Teaching the language skills
- 1. ELT:533 TEACHING THE LANGUAGE SKILLS
- 3. Reading “Reading is a process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information” (Stanley, 2007)
- 4. Different kinds of readings Extensive Intensive Reading which students often do. Consists of detailed focus on the construction of reading texts. Adult literacy training • The role of cognition in reading. • The role of automaticity in word recognition. • The role of concious strategies. • Effective techniques for activating schemata. • Relationships of reading an writing.
- 5. Academic Purposes for ReadingReading to search information (scanning and skimming) Reading for quick understanding (skimming) Reading to learn Reading to integrate information Reading to evaluate, critique and use information Reading for general comprehension (in many cases, reading for interest or entertain )
- 7. Strategies for Reading Comprehension 1. Identify the purpose of reading. 2. Use graphemic rules and patterns to aid in bottom-up decoding. 3. Use efficient silent reading techniques for relatively rapid comprehension. 4. Skim the text for main ideas.
- 8. 5. Scam the text for specific information. 6. Use semantic mapping or clustering. 7. Guess when you aren´t certain. 8. Analyze vocabulary. 9. Distinguish between literal and implied meanings. 10. Capitalized on discourse makers to process relationships: Enumerative, addetive (reinforce, similarity, transition), logical sequence (summative, resultative), explicative, illustrative, contrastive (replacive, anthithetic, converssive)
- 9. The importance of teaching reading.
- 10. TEACHING READING The importance of developing letter- sound correspondence for early reading The need for a large vocabulary for fluent reading The value of extensive reading The need for students to become effective strategy users The usefulness of Content- Based Instruction
- 11. NEGATIVE ASPECTS! Very little practice of the skill of reading. The learner will not be able to read quickly nor smoothly. The learner will not be able to read at her/his own level of reading ability. The text may or may not interest the learner. Few chances to learn the patterns in English. The learner often has to stop reading and use a dictionary.
- 12. The key to a successful reading program is a good balance between Intesive Reading, Extensive Reading, the development of vocabulary, and work on reading skills and strategies.