Howtoteachreading河北省教育科学课件.ppt

1、How to Teach Reading A Why Teach Reading?.1.What is your response to the following questions?a What reasons are there for getting students to read texts in English?b What different elements of English can students study in a reading text?.2.Complete the following sentences.a When I learnt a foreign

2、language reading wasb I think reading in the foreign language classroom is c Students need to learn how to read.B What kind of reading should students do?Authentic materials appropriate for beginner/elementary studentsWhen reading in class,students should only be given texts which are authentic.C Wh

3、at reading skills should students acquire?Scanning(searching a text quickly for specific information)Skimming(reading a text quickly to get the general idea)Reading for detailed informationReading for pleasure.D What are the principles behind the teaching of reading?1.What would you expect to get ou

4、t of a good reading text a as a teacher?b as a students?2.What have the following concepts got to do with using reading texts?active skill appropiate tasks engagement exploitation prediction response to content.E What do reading sequences look like?1.Look at the reading text and complete the tasks w

5、hich follow it.Your Sleep and YouMiriam Kellaway ReportsHow much beauty sleep do you need?According to Philip Sedgewick,research fellow at the Sleep Disorders Clinic at the Department of Mental Health at St.George Hospital,most of us need roughly eight hours a night if we want to stay healthy.And we

6、 need to have a regular routine too.Problems for tired people:More chance of bugs（小毛病）and infections Shift workers(people who work at different times of day and night)get more infectious diseases than the rest of us。More chance of stress More need for energy food like chocolate,coffee,etc.Students i

7、n the USA say tiredness causes overeating.In a survey of hospital nurses across the country,ninety percent of those working on the night shif gained weight.Irritablity,grumpness（抱怨）.Canadian sleep researcher Harvey Modofsky,at the Toronto Western Hospital took blood from sleeping people and he found

8、 that sleeping bodies were fighting infection better than those that were awake and in a recent study of 9,000 adults in the UK those who slept between six and a half and eight and a half hours a night were more healthy than those who slept less.REM&Non-REMREM stands for Rapid Eye Movement.Thats the

9、 time we dream,when we sort out all the memories,thoughts and feelings in our head.Non-REM is often called Deep Sleep.Without REM people become forgetful,irritable and less able to concentrate.Deep sleep provides us with physical and mental recovery.Things not to do in bed(accrding to sleep experts)

10、:EatReadWatch televisionWorkDrink caffeineSmoke cigarettesHave alcohol(it interferes with REM sleep.It can make you tired and irritable the morning after the night before).A.What level do you think it might be suitable for?B.What kind of comprehension tasks could you do with it?C.How would you get s

11、tudents Engaged with the topic of the text?D.What language,if any,would you focus the students attention on in the reading text for a Study exercise?.2.Can you think of answers to these reading-related questions?A.What kind of Engage activity would you use before students have about rock music?B.Wha

12、t follow-up activity might you use after your intermediate students have read a text about animal rights?C.Where would you look for authentic reading materials for your beginner students?What would they be able to cope with?D.Write a mock car advertisement as a reading text for beginner students.How

13、 easy is it?What problems did you have doing it?.What are the principles behind the teaching of reading?Principle 1:Reading is not a passive skillReading is a incredibly active occupation.To do it successfully,we have to understand what the words mean,see the picturethat the words are painting,under

14、stand the arguments,and work out if we agree with them.If we do not do these thingsand if students do not do these thingsthen we only just scratch the surface of the text and we quickly forget it.nPrinciple 2:Students need to be engaged with what they are reading.As with everything else in lessons,s

15、tudents who are not engaged with the readingnot actively interested in what they are doingare less likely to benefit from it.When they are really fired up by the topic or the task,they get much more from what is in front of them.nPrinciple 3:Students should be encouraged to respond to the content of

16、 a reading text,not just to the language.Of course,it is important to study reading texts for the way they use language,the number of paragraphs they contain and how many times they use relative clauses.But the meaning,the message of the text,is just as important and we must give students a chance t

17、o respond to that message in some way.It is especially important that they should be allowed to express their feelings about the topicthus provoking personal engagement with it and the language.nPrinciple 4:Prediction is a major factor in reading.When we read texts in our own language,we frequently

18、have a good idea of the content before we actually read.Book covers give us a hint of whats in the book,photographs and headlines hint at what articles are about and reports look like reports before we read a single word.The moment we get this hintthe book cover,the headlines,the word-processed page

19、our brain starts predicting what we are going to read.Expectations are set up and the the active process of reading is ready to begin.Teachers should give students“hints”so that they can predict whats coming too.It will make them better and more engaged readers.Principle 5:Match the task to the topi

20、c We could give studnets Hamlets famous soliloquy“To be or not to be”and ask them to say how many times the infinitive is used.We could give them a restaurant menu and ask them to list the ingredients alphabetically.There might be reasons for both tasks,but,on the face of it,they look a bit silly.We

21、 will probably be more intersted in what Hamlet means and what the menu foods actually are.Once a dcision has been taken about what reading text the students are going to read,we need to choose good reading tasksthe right kind of questions,egaging and useful puzzles,etc.The most interesting text can

22、 be undermined by asking boring and inapproriate question;the most commonplace passage can be made really exciting with imaginative and challenging tasks.nPriciple 6:Good teachers exploit reading texts to the full.Any reading text is full of sentences,words,ideas,descriptions,etc.It doesnt make sens

23、e just to get students to read it and then drop it to move on to something else.Good teachers integrate the reading text into interesting class sequence,using the topic for discussion and further tasks,using the language for Study and later Activation(激活）.What do reading sequences look like?In the f

24、ollowing 4 examples,we are going to look four different kinds of reading texts and four different kinds of reading tasks.In each case we will see how the reading text fits into an ESA（Engage，Study,Activate)sequence.Example 1(elementary)In the first example for elementary,the teacher has introduced t

25、he topic of“attraction”.He asks the students what they find attraction in a person.With luck,the discussion of the topic should be enjoyable and amusing.He then tells the studnets they have to fill in the following chart about what their partner thinks is important when he or she meets a new friend.

26、Very importantimportantNot very importantPhysical appearanceClothesJob or educationMoney and possessionsPersonality or characterReligionPoliticsOther.nThe students now have to list the qualities in order of importance for them as a whole class.The teacher then tells the class to read the text on the

27、 next page to see how their opinions are different from the men and women being described.nWhen the students have read the text,the teacher allows them to discuss their answers in pairs,This is to give them a chance to clear up any small comprehension problems before they talk in front of the class.

28、nThe students now have to complete the following task.nRead the first part of the article again.Use these words to answer the questions below.neyes legs face smile figure teathnWhich do men think are most important?nWhich do women think are most important?nDo you agree?.The Main AttractionSuddenly i

29、t happens.You just know hes the man for you,and you havent even been introduced yet.But how do you know?And can you make sure he feels the same way?Company investigate.What first attracts men to women?Whereas women tend to notice the eyes,teeth and smile in particular,men will be more likely to asse

30、ss the face in general and pay more attention to figure and legs.According to a recent survey by Singles magazine,these are the top ten attributes that men and women look for in each other,in order of priority.Men look for a woman who is:AttractiveSincereSlimA non-smokerWith a sense of humorAffectio

31、nateTallkind.Women look for a man who is:TallProfessionalWith a sense of humorAttractive(not necessarily handsome)SincereIntelligentHandsomekind.As a follow-up to these reading tasks,the teacher asks the students to think of people who they find attractive(friends,film stars,athlets,etc.).They are t

32、hen asked to say what the most attractive thing about them is.The discussion can lead on to descriptive writing,etc.nNotice that this patchwork lesson(补缀模式）started with an Engage activity,them went on to an Activate exercise(working with a partner),followed by an Active reading(do you agree with the

33、 passage?),a Study reading(answer the questions)before being followed up with Active exercise.nNotice too,how important the first Active exercise was:it gave the students a chance to predict what was coming.Example 2(lower intermediate)nIn the second example,the class is once again prepared for read

34、ing by discussion what,if anything,the students know about ghosts.The teacher may get them to say whether they believe in ghosts or not and if they have ever seen one.nAfter that,the textbook from which this reading text is taken gives students some information about ghosts(that they are ususlly the

35、 result of a tragic death,that they appear at night,etc.).nThe students are now asked to read the text on page 74 to say whether Orcas Manor is a typical haunted house.This is a general reading task designed to let them get an overal picture of the text.nFor the next reading,the students are asked m

36、ore detailed Study-type questions,eg.Complete the tableWhich ghostHe killed.You can see him in.1previous owner2visitors3The corridors4.The students can check their answers in pairs before the teacher puts the chart on the borad and has individuals come out and fill it in to check that the whole clas

37、s have understood the text.Sandford Orcas Manor（庄园）Next to the church in the village of Sandford Orcas there is an old gatehouse.If you go through the gate you arrive at the sinister(不吉利的）manor house which is famous for its large number of ghosts.The present owner of the manor says it is difficult t

38、o keep servants because the ghosts frighten them.Many people have seen the ghosts of the previous owner.He was a farmer who committed suicide by hanging himself from the gatehouse,and he often appears in the garden wearing old working clothes.Another ghost is an 18th century priest who used to kill

39、visitors while they were asleep in their beds.He still sometimes frightens guests in the middle of the night by standing over their beds holding a knife.The ghost of a servant sometimes walks along the dark corridors of the house.He murdered his master at Sandford Orcas,but nobody knows why.But perh

40、aps the most frightening story is of a young man who grew up in the house and them became a sailor.While he was at sea,he killed a boy,and then went mad.When he retured to Sandford Orcas,they locked him in a room at the back of the house.He never left the room again,and died there several years late

41、r.On some nights when the moon is full,you can hear him screaming and banging on the door of the room.The teacher wants students to understand how we use pronouns to refer back to subjects we have already mentioned.He asks them who or what“it”,“them”and“He”refer to in paragraph two.What do“they,“the

42、ir”,“he”refer to in paragraph three?.As a follow-up task,students can write a description of a haunted house which they can invent.They can do this individually or in pairs or groups.Once again,a patchwork lesson has started with an Engage session where teacher and students talk about haunted houses

43、 and read some information about ghosts.Then they read for general understandingan Active type of exercisebefore Study the textboth for meaning and then for language use(personal pronoun use in text writing)and then doing another Active follow-up.Example 3(intermediate)In this example for intermedia

44、te students,the students first look fat a picture of people sunbathing and say whether it is a positive,safe and attractive imageor whether it is the opposite.They are then shown the following magazine article.Polly Griffiths Goes down to the Sea for Advice on How to Look Good and Stay Safe.So you t

45、hink youre too pale and want to get a good suntan this summer?Why not?Except that unless youre careful the sun can make your skin old and leathery and can even give you skin cancer.If you must sunbathe(and lets face it,lots of us think its a good idea),then have a look at these gorgeous guys and bab

46、ies I found on the beach and see which of them is like you.Im the type who always burns.Its because Im fair-skinned and Ive got red hair and freckles.Thats why Im so good-looking!But I still burn unless I use a really high APF(sun protection factor)about 20 in strong sun.JeanYeah I tan easily.People

47、 like me who are dark-skinned(with dark hair and brown eyes)are not only realy cool but we go even browner in the sun.I still use a sunscreen though,something light with an SPF of about 6.AliceMe,Ive got built-in protection!I dont burn,but I dont sunbathes anyway.I mean what for?I like messing aroun

48、d on the beach though.So the message is:Check out what kind of skin youve got and then be safe and sensible and have a good time!See you at poolside Bar!.The teacher checks that they have understood by asking them questions like“What sun protection factor does Roger use?”“Does Melinda burn?”“Who is

49、dark-skinned,fair skinned?”etc.Students then use language from the article to describe themselves.In this straight arrow lesson,the teacher strats by Engaging the students with discussions of sunbathing.They then Study the text before going on to Activate the knowledge which the text has given them.

50、Example 4(intermediate to advance)The final example shows that reading does not have to be a static activity dealing with prose passages.We can make much more dynamic than than.The teacher wants to get his intermediate students reading poetry,both because he thinks they will enjoy it(if done in an E