1、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 readingWhy should we know the nature of reading?To students:appropriate and effective reading str
2、ategiesTo teachers:help the students to develop effective reading strategiesExercise:discussion on Task 2A 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 nece
3、ssary6.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 informationFactors affecting reading(王笃勤，97-98)1.Background knowledge2.Lack of vocabulary3.Syntactic
4、structure4.Reading strategies5.Interest6.Teaching method of readingNecessities 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/strateg
5、ies6.Meta-cognitive knowledge and skills monitoring readingWhat 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
6、read in real life2.Materials meeting the needs of different studentsWhat 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 effic
7、iently as possible;ii)connecting the information from the written message with ones own knowledge to arrive an understanding.*Reading is a silent and individual activity since the writers intention was for the text to be read rather than heard.Two levels of reading i.a recognition task of perceived
8、visual signals from the printed page through the eyes;ii.a cognitive task of interpreting the visual information,relating the received information with the readers own general knowledge,and reconstructing the meaning that the writer had meant to convey.Strategies involved in reading comprehensionIn
9、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 sentencesStrategies involved in reading comp
10、rehension5.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 inferencesStrategies students needed in
11、 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 b
12、ad reading habits:finger reading,lip reading,nodding,excessive eye fixation,repeated readingReading SkillsLanguage SkillsPrinciples of teaching reading Appropriate reading materials (interest and variety etc.)Activation of schematic knowledge (knowledge of the language,contextual clues,prior knowled
13、ge and world knowledge)Purposes-orientedComprehension-orientedIntegrated reading and writingCould not see the wood for the treesCould not see the the treestopbottomIntensive ReadingExtensive ReadingModels for teaching readingThree different models:1.Bottom-up model2.Top-down model3.Interactive model
14、Language SkillsReading SkillsBottom-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
15、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?The negative influence of bottom-up model1.Unhealthy word-for-word reading habi
16、ts2.Focus on details rather than understand the text as a whole3.Limited amount of readingTop-down model1.Proposed by K.S.Goodman in 19702.Theory:(Schema theory)ones background knowledge plays a more important role than new words and new structures in reading comprehension.3.Teaching process:Teach t
17、he 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 gameInteractive model 1.Proposed by Rumelhart in 19772.Theory:Reading comprehension is based on the interactive process betwee
18、n 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 textIntensive Intensive ReadingReadingExtensive Extensive Rea
19、dingReadingPre-reading activitiesWhile-reading activitiesAfter-reading activitiesIntroductionTitle guessingQuestionsDiscussionsVisual aidsThe Purposes of Pre-reading ActivitiesTo interest and motivate studentsTo activate students prior knowledge Skimming ScanningSemantic problemsSyntactic problemsDi
20、scourse problemsSocio-cultural problemsEvaluatingActive vocabularyPassive vocabularyGood-bye vocabulary2)FASTREADING3)CAERFULREADING？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 char
21、ts(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)5)Reading comprehension questions 1)questions for literal comprehension(direct,explicit);2)questions involving reorganization or reinterpretation;3)que
22、stions for inferences(implied,implicit);4)questions for evaluation or appreciation;5)questions for personal response.c.After-reading ActivitiesComprehension check-upOral reproductionWritten reproductionOutside reading Testing Holistic Reading Pre-reading activityWhile-reading activityAfter-reading a
23、ctivityIntroductionTitle guessingQuestionsDiscussionsVisual aidsSkimmingScanningSemantic problemsSyntactic problemsDiscourse problemsSocio-cultural problemsevaluatingComprehension check-upOral reproductionWritten reproductionOutside reading TestingCommunicateInquiryExpressReflection on this modeltea
24、cherstudentstestknowledgeThe 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.Conclusion:(王笃勤,2002:101-105)As a whole,to en
25、sure 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,
26、post-reading);4.Pay attention to the teaching strategies applied in the classroom;5.Cultivate fluent readers.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.
