1. Teaching reading

2. A. Checking reading
1. concepts:
Reading, strategic reading (p68)

3. Checking reading
_______is a fluent process of readers combining information from a text and their own background knowledge to build meaning.
____________ is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading.

4. Checking reading
Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.
Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading.

5. Bottom-up or top-down? Intensive reading (p71) vs.
Extensive reading (p72)
Phonics approach/graded reader approach (p70)
Meaning-based approach/whole language approach (p71)

6. Bottom-up or top-down? Intensive reading (p71) vs.
Extensive reading (p72)
Phonics approach/graded reader approach (p70)
Meaning-based approach/whole language approach (p71)

7. Task P73
Action (73)
Finish the task and find out the top-down and bottom-up strategies used the in the task.

8. Principles for teaching reading
1. Exploit the reader’s background knowledge.
2. Build a strong vocabulary base.
3. Teach for comprehension.
4. Work on increasing reading rate (how).
5. Teach reading strategies.
6. Encourage readers to transform strategies into skills.
7. Build assessment and evaluation into your teaching.
8. Strive for continuous improvement as a reading teacher.

9. The role of vocabulary in reading
“The lack of vocabulary may be the greatest single impediment of fluent reading.” (Brabe, 1988:63)
A moderate L1 reader can recognize about 50,000 words.
Efficient reading begins with a lightening-like automatic recognition of words.
The ratio of unknown words suggested is less than 3% in a reading text to enable smooth, meaningful, and enjoyable reading.

10. 高中课标词汇量要求 七级： 学会使用2400 – 2500个单词和300 – 400个习惯用语或固定搭配 八级：
3300， 400 – 500

11. Conclusion:
Helping our students to develop the ability of automatic word recognition is the basis for developing their reading skills.

12. Sight vocabulary What is sight vocabulary?
What is the implication for the teaching of reading to ESL/EFL learners?
What are the two points that need to be noted regarding sight vocabulary?

13. Definition and implication
Words that one is able to recognize (both sounds and meanings) immediately are often referred to as sight vocabulary.
An important implication is that instead of just using textbooks to teach the words and structures to the students, the teacher should try to introduce an extensive reading scheme whenever possible to encourage learners to read more after class.

14. Two points to be noted
Automatic, rapid and accurate process of word recognition should not be confused with the strategy of slow, letter by letter, or syllable by syllable sounding out of words.
Possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension.
Fluent reading depends on

15. 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.
(王蔷， )

16. Principles for teaching reading: 2 & 3
What kind of vocabulary should be taught explicitly? (p74)
How can readers monitor comprehension? (p75)
What does it mean by questioning the author?
How can such queries develop readers’ cognitive and metacognitive skills? (p75)

17. Principles for teaching reading: 2 & 3
What kind of vocabulary should be taught explicitly? (p74) Basic/threshold vocabulary
How can readers monitor comprehension? (p75) Verifying the prediction and checking adjustment.
What does it mean by questioning the author?
How can such queries develop readers’ cognitive and metacognitive skills? (p75)
e.g. What is the author trying to say here? What is the author’s message?
What is the author thinking about?

18. Principles for teaching reading: 4 & 5
What is the reading rate of a fluent reader? (p76)
How can we increase students’ reading rate? (p76, p81)
How can teachers get students become more aware of reading strategies? (p76/81)

19. Principles for teaching reading: 4 & 5
What is the reading rate of a fluent reader? (p76) 200 words/m
How can we increase students’ reading rate? (p76, p81)
Reduce their dependence on a dictionary;
approach reading in different ways;
spend more time on the content of the text;
repeated reading.
How can teachers get students become more aware of reading strategies? (p76/p81)
Verbalize their thought process/ think-aloud protocols

20. 200 w/m + 70% of comprehension
A fluent reader (p. 76)
A balance between
speed and comprehension:
200 w/m + 70% of comprehension

21. Principles for teaching reading: 6, 7 & 8
What is the difference between strategy and a skill? P77
How can we assess students’ reading progress? p81

22. Principles for teaching reading: 6, 7 & 8
What is the difference between strategy and a skill? P77 conscious vs. automatic
How can we assess students’ reading progress? P81
quantitative:
reading test
qualitative:
reading journal responses,
reading interest surveys,
responses to reading strategy checklists.

23. Classroom techniques and tasks: ACTIVE?
A: Activate prior knowledge.
C: Cultivate vocabulary.
T: Teach for comprehension.
V: Verify reading strategies.
E: Evaluate progress. A: C: T: V: E:

24. Pre-reading stage Purpose --activate Ss’ schemata
--arouse Ss’ interest
--clear linguistic obstacles( e.g. vocabulary)

25. Pre-reading stage Activities --predicting --setting the scene
--brainstorming
--pre-teaching vocabulary

26. While-reading stage Purpose --Checking comprehension
--training reading skills and strategies

27. While-reading stage Activities: A. Skimming or scanning stage
--getting the main idea
--identifying topic sentences and main idea
--matching subtitles with passages or paragraphs
--creating titles or headlines fro passages
--filling in forms with key concepts

28. Activities: While-reading stage B. Decoding or intensive reading stage
--comprehension questions intended to develop reading skills
--language activities to focus on vocabulary and structures

29. While-reading stage Activities: Three-level comprehension
C. Comprehension stage (T/F, Wh-, Multiple choice)
Three-level comprehension

30. Level 1: literal comprehension/reading the lines
e.g.
Decide which statements express what the author says.
A terrible earthquake shook San Francisco on April 18th, 1906.
A large number of people died in 1906 earthquake.
The 1989 earthquake did not happen in the center of town.

31. Level 2: interactive comprehension/reading between lines
--re-arrange the ideas or topics discussed in the text.
--explain the author’s purpose of writing the text
--summarize the main idea when it is not explicitly stated in the text
--select conclusions which can be deduced from the text
e.g.
Decide which statement imply the author’s ideas.
A. Many people became homeless because of the 1906 earthquake.
B. San Francisco is a place where earthquakes are likely to happen.
C. many buildings in San Francisco were too old to stand the 1989 earthquake.

32. Decide which statement imply the author’s ideas.
Level 3: critical comprehension/reading beyond lines
e.g.
Decide which statement imply the author’s ideas.
A. Nature can be very harmful to mankind in may ways.
B. Mankind should and can think of different ways to prevent harms from nature.
C. With the development of science and technology, mankind can discover more about nature.

33. Information transfer activities
--Pictures
--Drawings
--Maps
--Tables
--Tree diagrams
--Cyclic diagrams
--Pie charts
--Bar charts
--Flowcharts
--Chronological sequence
--Subtitles (providing subtitles)
--Notes (taking notes while reading)

34. Post-reading stage
Purpose:
--Expansion
--integrating skills

35. Post-reading stage Activities: --discussion --role-play --gap-filling
--retelling
--summarizing
--writing (e.g. comment, imaginative ending to the story, instructions, travel brochure…)

36. Brainstorming Reading strategies
In groups of 4, list 5-8 reading strategies you use most frequently.(5 mins.)

37. Strategies needed in reading (Wang, 2006:181)
Specifying a purpose for reading
Planning what to do/what steps to take
Previewing the text
Predicting the contents of the text
Checking predictions
Skimming the text for the main idea
Scanning the text for specific information

38. Distinguishing main ideas from supporting details
Posing questions about the text
Finding answers to posed questions
Connecting text to background knowledge
Summarizing information
Making inferences
Connecting one part of the text to another

39. Paying attention to text structure
Rereading
Guessing the meaning of a new word from context
Using discourse markers to see relationships
Checking comprehension
Identifying difficulties

40. Taking steps to repair faulty comprehension
Critiquing the author
Critiquing the text
Judging how well objectives were met
Reflecting on what has been learned from the text

41. 课标教学建议中关于阅读技能的教学（p. 30) 教学目的：培养阅读策略；培养语感； 特别强调培养学生在阅读过程中获取和处理信息的能力。
基本技能：略读（skimming); 找读（scanning); 预测下文；理解大意；分清文章中的事实和观点；猜测词义；推理判断；了解重点细节；理解文章结构；理解图表信息；理解指代关系；理解逻辑关系；理解作者意图；评价阅读内容。

42. 课标阅读技能目标描述 六级 能丛一般文字资料中获取主要信息； 能利用上下文和句子结构猜测词义； 能根据上下文线索预测故事情节的发展；
能根据阅读目的使用不同的阅读策略
能通过不同信息渠道查找所需信息；
除教材外，课外阅读量累计达到18万词以上

43. 七级 能丛一般性文章中获取和处理主要信息； 能理解文章主旨和作者意图； 能通过上下文克服生词困难，理解语篇意义；
能通过文章中的线索进行推理；
能根据需要从网络等资源中获取信息；
能阅读适合高中生的英语报刊或杂志；
除教材外，课外阅读量应累计达到23万词以上。

44. 八级 能识别不同文体的特征； 能通过分析句子结构理解难句和长句；能理解阅读材料中不同的观点和态度；
能根据学习任务的需要从多种媒体中获取信息并加工处理；
能在教师的帮助下欣赏浅显的英语文学作品；
除教材外，课外阅读量应累计达到30万词以上。

45. Classifying Pre-reading strategies While-reading strategies
In groups, categorize the strategies according to the three stages of reading.
Pre-reading strategies
While-reading strategies
Post-reading strategies

46. Which stage? Grouping Summarize Paraphrase Reread
Question (ask for clarification)
Cooperation
Self-evaluation
Develop a positive attitude toward reading
Advanced preparation (previewing the reading materials)
Predicting (content, vocabulary…)
Structured overview
Question
Brainstorming (Structured overview)
Relating new knowledge to prior knowledge
Identify important ideas
Identify the organizational pattern of the text
Identify indicators in discourse
Identify sequence of events
Note-taking
Skimming
Scanning
Draw inferences
Make use of logic/common sense
Deduce the meaning of unfamiliar lexical items
Skipping unknown/unimportant words
Imagery
Monitor understanding

47. Pre-reading strategies
Develop a positive attitude toward reading
Advanced preparation (previewing the reading materials)
Predicting (content, vocabulary…)
Structured overview
Question
Brainstorming (Structured overview)
Relating new knowledge to prior knowledge

48. While-reading strategies
Identify important ideas
Identify the organizational pattern of the text
Identify indicators in discourse
Identify sequence of events
Note-taking
Skimming
Scanning
Draw inferences
Make use of logic/common sense
Deduce the meaning of unfamiliar lexical items
Skipping unknown/unimportant words
Imagery
Monitor understanding

49. Post-reading strategies
Grouping
Summarize
Paraphrase
Reread
Question (ask for clarification)
Cooperation
Self-evaluation

50. Our analysis
Watch the video “Journey down the Meikong River”, put down the teaching procedure and answer the following questions:
What types of reading are involved in the lesson?
What skills or sub-skills are covered in the lesson?
Is the design of the reading activities reasonable?

51. Our analysis What types of reading are involved in the lesson?
reading silently/reading aloud
2) What skills or sub-skills are covered in the lesson?
skimming, scanning, note-taking…

52. Assignment
Choose a reading passage from SWE or NSEFC and design a lesson plan in groups.