初中英语阅读教学ForeignLanguageStudiesGuangxiNormalUniversityQuestions:•1.Whatreadingstrategiesdoyouthinkarethemostuseful?•2.Whatarethemodelsforteachingreading?•3.Whatdoyouthinkarethepositiveandnegativeinfluenceofthosemodelsonreading?•4.Whatdoyouthinkmightbethefactorsthataffectreading?•5.Findonereadingmaterialatyourhandandwriteoutalessonplan.PartIGeneralintroductionFeaturesofeffectivereaders•1.Haveaclearpurposeinreading•2.Readsilently•3.Readinchunks•4.Concentrateonimportantbits•5.Skimandskipwhennecessary•6.Usedifferentspeedsandstrategiesfordifferentreadingtasks•7.Perceivetheinformationratherthanmentallytranslate•8.Guesstheunknownwordsorignorethem•9.HaveandusebackgroundinformationFactorsaffectingreading•1.Backgroundknowledge•2.Lackofvocabulary•3.Syntacticstructure•4.Readingstrategies•5.Interest•6.TeachingmethodofreadingNecessitiesforreadingcomprehensionbyW.Grabe•1.Automaticrecognitionskills•2.Vocabularyandstructureknowledge•3.Formaldiscoursestructureknowledge•4.Worldandculturalbackgroundknowledge•5.Synthesisandevaluationskill/strategies•6.Meta-cognitiveknowledgeandskillsmonitoringreadingWhatkindofreadingshouldstudentsdo?•PresentEFL/ESLtextbooks:•1.Literarytexts(e.g.stories,tales)•2.Non-literarypassages(e.g.essays,diaries,anecdotes,biographies)•Desirabletextbooks:•1.Agreatvarietyofauthenticmaterialslikethosewereadinreallife•2.MaterialsmeetingtheneedsofdifferentstudentsWhatisreading•AccordingtoDayandBamford(1998:12),‘readingistheconstructionofmeaningfromaprintedorwrittenmessage.’Inotherwords,readingcomprehensioninvolves:•i)extractingtherelevantinformationfromthetextasefficientlyaspossible;•ii)connectingtheinformationfromthewrittenmessagewithone’sownknowledgetoarriveanunderstanding.•*Readingisasilentandindividualactivitysincethewriter’sintentionwasforthetexttobereadratherthanheard.Principlesofteachingreading•Appropriatereadingmaterials(interestandvarietyetc.)•Activationofschematicknowledge(knowledgeofthelanguage,contextualclues,priorknowledgeandworldknowledge)•Purposes-oriented•Comprehension-oriented•IntegratedreadingandwritingCouldnotseethewoodforthetreesCouldnotseethethetreestopbottomIntensiveReadingExtensiveReadingModelsforteachingreading•Threedifferentmodels:•1.Bottom-upmodel•2.Top-downmodel•3.InteractivemodelBottom-upmodel•1.PutforwardbyP.D.Goughin1972•2.Impliedtheory:•Readingcomprehensionisbasedontheunderstandingandmasteryofallthenewwords,newphrases,andnewstructuresaswellasalotofreadingaloudpractice.•3.Inreading,informationistransmittedalongalinearprocess:•letters---words---phrases---clauses---sentences---paragraphs---wholediscourse•4.Exercisesinvolved:questionsandanswers,readingaloudpractice•Q.Whatmightbethenegativeinfluenceofsuchreadingmodelonlearners?Thenegativeinfluenceofbottom-upmodel•1.Unhealthyword-for-wordreadinghabits•2.Focusondetailsratherthanunderstandthetextasawhole•3.LimitedamountofreadingTop-downmodel•1.ProposedbyK.S.Goodmanin1970•2.Theory:(Schematheory)one’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.•3.Teachingprocess:Teachthebackgroundknowledgefirstsothatstudentsequippedwithsuchknowledgewillbeabletoguessmeaningfromtheprintedpage.•4.Readingprocess:apsycholinguisticguessinggameInteractivemodel•1.ProposedbyRumelhartin1977•2.Theory:Readingcom...
