英语教学法教程11-Teaching-Reading

EnglishLanguageTeachingMethodologyUnit11TeachingReadingOutlinePresentation:3speakingactivitiesAbriefrevisionofUnit10Unit11TeachingReadingPresentation:Designanddemonstrate3speakingactivitiesDesignthreespeakingactivitiesforhighschoolstudents:1.acontrolled(orsemi-controlled)structural(orfunctional)activityforpre-communicativepurpose;2.twocommunicativeactivitiesthatdifferintype.Introduceanddemonstratethemtotheclassnextweek.ArevisionofTeachingSpeaking1.Whatarethedifferencesbetweenspokenandwrittenlanguage?2.Whataretheprinciplesforteachingspeaking?3.Howcanwedesignspeakingactivities?4.Whatarethetypicaltypesofspeakingactivities?5.Howtoorganizespeakingactivities?10.1DifferencesbetweenspokenandwrittenlanguageSpokenWritten1spontaneousWell-planned2Sentencesareoftenincomplete,ungrammatical,andfullofhesitations,falsestarts,andredundancies.Sentencesareoftencarefullyconstructedandwellorganized.3Ifitisnotrecorded,spokenlanguagecan’tbelistenedtoagain.Itisexpectedtobeunderstoodimmediately.Writtenlanguageiscomparativelyspeakingpermanent.Itcanbereadasoftenasnecessary.10.2Principlesforteachingspeakingp.1591.Balancingaccuracy-basedwithfluency-basedpractices2.Contextualizingpractice3.Personalizingpractice4.Buildingupconfidence5.Maximizingmeaningfulinteractions6.Helpingssdevelopspeakingstrategies7.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforss10.3HowtodesignspeakingtasksCharacteristicsofsuccessfulspeakingtasks(Ur,1996)1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.Rightlanguagelevel10.4TypesofspeakingtasksLittlewood’s(1981)frameworkfordefiningspeakingactivities:Pre-communicativeactivitiesStructuralactivitiesQuasi-communicativeactivitiesCommunicativeactivitiesFunctionalcommunicationactivitiesSocialinteractionactivities10.5HowtoorganizespeakingtasksDesignsmallgroupworkforthreereasons:(1)itincreasesthetimeforeachstudenttopractisespeakinginonelesson;(2)oftenssareafraidofmakingmistakesorlosingfaceorfeelshyspeakinginfrontofawholeclass;(3)speakinginsmallgroupsismorenaturalinreallife.Smallgroupworkhelpssslearntoworkcooperativelyandhelpsthemdevelopinterpersonalskills—”fosteringdevelopmentoftolerance,mutualrespectandharmony”(Cooke&Nicholson,1992:34)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,wewillensurenotonlythereisagreatvarietybutalsowecanhelpprepa