《英语教学法》Unit-11-Teaching-ReadingPPT课件
英语教学法教程全册配套PPT教学课件
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
《英语教学法》Unit-11-Teaching-ReadingPPT课件
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Interactive model The current theory views reading as an
But remember, possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension.
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Hale Waihona Puke Some principles for teaching reading (p.184) Models for teaching reading
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Efficient reading begins with a lightening-like automatic recognition of words. (Day and Bamford, 1998)
For developing students' reading skills, the first obstacle is often the vocabulary. Therefore, at the beginning stage, it is important for teachers to realize that helping our students to expand their sight vocabulary is quite important. In other words, only when they are able to quickly recognize the English words that comes to their sight and make a connection between these words and their meanings, can they have space in their brain to process meaning as a whole. If they have difficulty processing every new word their short term memory will be fully occupied with all the individual words, therefore leaving no space for them to process meaning.
《英语教学法》Unit 11 Teaching Reading.ppt
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Reading aloud
Silent reading
Manner
Utterance of every word
Silent
Speed
Usually slow
Usually fast
Purposes Skills involved Form of activity
Usually for sharing infor., for appreciation or memorization sometimes Pronunciation and intonation
Collective activity
For getting information and sometimes for pleasure
skimming, scanning, predicting, understanding references, making inferences, evaluating…
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Sight vocabulary
---- Words that you can recognize with both sounds and meanings without special effort from your brain
The best way to develop vocabulary is to read a great deal since repetition of new words helps in changing newly learned words into sight vocabulary.
For developing students' reading skills, the first obstacle is often the vocabulary. Therefore, at the beginning stage, it is important for teachers to realize that helping our students to expand their sight vocabulary is quite important. In other words, only when they are able to quickly recognize the English words that comes to their sight and make a connection between these words and their meanings, can they have space in their brain to process meaning as a whole. If they have difficulty processing every new word their short term memory will be fully occupied with all the individual words, therefore leaving no space for them to process meaning.
Unit-11-teaching-reading
• 8. When reading in a foreign language, we mentally translate everything in order to understand. ×
• 9. It is helpful to use a dictionary to check and note down the meaning of all the new words while reading. ×
• 10. The lack of cultural knowledge may √ affect the rate of reading comprehension.
• 11. Possessing a large amount of vocabulary is the key for reading comprehension. ×
1. Two broad levels in reading: 1) a recognition task of perceiving visual signals from the eyes; 2) a cognitive task of interpreting the visual information
• 12.Reading can best be improved by being engaged in reading and reading more. √
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2. The differences between reading aloud and silent reading
Task 3:Difference between reading aloud and silent reading:
language rather than mentally translate; • guess the meaning of new words from the
(完整版)《英语教学法》Unit_11_Teaching Reading
What is reading
According to Day and Bamford (1998:12), ‘reading is the construction of meaning from a printed or written message.’ In other words, reading comprehension involves:
reading tasks 7. Perceive the information in TL rather than
mentally translate 8. Guess the unknown words or ignore them 9. Have and use background information
in teaching reading
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Why should we know the nature of reading?
To students: appropriate and effective reading strategies To teachers: help the students to develop effective reading strategies Exercise: discussion on Task 2
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A contrast between two types of reading (p.177) Features of effective readers
1. Have a clear purpose in reading 2. Read silently 3. Read in chunks 4. Concentrate on important bits 5. Skim and skip when necessary 6. Use different speeds and strategies for different
英语教学法Unit11-Teaching-reading
for pronunciation practice. Doesn’t often help students focus on the
meaning of the text. Concentrate on pronunciation, intonation(语
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Attention
Please locate the situation in the context of learning English as foreign language in China.
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Assumption1: Reading has only one purpose, i.e. to get information.
True. Students always read at different speed. They might be using one book, but they are
reading individually.
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Assumptions 6: We need to know all the words in order to understand a test.
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Three reasons
First, much of the information available in the world comes in the format of print.
Second, reading strengthens other areas of learning. (writing, listening, speaking.)
world, and text types. Effective reading strategies.
《教学法》Unit 11 Teaching Reading 2015-12-5
OUTPUT (OP)
Types of TD
Pictures Drawings Maps Tables Tree diagrams Cyclic diagrams
Pie charts Bar charts Flowcharts Chronological sequence Subtitles (provide subtitles) Notes (taking notes while reading)
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LOREM IPSUM DOLOR SIT
CONSECTETUR ADIPISICING ELIT
2
LOREM IPSUM DOLOR SIT
CONSECTETUR ADIPISICING ELIT
3
LOREM IPSUM DOLOR SIT
CONSECTETUR ADIPISICING ELIT
* Purpose: Familiarizing with the cultural and social background * Methods: Provoking discussion on the comparison between “other” and “home” culture, Relating, Using visual aids
Post-reading
Discussion
Activities
Role play Retelling
Focusing on the oral competence
Writing
Gap-filling
Focusing on the comprehensive understanding
CONCLUSION
LOREM IPSUM DOLOR SIT AMET
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Interactive model The current theory views eractive
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Bottom-up model
In teaching reading, the teacher basically follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching is known to follow a bottom-up model.
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Sight vocabulary
---- Words that you can recognize with both sounds and meanings without special effort from your brain
The best way to develop vocabulary is to read a great deal since repetition of new words helps in changing newly learned words into sight vocabulary.
What is reading？ Two types of reading practice ---- reading
aloud and silent reading The role of vocabulary in reading Model and principles for teaching reading Three stages in teaching reading
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Reading ---- making sense of text
Encoding and decoding: In communications and information processing, encoding is the process by which information from a source is converted into symbols to be communicated. Decoding is the reverse process, converting these code symbols back into information understandable by a receiver.
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Efficient reading begins with a lightening-like automatic recognition of words. (Day and Bamford, 1998)
For developing students' reading skills, the first obstacle is often the vocabulary. Therefore, at the beginning stage, it is important for teachers to realize that helping our students to expand their sight vocabulary is quite important. In other words, only when they are able to quickly recognize the English words that comes to their sight and make a connection between these words and their meanings, can they have space in their brain to process meaning as a whole. If they have difficulty processing every new word their short term memory will be fully occupied with all the individual words, therefore leaving no space for them to process meaning.
But remember, possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension.
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Some principles for teaching reading (p.184) Models for teaching reading
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Top-down model
in teaching reading, the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the topdown model. Just as Goodman (1970) once said reading is “a psycholinguistic guessing game”.