1. Teaching reading

2. Teaching objectives Through learning this section, Ss will be able to:
understand the nature of reading
know the factors affecting reading comprehension
know the skills involved in reading comprehension
know the models and principles for teaching reading
know the reading strategies Ss can use in different stages of
the reading lesson
understand the procedures and types of activities we use
in teaching reading
design a sample lesson plan for a reading lesson

3. Teaching content/procedure
Revision
What is reading
Models for teaching
Principles for teaching reading
Stages in teaching reading
Reading strategies
Assignment

4. Revision (game)
Noughts (o) and crosses (x) Q1 Q4 Q7 Q2 Q5 Q8 Q3 Q6 Q9

5. Answer the following questions:

6. Q1: What is schema? What’s its implication for teaching listening? BACK

7. Q2: What are the factors that affect listening comprehension
Q2: What are the factors that affect listening comprehension? Name two of them. BACK

8. Q3: What are the difficulties the Chinese students may experience
Q3: What are the difficulties the Chinese students may experience? List two of them. BACK

9. Q4: What listening strategies can students employ in the while-listening process? Name three. BACK

10. Q5: The bottom-up model starts with the listeners’ world knowledge and life experience. (True or false?) BACK

11. Q6: How many stages are there in the teaching listening. What are they
Q6: How many stages are there in the teaching listening? What are they? BACK

12. Q7: Name four tasks of the while-listening stage. BACK

13. Q8: What are the purposes of while-listening stage? BACK

14. Q9: What are the purposes of post-listening stage? BACK

15. What is reading? Why do people read? What do people read?
--To get information
--For pleasure or interest
What do people read?
--Newspapers, magazines, diagrams, maps, letters,
manuals, instructions, advertisements, etc.
--Novels, plays, poems, lyrics, etc.

16. What is reading? How do people read?
--Skimming: read quickly to get the gist
--Scanning: read to locate specific
information
--Intensive reading
--Extensive reading

17. What is reading? Factors affecting reading comprehension
Discuss in groups the factors that affect reading comprehension & and the characteristics of a good reader.

18. What is reading? Factors affecting reading comprehension
--Word recognition
--Language competence
--Experience
--Interest/Motivation
--Individual cognitive

19. What is reading? Characteristics of a good reader
--have a clear purpose in reading
--read silently
--read phrase by phrase, rather than word
by word
--concentrate on important information
--use different speeds and strategies for
different reading tasks

20. What is reading? Characteristics of a good reader --make prediction
--guess the meaning of new words from
context, or ignore them
--make use of background information to
help understand the text

21. What is reading? Skills involved in reading comprehension
--Understanding the explicitly stated information
--understanding conceptual meaning
--deducing the meaning of unfamiliar lexical items
--understanding relations within sentences
--understanding relations between sentences

22. What is reading? Skills involved in reading comprehension --predicting
--identifying main idea
--recognizing patterns of organization
--recognizing indicators in discourse
--recognizing the organization of the text
--guessing meaning of new words
--skimming
--scanning

23. What is reading? Skills involved in reading comprehension
--understanding references
--questioning
--paraphrasing
--making inferences
--drawing conclusions
--sequencing

24. Models for reading The bottom-up model (data-driven) Comprehension
(Reading is a decoding process)
Comprehension
Sentences
Phrases
Words
Letters

25. Models for reading Reading begins with reader background knowledge
The top-down model (concept/reader-driven)
Reading begins with reader background knowledge
(Goodman: Reading is a psychological guessing game)

26. Models for reading Reader background knowledge
The interactive model (the schema theory model)
Reader background knowledge
Individual letters and sounds
comprehension

27. The schema theory --Linguistic schema: language
--Content schema: topics, themes
--Formal schema: style
e.g.
--Mary heard the ice cream man coming down
the street. She remembered her birthday money
and rushed into the house…
--buying stamps
--going to a restaurant

28. Discussion and reflection
Which model do you think we should
adopt in teaching reading?

29. Principles for teaching reading
Arouse Ss’ interest by linking topic to their experience and existing knowledge
Exploit the reader’s background knowledge
Build a strong vocabulary base
Expose students to different types of reading: intensive/extensive; skimming/scanning
Teach reading strategies: predicting, skimming, scanning, inferring, guessing meaning from the context, summarizing, etc.
Integrate reading with other skills, e.g. speaking, writing.

30. Stages in teaching reading
Pre-reading stage
While-reading stage
Post-reading stage

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

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

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

34. 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

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

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

37. 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.

38. 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.

39. 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.

40. 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)

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

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

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

44. 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

45. Feedback Pre-reading strategies While-reading strategies
Post-reading strategies

46. 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

47. 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

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

49. Analysis (Junior middle school)
Watch the video “Training in Brazil”, 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?

50. 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…

51. Lesson Analysis (Senior middle school)
Watch the video segment “Olympic Games” for the first 16 minutes, put down the teaching procedure and identify the activities and strategies used in each teaching stage.

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