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Principles behind the teaching of reading continued  Principle 3: Students should be encouraged to respond to the content of a reading text, not just to the language.. Principles behin

TEACHING READING

Presented by

QUESTIONS FOR DISCUSSION

I. Reading skills and strategies

II. Principles behind the teaching of reading

III. Guidelines for teaching reading

IV. Follow-up activity

Choose a text in Tieng Anh 12 nang cao

and design a lesson plan

I Reading skills and strategies

1. Scanning: Students read the text in order

to find some specific information When reading, they do not have to read every word and line

e.g instructions on how to find a house

2. Skimming: Students read the text quickly

in order to get the gist or the general idea

or global meaning

3. Reading for detailed comprehension:

Students read the text and try to get all the details, concentrating hard on specifics.

e.g instructions on how to find a house

4. Predicting: Students predict what the text is

about before reading and continuing to

predict what will come next while reading.

5. Guessing: Students guess the meaning of

unknown words from the context.

6. Using a dictionary: Students use

dictionaries (both monolingual and

bilingual) to look up new words to facilitate reading.

7. Inferring: Students read the text and try to

II Principles behind the teaching of

reading.

 Principle 1: Reading is not a passive kill It is an

incredibly active activity Both teachers and

students must understand the meanings of words, the arguments and work out if they agree with each other If not doing so, they only scratch the surface

of the text and quickly forget it.

 Principle 2: Students need to engaged with what

they are reading If they are not interested in

reading the text, they cannot benefit much from the text.

II Principles behind the teaching of

reading (continued)

 Principle 3: Students should be encouraged

to respond to the content of a reading text, not just to the language The meaning, the message of the text is important so teachers should give students an opportunity to

respond to that message, to express their

feelings about the topic This will make them

be engaged with the reading text and the

language

II Principles behind the teaching of

reading (continued)

 Principle 4: Prediction is a major factor in

reading.The book cover, the headlines, the photographs, the word-processed page can

be used as hints to make a student’s brain start predicting what he/she is going to read Predicting what is coming will help students become better and more engaged readers

II Principles behind the teaching of

reading (continued)

 Principle 5: Match the task to the topic

Teachers should choose good reading tasks for

students to read The most exciting passage is the

one with appropriate questions, imaginative and

challenging tasks.

 Principle 6: Good teachers exploit the reading text

to the full.

Teachers should integrate the reading text into

interesting class sequences, using a variety of tasks

to help students read and comprehend the text

thoroughly.

Top-down and bottom-up processing

 In top-down processing, the reader gets a general view or idea of the reading text by absorbing the overall picture/ reviewing what he knows about the topic to interpret the message he is reading.

 In bottom-up processing, the reader focuses on

individual words, phrases or cohesive devices and achieves understanding by stringing these detailed elements together to build up a whole.

III Guidelines for teaching reading

Guidelines for teaching reading

(continued)

- stimulate interest by setting the scene.

- encourage them to make predictions about the contents of the text.

- give students a clear and authentic purpose for reading the text.

- ask them one/two guiding questions.

Guidelines for teaching reading

(continued)

B While reading (Practice)

Teachers use questions and tasks to practice

appropriate skills and to make students aware

of those skills.

Teachers might

- allow students to read silently, using different

skills and strategies.

- encourage speed in reading, give a time limit

Guidelines for teaching reading

Guidelines for teaching reading

(continued)

C.Post reading (Production)

Teachers consolidate the language materials having been taught by a variety of

writing/speaking/ listening activities or tasks

IV Some suggested tasks/activities used in the three main stages of a reading lesson.

IV Some suggested tasks/activities used in the three main stages of a reading lesson.(continued)

IV Some suggested tasks/activities

used in the three main stages of a

reading lesson.(continued)

POST - READING

– Speaking based on the text (interviews,

discussions with the information gathered from the text)

– Writing based on the text (letter-writing,

summarizing with the information gathered from the text)

– Listening to something related to the text

V Types of reading texts (continued)

1. Students read small ads for holidays,

partners, things, for sale, etc to make a

choice They amplify the ads into

descriptions

2. Students read jumbled instructions for a

simple operation (using a public phone box etc.) and have to put the instructions in the correct order

V Types of reading texts (continued)

1. Students read small ads for holidays, partners,

things, for sale, etc to make a choice They

amplify the ads into descriptions

2. Students read jumbled instructions for a simple

operation (using a public phone box etc.) and have to put the instructions in the correct order

V Types of reading texts (continued)

pictures; they have to cook the food!

they have to predict what kind of a text they are going to read They then read the text to see if their original predictions were correct.

they come from.

machine or process etc They have to convert the information into bar graphs or pie charts.

The roles of the teacher

The roles of the teacher (continued)

- observes their progress and work (in pairs/groups) so

as to decide to give them some extra time or move to

The roles of the teacher (continued)

 Feedback organiser

- After reading, teacher checks that students have completed the reading task(s)

successfully by asking them compare

answers in pairs, then asking for answers from the class in general or from pairs in particular

The roles of the teacher (continued)

 Prompter

- When students have read a text, teacher can prompt students to notice language features within this text

- Teacher may also direct them certain

features of text construction, clarifying

ambiguities and making them aware of