworld,abouttexttypes,andeffectivereadingstrategies.12.Readingextensivelyhelps.11.1.2ReadingaloudandsilentreadingDifferencesbetweenreadingaloudandsilentreading(p.324)ReadingaloudSilentreadingMannerUtteranceofeverywordSilentSpeedUsuallyslowUsuallyfastPurpose(s)Usuallyforsharinginformation,sometimesforappreciationormemorizationForgettinginformationandalsoforpleasureSkillsinvolvedPronunciation,intonationSkimming;scanning;predicting;guessingunknownwordsfromthecontext;understandingdetails;understandingrelationsbetweensentencesandparagraphs;understandingreferences;makinginferences;evaluatingthewriter’sattitudesandopinions,etc.FormofactivityCollectiveactivityIndividualactivityLevelofdifficultyinclassroommanagementEasytomanageasitcanbeobservedandheardDifficulttomanageasteacherscannotseewhatisgoingoninthess’mind11.2Whatdoeffectivereadersdo?1.Haveaclearpurposeinreading2.Readsilently3.Readphrasebyphrase,ratherthanwordbyword4.Concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts5.Usedifferentspeedsandstrategiesfordifferentreadingtasks6.Perceivetheinformationinthetargetlanguageratherthanmentallytranslate7.Guessthemeaningofnewwordsfromthecontext,orignorethem8.Haveandusebackgroundinformationtohelpunderstandthetext.11.3Whatdoweread?WereadagreatvarietyoftextsinEnglish.RefertoPage180foralistofthingswereadinourdailylife.ItisveryimportantforEFLteacherstobearinmindwhatwereadinreallifesothatwhenweselectreadingmaterialsforourstudents,wewillensurenotonlythereisagreatvarietybutalsowecanhelppreparesstomeettheirfutureneeds.EFLlearnersreadauthentictextsand/orsimulatedtextsdependingonproficiencylevel.11.4Strategiesinvolvedinreadingcomprehension11.4.1ReadingandreadingcomprehensionReading“istheconstructionofmeaningfromaprintedorwrittenmessage”.(Bamford,1998:12)Readingcomprehensioninvolvesextractingtherelevantinformationfromthetextasefficientlyaspossible,connectingtheinformationfromthewrittenmessagewithone’sownknowledgetoarriveatanunderstanding.11.4.2Twolevelsofreading1.Arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.Acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sowngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoconvey.11.4.3DevelopingreadingstrategiesRefertoPage181.1.Specifyingapurposeforreading2.Planningwhattodo/whatstepstotake3.Previewingthetext4.Predictingthecontentsofthetext5.Checkingpredictions6.Skimmingthetextforthemainidea…11.5TheroleofvocabularyinreadingDay&Bamford(1998):efficientreadingbeginswithalightening-likeautomaticrecognitionofwords.Thisinitialprocessofaccurate,rapidandautomaticrecognitionofvocabularyfreesone’smindtouseotherresources,suchasreasoningabilities,worldknowledge,knowledgeaboutthetopic,etc.toconstructmeaning.…Slowingdownandpayingattentiontorecognizingwordsinterferewiththeconstructionofmeaning.Helpingsstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheirreadingskills.Sightvocabulary视觉词汇，一见即懂的词汇Wordsthatoneisabletorecognizeimmediately[bothsoundsandmeanings]areoftenreferredtoassightvocabulary.Howtodevelopsightvocabulary?A:Toreadextensively–‘Familiaritybreedsautomaticity’(Day&Bamford,1998:16).However,thematerialschosen[forextensivereadingafterclass]mustbeattherightlevelandadegreeofmonitoringshouldbeavailabletokeepthemotivationhighsothatsscanfeelasenseofachievementbysharingtheirreadingexperienceswithothers.11.6Principlesandmodelsforteachingreading11.6.1Principlesforteachingreading(184)1.Theselectedtextsandattachedtasksshouldbeaccessibletothess.2.Tasksshouldbeclearlygiveninadvance.3.Tasksshouldbedesignedtoencourageselectiveandintelligentreadingforthemainmeaningratherthanss’understandingoftrivialdetails.4.Tasksshouldhelpdevelopss’rea