1. TEACHING READING

2. Reading Purposes Intensive readingExtensive reading

3. Reading Purposes Munby: INTENSIVE READING EXTENSIVE/RECEPTIVE READING

4. Reading Purposes (cont’d) Grellet: INTENSIVE READING EXTENSIVE/RECEPTIVE READING SKIMMING SCANNING

5. Models of Reading Comprehension Barnett: BOTTOM UP From Omaggio, A.

7. Models of Reading Comprehension (cont’d) Barnett: TOP DOWN: experience and intelligence to understand — schemata

9. We need to consider: a)The interactive nature of reading: Ss are individuals who approach the text with different background knowledge, interests, motivation,etc. b)The PURPOSES--- why? MY objective? Strategies and processes involved?

10. Activities designed to check comprehension aim at: a)Clarifying CONTENT: Understanding facts, implications, suppositions. b)Clarifying DISCOURSE STRUCTURE: i.e. function of the passage, argumentative organization, rhetorical structure, use of cohesive devices, relationship between sentences, etc.

11. Elements to consider when teaching reading: Top down & bottom up processing Schema theory Strategic reading Extensive reading Fluency Vocabulary Role of the culture Age of students From Brown, D.

12. Different GENRES Permanence Processing time Distance Orthography Complexity Vocabulary Formality Characteristics of written language:

13. Techniques for Teaching Reading Skills Phillips’ 5 stages plan: 1)PRE-TEACHING / PREPARATION STAGE Activities: Brainstorming Looking at visuals, headline, titles, graphics, etc. Predicting from title or first lines From Omaggio, A.

14. 2) SKIMMING / SCANNING STAGES Activities: Identifying topic sentence and main ideas Multiple choice on best paraphrase Matching subtitles and paragraphs Filling in charts Creating headlines for different sections Making global judgements or reacting

15. 3) DECODING / INTENSIVE READING: (Harmer) addresses the ‘vocabulary question’: How do we cope with Ss’ desperation to know every single word?

16. 4) COMPREHENSION STAGE: E.g. – Wh-questions – True/False questions – Multiple choice – Gap-filling exercises – Tables/charts to complete – Sorting/grouping – Sequencing – Matching

17. Comprehension Questions Types of comprehension questions: Literal Reorganization Inference Evaluation Forms of questions: Yes/No Alternative True or False Wh- Multiple choice

18. 5) TRANSFERABLE / INTEGRATING SKILLS: Summarizing Discussing Relating topics to own reality Think-pair-share Response journals Extension activities of various kinds

19. Strategies for Reading Comprehension 1)Identify the PURPOSE in reading 2)Aid bottom up decoding 3)Use effective silent reading techniques 4)Use semantic mapping or clustering 5)Encourage Ss to guess when uncertain 6)Help Ss analyse vocab, distinguish literal and implies meaning From Brown, D.

20. Principles for teaching Reading Skills 1)Do not overlook specific focus on reading skills 2)Use intrinsically motivating skills 3)Balance authenticity and readability ( SUITABILITY, EXPLOITABILITY, READABILITY ) 4)Encourage the development of reading strategies 5)Include BOTH bottom up and top down strategies From Brown, D.

21. 6) Follow the SQ3R sequence: Survey Question Read Recite Review 7) Plan for ALL the 5 stages 8) Build an assessment aspect into your techniques

22. Principles for teaching Reading Skills 1)Reading is NOT a passive skill 2)Ss need to be engaged with what they are reading 3)Ss should be encouraged to respond to the content of a reading text 4)Prediction is a major factor in reading 5)Match the task to the topic 6)Good teachers exploit reading texts TO THE FULL From Harmer, J. (2)

23. Roles of the Teacher in Reading Lessons From Harmer, J. 1)ORGANISER 2)OBSERVER 3)FEEDBACK ORGANISER 4)PROMPTER