TIẾNG ANH CHUYÊN NGÀNH Chapter 7

Why teach reading? Language acquisition  Providing good models for writing  Providing opportunities to study language: -vocabulary, grammar & pronunciation -ways to construct senten

Chapter 7:

How to teach reading

Harmer, J.(1998) How to teach English Longman

1 Why teach reading?

 Language acquisition

 Providing good models for writing

 Providing opportunities to study language:

-vocabulary, grammar & pronunciation

-ways to construct sentences, paragraphs…

 Introducing speaking interesting topics, discussion,

imaginative responses, fascinating lessons

2 Kinds of reading text

 Texts: authentic or not

 Authentic written material

the most important thing: texts are as much

like real English as possible

 Topics & types of reading texts

 Depending on the level & interests of

learners

3 Reading skills required

 Scanning: particular bits of/ specific

information

 Skimming for the main idea

 Reading for detailed comprehension

 Reading for developing critical thinking skills

 Reading & making inferences

 Reading: not a passive skill

 Ss  engaged with what to read

 Ss  encouraged to respond to the content of a

text, not the language

 Prediction: major factor in reading

 Matching the task to the topic

 Exploiting reading texts to the full

5 Stages of a reading lesson

 Pre-reading tasks

 While-reading tasks

 Post- reading tasks

Pre-reading tasks

 Definition: Arousing Ss’ interest in the topic &

making them want to read (to check or clarify

information & have some ideas of what they are going to read)

 Techniques: True/False predictions,

Open-predictions, Pre-questions, Ordering, Matching & Network

While-reading tasks

 Aims: checking Ss’ comprehension & helping

them to read the text

 Techniques: 3 or 4-option multiple choice,

true/false statements, grids (completing the table), ordering (pictures/statements),

matching, comprehension questions (wh or Y/N), given answers, networks or completing

an outline

Post- reading tasks

 Aims: encouraging Ss to reflect upon what

they’ve read & for information staying with Ss,

they need to go beyond simply reading it & using it

 Techniques: discussion, write-it up &

role-play

Eliciting personal responses by asking Ss to:

 match what they read against their own

experience

 imagine themselves in a situation related to

the text but beyond their own experience

 Express their feeling & opinion

Write - it- up

 summarizing the main ideas of the text by

using their own words

 drawing their own conclusion

 giving further language practice by using what

Ss have read in the text

 applying what they’ve read in a new situation