Professional Documents
Culture Documents
Week 15
Tick the extent to which you would agree or disagree with the statements. Give reasons for your opinions (if possible).
Questions
a. Reading is defined as being composed of four elements. What are the four elements? b. Do you agree with this definition of reading? Why or why not? c. What are other elements of reading that may have been overlooked? d. Do you agree with the definition of teaching reading? Why or why not? e. Which aspect(s) does teaching reading focus on in an English classroom in Vietnam? f. According to the text (p. 151) what is the role of the teacher in teaching reading?
Components of Reading
Definition of reading
1. a fluent process of readers combining information from a text and their own background knowledge to build meaning. 2. comprehension is the goal 3. a combination of the text, the reader, fluency, and strategies
Teaching reading
1. teaching learners to read for the very first time; 2. teaching learners (who already have reading skills in their first language) how to transfer skills that they have already learned to the new reading context in a new language.
Types of reading
- Receptive reading - Reflective reading - Skim reading - Scan reading - Intensive reading - Extensive reading
Types of reading
- Receptive reading is undertaken, for example, when a reader wants to enjoy a short story, follow a line of argument in a newspaper editorial, or understand the main stages in a textbook description of a manufacturing process. - Reflective reading involves episodes of reading the text and then pausing to reflect and backtrack, for example to check whether a new line of argument in a political text is consistent with opinions expressed earlier in the same articles. - Skim reading is used to get a global impression of the content of a text such as focusing on headings and first lines of paragraphs. - Scan reading involves searching quickly through a text to find a specific point of information, for example, the relevant times on a timetable, items in a directory, or key points in an academic text. - Intensive reading is used to obtain detailed meaning from the text, to develop reading skills- such as identifying main ideas and recognizing text connectors- and to enhance vocabulary and grammar knowledge. - Extensive reading involves rapidly reading longer texts, often for pleasure with emphasis on overall meaning, with the focus on the meaning of what is being read than on the language.
Pre-reading
While-reading
Post-reading
Pre-reading stage
Purposes: + activate/build Ss knowledge of the subject + familiarise Ss with some language in the reading text + motivate Ss to read Techniques: + open prediction + true/ false prediction + ordering picture + pre-questions + network
While-reading stage
Purposes:
+ understand the specific content of the reading text + become aware of the rhectorical structure of the text
Techniques:
+ ordering pictures + multiple choice + gap-fill + ordering events + grids + matching + finding the heading for each paragraph + True/ False statements + Comprehension questions
Post-reading stage
Purposes:
+ review the content of the reading text + work on bottom-up concerns (grammar, vocab., discourse, etc.) + consolidate and refer to the Ss personal knowledge, interests, and opinions
Techniques:
+ retelling the story + discussing + making an interview + summarizing the + reading passage + writing a paragraph + role play