Reading ppt 2012
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This document provides an overview of reading skills and strategies for teaching reading. It defines reading as an active process of making sense of text that involves using one's background knowledge and understanding vocabulary, grammar, and text structure. It describes different purposes for reading, such as for pleasure or to find specific information. Key reading subskills discussed include scanning, skimming, reading for detail, and extensive reading. The document also outlines activities and considerations for designing effective reading lessons, including using introductory, main, and post-reading activities with appropriate texts and comprehension tasks.
Reading ppt 2012
- 1. THE KENNEDY INSTITUTE’S TEACHING KNOWLEDGE TEST PREPARATION AND CERTIFICATION COURSE MODULE 1: READING SKILL
- 3. “Reading a book is like re-writing it for yourself. You bring to a novel, anything you read, all your experience of the world. You bring your history and you readit in your own terms.” --Angela Carter LANGUAGEREFLECTION
- 4. INTRODUCTION ASSUMPTIONS ABOUT THE NATURE OF READING How do you feel about these statments? I Agree I Partially agree I’m not sure I Strongly disagree Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
- 5. Can you read this? Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
- 6. How long does it take you to read this? Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
- 7. Now, read this quickly. Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
- 8. Can you read this? Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress
- 9. Didanyofyouranswerschange? If so,why? Now, confirm your previous answers to these questions:
- 10. READING WHAT IS READING? Reading is one of the 4 language skills. It is a receptive skill; the learner receives information through written form It is the process of making sense of a text.
- 11. READING WHAT IS READING? the meaning of the letters or symbols of writing (ie. the English alphabet) individual words their meaning in connected speech their meaning in discourse In order to read, we must understand
- 12. There has to be a relationship between the reader and the text, in which the reader performs various cognitive tasks and combines his/her knowledge with the information in the text to make sense of it. READING MORE THAN JUST KNOWING THE LANGUAGE We are stimulated by words, patterns or discourse based on what we already know. Such knowledge is referred to as schema (pl. schemata). In order to make sense of any text, we must have a pre- existing knowledge of the world. This is known as interactive reading: when the reader brings his/her knowledge to the text. Cook: 1989 Hedge: 2000
- 13. READING MORE THAN JUST KNOWING THE LANGUAGE When schemata is activated, we are able to recognize what we read or hear because it fits into the patterns of what we already know. Dear son, We regret to inform you… Congratulations…. Unemployment increase…
- 14. READING COHERENCE We read text at word level, sentence level and text level. The connection between words and sentences into a comprehensible text is called coherence.
- 15. READING HOW WE RECEIVE LANGUAGE We receive language in different ways, for different reasons. These ways can be classified in two broad categories: Instrumental reading/listening: language is received for a utilitarian purpose Pleasurable reading/listening: language is received for personal reasons
- 16. READING COHESION We construct text using vocabulary and grammar. Cohesion is the grammatical links between the sentences that help us understand the text.
- 17. READING HOW WE READ What we read is almost always affected by “how” and “why” we read. We do not always read the entire text. Sometimes we read for specific information and at others, we read for detailed information. We read different types of texts for different reasons.
- 18. READING WHAT WE READ newspaper magazine postcard love letter email cook book
- 19. SUB-SKILLS HOW WE READ We read language in different ways, for different reasons. These ways can be classified in two broad categories: Instrumental listening Pleasurable reading
- 20. SUB-SKILLS STRATEGIES FOR READING Our reasons for reading influence the way we read. The different ways of reading are called SUBSKILLS (a skill that is part of a main skill). Scanning Skimming Reading for detail Extensive reading
- 21. SUB-SKILLS SCANNING This subskill is used for reading through a text for specific information. When we look through the phone book for a specific number or business, we usually don’t read the entire text. We focus on a specific piece of information.
- 22. SUB-SKILLS SKIMMING This subskill is used for reading through a text to get the gist of it, or to learn about the overall idea. When we first open a newspaper, we might read the headlines of all the articles and sections to get an idea of what is going on and what we will want to read before we start reading it in detail.
- 23. SUB-SKILLS READING FOR DETAIL This subskill is used for reading in a text with the intent to get the meaning out of every word. Someone reading a letter from a loved one will read the letter for detail.
- 24. SUB-SKILLS EXTENSIVE READING EXTENSIVE READING involves reading long pieces of texts, although you may read in detail through some parts and skim through others. When we read on a specific topic from a textbook for academic purposes, we may read using extensive reading.
- 25. READINGACTIVITIES READING ACTIVITIES & TASKS In the language classroom, students perform reading activities which develop different outcomes (comprehension, identify grammar structure, vocabulary etc.) using a variety of material. Identifying topics predicting and guessingreceptive reading interpreting text intensive reading
- 26. READINGACTIVITIES IDENTIFYING TOPICS In order to better comprehend text, students should identify the topic of the paragraphs as they read along. They can do this by constantly asking, “What is this about?”. Identifying the topics of the paragraphs aids students in getting the main idea.
- 27. READINGACTIVITIES PREDICTING & GUESSING Predicting will allow students to react with the text by having expectations and ideas about the purpose of the text, as well as ideas about possible outcomes. This is where schemata most affects reading outcomes. Predicting is used throughout the reading task on many different levels.
- 28. READINGACTIVITIES RECEPTIVE READING Students may read or research a text for sheer enjoyment or entertainment. There is significant reading based on his/her desire to learn more about a topic. Reading for pleasure is considered receptive reading.
- 29. READINGACTIVITIES INTERPRETING TEXT This type of reading involves critical reading/critiquing content. Critiquing is common in advanced reading activities such as in comparative literature.
- 30. READINGACTIVITIES INTENSIVE READING This type of tasks requires students to read text to examine language based on its grammar or lexical constructions with the objective of furthering language development through reading.
- 31. READINGACTIVITIES READING MATERIAL We use different types of material for different tasks in reading. Authentic material Material that L1 users read. Simplified or graded materialMaterial written especially for language learners.
- 32. READINGLESSONPLA SUBSIDIARY AIMS & PROCEDURESA lesson plan for reading generally has three phases: Introductory activities Main activities Post activities
- 33. READINGACTIVITIES INTRODUCTORY ACTIVITIES This phase provides an introduction to the topic of the text and activities focusing on the language of the text. These activities can be: • pre-teaching vocabulary • lead-in to introduce the topic • identifying the title • predicting
- 34. READINGACTIVITIES MAIN ACTIVITIES This phase focuses on a series of comprehensive activities developing different reading sub-skills and tasks. These activities can be: • scanning • getting the main idea • reading for detail
- 35. READINGACTIVITIES POST ACTIVITIES This final phase develops activities which asks learners to talk about how a topic in the text relates to their own lives or gives opinions on parts of the text. These activities may require that the learner use language from the text. These activities can be: • giving an opinion • reflexive reading • interpreting text
- 36. REMEMBER POINTS TO CONSIDER To successfully carry out a reading activity, consider the following: It is important that students receive lots of extensive reading practice in order to develop fluency in reading.Reading sub-skills are taught based on the learner’s age and first language reading ability. Sometimes it will be necessary to teach the alphabet first (as in the case of very young learners or learners using other scripts, such as Chinese). We must choose appropriate texts for our learners which increase their interests for reading and motivate them.
- 37. REMEMBER Different reading comprehension tasks and exercises focus on different reading sub-skills. Teachers need to identify which sub-skill a task should be focused on. L2 learners must be taught the different strategies to apply when evaluating different types of texts.
- 38. authentic material coherence cohesion deduce meaning from content extensive intensive prediction read for detail read for gist read for specific information receptive skill scan These are some important terms on the exam, but not limited to. KEY VOCABULARY FOR READING schema/schemata skill skim subskill task text structure topic sentence top down / bottom up
- 39. END OF PRESENTATION This presentation is designed for the exclusive use by The Kennedy Institute for the Teaching Knowledge Test Preparation and Certification Course All rights reserved. 2012