Unit10TeachingReading85.Thissection(task1)attemptstoclarifyandillustratesomeaspectsofthenatureofreading.Ifthestudentsfailtounderstandthenatureofreading,theywilladoptinappropriateandineffectivereadingstrategies;Ifteachersfailtodoso,theywillbeunabletohelpthestudentstodevelopeffectivereadingskills.86Twotypesofreadingpracticeinclassrooms:ReadingaloudSilentreadingReadingaloudSilentreadingMannerUtteranceofeverywordSilentSpeedUsuallyslowUsuallyfastPurposeUsuallytoshareinformationUsuallytogetinformationSkillsinvolvedPronunciationandintonationSkimming,scanning,predictingGuessingunknownwordsUnderstandingdetailsUnderstandingrelationsbetweensentencesandbetweenparagraphsUnderstandingreferencesUnderstandinginferencesActivitytypeCollectiveactivityIndividualactivityManagementintheEasytomanageasitcanbeDifficulttomanageasteacherscannotseeclassroomobservedandheardwhatisgoingoninthestudents'minds87.Effectivereadersdothefollowing:~Theyhaveaclearpurposeinreading;~Theyreadsilently;~Theyreadphrasebyphrase,ratherthanwordbyword;~Theyconcentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;~Theyusedifferentspeedsandstrategiesfordifferentreadingtasks;~Theyperceivetheinformationinthetargetlanguageratherthanmentallytranslate;~Theyguessthemeaningofnewwordsfromthecontext,orignorethem;~Theyhaveandusebackgroundinformationtohelpunderstandthetext.88.DefinitionofreadingcomprehensionReadingcomprehensionmeansextracting摘出(要点)，therequiredinformationfromthetextasefficientlyaspossible.Acharacteristic:Readingisasilentandindividualactivitysincethewriter'sintentionwasthatthetextshouldbereadnotheard.Twobroadlevelsinreading:i)visualsignalsfromtheeyes;ii)acognitive认识的，有认识力的taskofinterpreting说明，解释thevisualinformation,relatingthereceivedinformationwiththereader'sowngeneralknowledge89.Skillsreadersneed:Recognisingthescript/writingofalanguageUnderstandingtheexplicitly/clearlystatedinformationUnderstandingconceptualmeaningUnderstandingthecommunicativevalue(functions)ofsentencesDeducingthemeaningofunfamiliarlexicalitemsUnderstandingrelationswithinsentencesUnderstandingrelationsbetweensentencesUnderstandingreferences参考书；附注，引证；基准，依据Recognizingindicatorsindiscourse讲稿；论说，论文RecognizingtheorganizationofthetextMakinginferences90.Moreefficientreadersalsoneedthefollowingstrategickills:DistinguishingthemainideafromsupportingdetailsSkimming:readingforthegistormainidea.Scanning:readingtolookforspecificinformation.Predicting:guessingwhatiscomingnext.91.Someprinciplesforteachingreading(6):--Theselectedtextsandattachedtasksshouldbeaccessible(available)tothestudents.~Tasksshouldbeclearlygiveninadvance.Preferably,tasksshouldmotivatestudents.~Tasksshouldbedesignedtoencourageselectiveandintelligentreadingforthemainmeaning~Tasksshouldhelpdevelopstudents'readingskills~Teachersshouldhelpthestudentsnotmerelytocopewithoneparticulartextinfrontofthembutwiththeirreadingstrategiesandreadingabilityingeneral.--Teachersshouldhelpthestudentstoreadontheirown.92.Twomodelsofteachingreading1).Bottom-upmodelSometeachersteachreadingbyintroducingnewvocabularyandnewstructuresfirstandthengoingoverthetextsentencebysentence.Thiswayofteachingreadingreflectsthebeliefthatreadingcomprehensionisbasedontheunderstandingandmastery熟练ofallthenewwords,newphrases,andnewstructuresaswellasalotofreadingaloudpractice.Also,th...
