新課程英語閱讀教學(xué)探究,北京師范大學(xué)外文學(xué)院 外語教育與教師教育研究所 王薔,What is reading?,Reading is to understand every word of the text. Reading is to extract information from the text. Reading is to learn new words and new structures. Reading is to construct meaning based on the given text and based on ones own knowledge and experience.,Do you agree with the following?,Reading has only one purpose, i.e. to get information. Reading is a silent activity. Reading aloud does not help much with omprehension. Reading with a purpose is more effective than reading without a purpose. When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence. Reading is an individual activity. We need to know all the words in order to understand a text. We read everything with the same speed.When reading in a foreign language, we mentally translate everything in order to understand. It is helpful to use a dictionary to check and note down the meaning of all the new words while reading. The lack of cultural knowledge may affect the rate of reading comprehension.Possessing a large amount of vocabulary is the key for reading comprehension. Reading can best be improved by being engaged in reading and reading more.,What do we read in real life?,Calendars Weather forecast Addresses Pamphlets Product labels Washing instructions Short stories Novels Plays Poems Handbooks,Clothes size labels Childrens scribbling Informal letters Business letters Rules and regulations E-mails Fax messages Postcards Greeting cards Store catalogues Street signs,What do we read in real life?,Comic books Newspapers Diplomas Application forms Magazines Radio/TV guides Advertisements Posters Travel guides,Cookbooks Repair manuals Memos Time schedules Journal articles Song lyrics Film subtitles Diagrams Flowcharts Name tags,How do we read? Reading Aloud Silent Reading,With sound Slow Share information Pronunciation & intonation Together Easy,Without sound Can be ajusted Get information skimming, scanning, Predicting, etc. Individual Not so easy,Manner Speed Purpose Skills Activity type Management,Three models of teaching reading,The Bottom-up Model The Top-down Model The Interactive Model,Skills involved in reading comprehension,skimming Scanning Predicting Guessing meaning from the context Understanding details Understanding text organizations Distinguishing main ideas from supporting details,Skills involved in reading comprehension,Distinguishing facts from opinions Understanding the communicative value Understanding relations within sentences Understanding relations between sentences Understanding reference Recognising discourse markers Making inferences Evaluating the authors attitude and opinions,Principles for teaching reading,Key words and background knowledge about the topic can be taught or activated before reading. Tasks should be clearly given in advance and it should provide a purpose which motivates students. Tasks should help develop students reading skills rather than test their reading comprehension. The teacher should help the students not merely cope with one particular text but develop their reading strategies and reading ability in general so that they will be enabled to tackle other texts. The teacher should help students to read on their own. We should aim at gradually withdrawing our guidance as our students progress so that they eventually become independent readers.,The role of vocabulary in reading,According to Day and Pamford (1998), efficient reading begins with a lightening-like automatic recognition of words. This initial process of accurate, rapid and automatic recognition of vocabulary frees the mind to use other resources one may have, such as ones reasoning abilities, ones world knowledge, ones knowledge about the topic, etc. to construct meaning. In other words, without the ability to rapidly recognise the words first coming into the eyes, no other resources can be put to use to aid comprehension as our minds will be fully occupied by the task of figuring out what all these words mean or busy checking them out from a dictionary one by one instead of making sense of the context they provide.,Sight vocabulary,Such words that one is able to recognize are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.,How to develop sight vocabulary?,The best and easiest way to develop vocabulary is to read a great deal. Beginning readers simply have to encounter repeatedly words they have just learned because only when an individual word is met and understood again and again in different contexts can it become a part of the learners sight vocabulary. “Familiarity breeds automaticity” (Day and Bamford:1998:16).,Important notes about sight vocabulary,There are two points that need to be noted regarding sight vocabulary. First, this 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. Secondly, possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension (Stanovich, 1992). 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.,Three stages of teaching reading,Pre-reading While-reading Post-reading,Pre-reading,By pre-reading activities, we mean tasks/activities that students do before they read the text in detail. Such activities could be pooling together the existing knowledge about the topic, predicting the contents of the text, skimming or scanning the text or parts of the text for certain purposes. The purpose of pre-reading is to facilitate while-reading activities. At this stage, students and teacher prepare themselves for the tasks and familiarise themselves with the topic of reading . The main purpose is to create expectations and arouse the students interest in the topic of the text.,Pre-reading activities,predicting setting the scene(using pictures, stories, questions, video,etc.) skimming scanning,How can we activate students knowledge by the following titles?,A Nation of Pet-Lovers Save the Jungle: Save the World Police Hunt for Child,Do you agree with the following?,While reading activities,Different texts can offer different opportunities for exploration. However, reading passages in the traditional classroom has generally been explored by means of asking multiple choice questions, T/F questions, open questions, paraphrasing, and translation. They all tend to be teacher-centred. We would like to look at different ways in exploiting different texts focusing on the process of understanding rather than the results of reading.,While reading activities,Transition devices,Pictures Pie charts Drawings Bar charts Maps Flowcharts Tables Sequencing Subtitles Tree diagrams Notes Cyclic diagrams,Description,Time Place Characters Major events Ending,Comparison and contrast,Different characteristics,Different characteristics,Shared characteristics,Process and procedures,Sequencing,Classification,Vehicles,motor vehicles,non-motor vehicles,cars,bicycles,sports cars,Narration,Exposition,Main idea(s) Supporting details Conclusion,Facts Opinions Conclusion,Taking notes,Making inferences,- Blandida is a country which has every climatic condition known to man. - When she came into the room the large crowd grew silent. - The painting had been in the family for years, but sadly Bill realised