logging in or signing up Teaching Reading Pt One sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 2013 Category: Education License: All Rights Reserved Like it (3) Dislike it (0) Added: April 06, 2009 This Presentation is Public Favorites: 5 Presentation Description No description available. Comments Posting comment... By: shazno (10 month(s) ago) How can we obtain the hand outs Sue Swift mentions?? Saving..... Post Reply Close Saving..... Edit Comment Close By: mannaichakib (15 month(s) ago) can I have the powerpoint presentation about teaching reading? I really need it. Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Teaching Reading: Teaching Reading What do our students need to learn?Slide2: Imagine you are reading each of the following things : a phone directory the leaflet in a packet of tablets a magazine a textbook for the course a novel Why would you read it? How would you read it ? Would you read all the texts in the same way? Can you describe exactly what you would do? What and How do People Read?Terminology : Reading Strategies: Scanning Search-reading the text for a word or words you already know is there (eg a name in a phone directory) Skimming Search-reading the text to find out the main areas / points it discusses – eg looking through a newspaper or textbook Gist reading Reading from start to finish for general understanding but without worrying too much about details – eg a newspaper article, a first reading of a textbook. Intensive reading Reading for detail. Will probably be slower, may involve backtracking, note taking, questioning etc. Aims at full understanding – eg a second reading of a textbook Extensive reading Reading large quantities of text for pleasure. (Isn’t this also gist reading??) Is this really a reading strategy ?? (see the article by Stanley) Terminology : Reading StrategiesSlide4: Reading Strategies Which of those reading strategies would you probably use with an information leaflet ? You give your students an information leaflet and ask them to search it for various details. They immediately start reading intensively. Why?Reading Strategies : Reading Strategies Not because they don’t know how to skim/scan Could be … - the text is too difficult. You can’t skim something quickly if you don’t understand it. - they don’t want to “learn to read”. They want to learn English and see the text as a vehicle for language study. (See the article by Thornbury) Teaching Reading: Teaching Reading What blocks comprehension and what can we do about it?Slide7: What is this text about? If you’re not sure, why can’t you decide? John Smith je presidentim spojyghl statov. Bil krisleny v novembri 2008, a spa polqill David Brown. Ma 48 robiv, a spa makzalka je Ann. On each tree there are two ghetbs. But only one is clearly jkwobf. Any lxopwy molgu see this buqoe very easily.. Slide8: Any easier ? If so, what has helped you decide? Barack Obama je presidentim spojyghl statov. Bil krisleny v novembri 2008, a spa polqill jur George W Bush. Ma 48 robiv, a spa makzalka je Michelle. Natural Selection On each tree there are two ghetbs. But only one is clearly jkwobf. Any lxopwy molgu see this buqoe very easily.. Slide9: And now ? Why is it clearer? Natural selection On each tree there are two ghetbs. But only one is clearly jkwobf. Any lxopwy molgu see this buqoe very easily... Factors which will increase or decrease comprehension include …: Factors which will increase or decrease comprehension include … Density of unknown words Prior knowledge of the topic, cultural background etc – schemata Inclusion or otherwise of non-verbal supportBackground Knowledge: Background Knowledge How well do you understand the following. Why? … if our D-3 brane approached another D-3 brane, the distance between the two could vary … because of ripples in each brane. Physicists in Toronto might measure a scalar field of 1 and physicists in Cambridge a value of 2 … (From Scientific American Nov 2007)Background knowledge: Background knowledge What is the writer of the following presuming that you know? In general, the red-wattled lapwing is not unlike the European lapwing, and is found in similar habitats. (adapted from Nuttall 1982) Background Knowledge: Background Knowledge Jane is 17 and lives with her family in Leeds. Jane is 47 and lives with her family in LeedsBackground knowledge: Background knowledge If the students don’t have the topic knowledge necessary to understand the text – should you be using the text? If the students don’t have the cultural knowledge necessary – is it useful to them? If not - should you be using the text? If so, will you …. - pre-teach it? - train students to be aware of cultural differences by warning them that the text may make assumptions that they don’t and asking them to identify where the problems lie and to hypothesise as to why? - let the confusion occur and then clear up? Background knowledge: Background knowledge Comprehension will be aided if background knowledge has been activated before the reading by eg discussion. Typical activities … What do you know about (the topic)? Have you ever XXXX? Tell your partner about it The title of the text is XXX. What do you think it will say?Unknown words: Unknown words A high density of unknown words will render a text incomprehensible Some words are essential for comprehension, others are not : Caffeine appears to block several of the kgwmb effects of cholesterol that make the blood-brain barrier hdveqw. Some words are inferable from context, others are not : Coffee may cut the risk of hjunsdfb by blocking the damage cholesterol can mloeuyt on the body. On the other side of the river he could see a large grbop. He wondered whether it was worth trying to get across to look at it more closely, but decided not to bother – a decision he would later regret. Dealing with unknown words …: Dealing with unknown words … You can : Preteach – especially essential, non-inferable items. Use visuals, translation/explanation or combine with activities teaching inference skills. Train students to distinguish between essential and non-essential words by allowing them to look up/ask about a specific number of words only. Train students to distinguish between inferable and non-inferable words in the same way. Use tasks asking Ss to deduce the meaning of underlined words in the text – either matching them with synonyms / translations / explanations or providing their own. (see Nuttall 1982, Ch.6) Some reading. See the website for more …: Some reading. See the website for more … Nuttall, Teaching Reading Skills in a Foreign Language, Heinemann 1982 Grellet, Developing Reading Skills, CUP 1981 Chapters on Cohesion and Coherence and/or Written Language in the books on Discourse Analysis on the reading list Thornbury : The End of Reading http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59754&docid=153904 Stanley : Extensive Reading http://www.teachingenglish.org.uk/think/articles/extensive-reading You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Teaching Reading Pt One sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 2013 Category: Education License: All Rights Reserved Like it (3) Dislike it (0) Added: April 06, 2009 This Presentation is Public Favorites: 5 Presentation Description No description available. Comments Posting comment... By: shazno (10 month(s) ago) How can we obtain the hand outs Sue Swift mentions?? Saving..... Post Reply Close Saving..... Edit Comment Close By: mannaichakib (15 month(s) ago) can I have the powerpoint presentation about teaching reading? I really need it. Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Teaching Reading: Teaching Reading What do our students need to learn?Slide2: Imagine you are reading each of the following things : a phone directory the leaflet in a packet of tablets a magazine a textbook for the course a novel Why would you read it? How would you read it ? Would you read all the texts in the same way? Can you describe exactly what you would do? What and How do People Read?Terminology : Reading Strategies: Scanning Search-reading the text for a word or words you already know is there (eg a name in a phone directory) Skimming Search-reading the text to find out the main areas / points it discusses – eg looking through a newspaper or textbook Gist reading Reading from start to finish for general understanding but without worrying too much about details – eg a newspaper article, a first reading of a textbook. Intensive reading Reading for detail. Will probably be slower, may involve backtracking, note taking, questioning etc. Aims at full understanding – eg a second reading of a textbook Extensive reading Reading large quantities of text for pleasure. (Isn’t this also gist reading??) Is this really a reading strategy ?? (see the article by Stanley) Terminology : Reading StrategiesSlide4: Reading Strategies Which of those reading strategies would you probably use with an information leaflet ? You give your students an information leaflet and ask them to search it for various details. They immediately start reading intensively. Why?Reading Strategies : Reading Strategies Not because they don’t know how to skim/scan Could be … - the text is too difficult. You can’t skim something quickly if you don’t understand it. - they don’t want to “learn to read”. They want to learn English and see the text as a vehicle for language study. (See the article by Thornbury) Teaching Reading: Teaching Reading What blocks comprehension and what can we do about it?Slide7: What is this text about? If you’re not sure, why can’t you decide? John Smith je presidentim spojyghl statov. Bil krisleny v novembri 2008, a spa polqill David Brown. Ma 48 robiv, a spa makzalka je Ann. On each tree there are two ghetbs. But only one is clearly jkwobf. Any lxopwy molgu see this buqoe very easily.. Slide8: Any easier ? If so, what has helped you decide? Barack Obama je presidentim spojyghl statov. Bil krisleny v novembri 2008, a spa polqill jur George W Bush. Ma 48 robiv, a spa makzalka je Michelle. Natural Selection On each tree there are two ghetbs. But only one is clearly jkwobf. Any lxopwy molgu see this buqoe very easily.. Slide9: And now ? Why is it clearer? Natural selection On each tree there are two ghetbs. But only one is clearly jkwobf. Any lxopwy molgu see this buqoe very easily... Factors which will increase or decrease comprehension include …: Factors which will increase or decrease comprehension include … Density of unknown words Prior knowledge of the topic, cultural background etc – schemata Inclusion or otherwise of non-verbal supportBackground Knowledge: Background Knowledge How well do you understand the following. Why? … if our D-3 brane approached another D-3 brane, the distance between the two could vary … because of ripples in each brane. Physicists in Toronto might measure a scalar field of 1 and physicists in Cambridge a value of 2 … (From Scientific American Nov 2007)Background knowledge: Background knowledge What is the writer of the following presuming that you know? In general, the red-wattled lapwing is not unlike the European lapwing, and is found in similar habitats. (adapted from Nuttall 1982) Background Knowledge: Background Knowledge Jane is 17 and lives with her family in Leeds. Jane is 47 and lives with her family in LeedsBackground knowledge: Background knowledge If the students don’t have the topic knowledge necessary to understand the text – should you be using the text? If the students don’t have the cultural knowledge necessary – is it useful to them? If not - should you be using the text? If so, will you …. - pre-teach it? - train students to be aware of cultural differences by warning them that the text may make assumptions that they don’t and asking them to identify where the problems lie and to hypothesise as to why? - let the confusion occur and then clear up? Background knowledge: Background knowledge Comprehension will be aided if background knowledge has been activated before the reading by eg discussion. Typical activities … What do you know about (the topic)? Have you ever XXXX? Tell your partner about it The title of the text is XXX. What do you think it will say?Unknown words: Unknown words A high density of unknown words will render a text incomprehensible Some words are essential for comprehension, others are not : Caffeine appears to block several of the kgwmb effects of cholesterol that make the blood-brain barrier hdveqw. Some words are inferable from context, others are not : Coffee may cut the risk of hjunsdfb by blocking the damage cholesterol can mloeuyt on the body. On the other side of the river he could see a large grbop. He wondered whether it was worth trying to get across to look at it more closely, but decided not to bother – a decision he would later regret. Dealing with unknown words …: Dealing with unknown words … You can : Preteach – especially essential, non-inferable items. Use visuals, translation/explanation or combine with activities teaching inference skills. Train students to distinguish between essential and non-essential words by allowing them to look up/ask about a specific number of words only. Train students to distinguish between inferable and non-inferable words in the same way. Use tasks asking Ss to deduce the meaning of underlined words in the text – either matching them with synonyms / translations / explanations or providing their own. (see Nuttall 1982, Ch.6) Some reading. See the website for more …: Some reading. See the website for more … Nuttall, Teaching Reading Skills in a Foreign Language, Heinemann 1982 Grellet, Developing Reading Skills, CUP 1981 Chapters on Cohesion and Coherence and/or Written Language in the books on Discourse Analysis on the reading list Thornbury : The End of Reading http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59754&docid=153904 Stanley : Extensive Reading http://www.teachingenglish.org.uk/think/articles/extensive-reading