教学法Unit 11 Teaching Reading.ppt

Unit 11 How do we read P.175 Task 2 Reading aloud acquire good pronunciation, intonation; share information; appreciation of good piece of writing Silent reading extracting information Reading purposes Reading for pleasure Reading for information What do we read Magazines, newspaper, ads, posters, websites, novels, poems, notices, pamphlets, letters, rules and regulations, radio TV guides, street signs, film subtitles… Authentic texts Non-authentic texts (simulated texts) Strategies involved in reading comprehension Predicting the contents of the text Skimming the text for the main idea Scanning the text for specific information Making inferences … The role of vocabulary in reading Helping students to develop the ability of automatic word recognition Read a great deal: familiarity breeds automaticity Introduce an extensive reading scheme Encourage students to keep a vocabulary notebook, use a dictionary whenever necessary, write a simple book report Fluent reading depends on an adequate sight vocabulary, a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types (genre [?ɑ:r?]) Principles and models for teaching reading Principles: Texts accessible to students Reading for the main idea Develop students’ reading skills Develop students’ reading strategies and ability in general Provide enough guidance at the beginning, gradually withdraw guidance as they progress Reading skills Word guessing skills How to understand long and difficult sentences Paragraph reading skills Reading skills at discourse level Word guessing skills Guessing words from context clues Guessing words from word formation Efficient use of a dictionary Guessing words fromcontext clues Information provided by the context: Definition Example Restatement Synonym Antonym Long and Difficult Sentence Reading skills: Try to determine what makes the sentence difficult Learn to recognize the