How to teach reading

第7章：如何教阅读（How to teach reading）--------------------------------------------------------------------【手写笔记】-----------------------------------------------------------------------------【读书笔记中英文对照】----------------------------------------------------------------------------- ■7-1：为什么要教阅读？（why teach reading？）◆7-1-1：阅读的目的：为职业；为学习；为乐趣（reading for careers;for study purposes; for pleasure）；◆7-1-2：有益于接触英语（good exposure to English）；◆7-1-3：有益于语言习得（good for language acquisition）；◆7-1-4：是写作的良好范例（good models for English writing）；◆7-1-5：为学习语言提供机会（providing opportunity for studying language）；◆7-1-6：向学生介绍有趣的话题；鼓励学生的讨论；激发学生富于想象力的回应；成为优课的踏板（introducing interesting topics；stimulating discussion；exciting imaginative responses；being the springboardfor well-rounded fascinating lessons）；【会心之处】：无论承认不承认，阅读对于中国学生而言，一直是最重要的语言输入方式。

How to Teach Reading in Middle School摘要：众所周知，课堂教学是学生学习英语的最重要的一种途径。

同样中学英语阅读教学是令人担忧的，老师们不得不激起学生们的阅读兴趣以使他们学得更好。

随着英语语言教和学方式的不断改革,老师们应该有很多激发学生阅读兴趣的方法，并且创造英语学习环境，帮助学生取得进步。

在这篇文章里，英语阅读的方式和重要性将会进一步讨论。

abstract: as everyone knows, the classroom teaching is one of the most important ways that the students learn english. as far as the english reading teaching in the middle schools is concerned, teachers have to arouse the students’’reading interest so that they may learn reading better. with the continual reform of english language teaching and learning methods, teachers should have many ways to arouse the students’’ reading interest and createenglish-learning circumstances and help them to learn better. in this paper, the importance and methods of english reading will be further discussed.key words:classroom teachingways to arouse students’reading interestas we all know, the last also the most important aim forus to learn english as a foreign language is to use it freely in all aspects such as listening, speaking, reading, writing, and translating. nowadays, in order to keep the closest pace with the rapid development of our modern society, the students’’ability to read or understand english has become most essential. so classes should be learner-centered, with meaningful, functional activities, often classes begin by finding out what the students don’t know.i.why teach readingthere are many reasons why getting students to read english texts is an important part of the teacher’s job. in the first place, many of them want to be able to read texts in english either for their careers, for study purposes or simply for pleasure. anything we can do to make reading easier for them must be a good idea.reading texts provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.the last but not the least, students must read widelybecause only a fraction of knowledge about the world can come from other experiences in their short lives.ii. what kind of reading should students do?when the teachers give reading class to students, they should notice a balance----a balance to be struck between real english on the one hand and the students’ capabilities and interests on the other. there is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. but for longer prose, teachers can offer their students texts. anyway, the materials to be read should be interesting and meaningful.iii. what are the principles behind the teaching of reading?i) permit students to readin the teaching of reading teachers often keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.ii) encourage students to respond to the content of a reading text, not just to the languageof course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. but the meaning, the message of the text, is much more important. teachers should help students understand that the main reason to read is for them. they have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. they should be encouraged either to reread or to continue reading to gain meaning. students should be encouraged to ask themselves repeatedly.iii) encourage students to guess or predictreaders’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. therefore, their guesses are more often than not appropriate to the materials. students have to realize that risk taking in reading is appropriate.iv)match the task to the topiconce a decision has been taken about what kind of reading text the students are going to read, teachers need to choosegood reading tasks—the right kind of questions and useful puzzles, etc. asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. working in groups, the english teacher and students take turns asking each other questions following the reading.reference[1] wilga m.rivers & mary s. temperley, a practical guide to the teaching of english as a second or foreign language, new york: oxford university press, 1978[2]david freeman&yvome s. freeman, a road to success for language, new york: oxford university press[3]smith f.understanding reading (2d ed), new york: holt, rinehart and winston。

英语说题比赛精彩稿Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students’former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tellstudents that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question-What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading. (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK studentschoose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer. (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year.)。

Ellen’s first snow globe was of polar bears. T/F (这个句子是正确的还是错误的？) Ellen’s favourite snow globe is of a monster. T/F
Which description is wrong?
A girl and her collection of animal snow globes. A girl and her collection of snow globes. A girl saying thank you for the snow globe present.
4. Some pictures to help students know more about the topic. 用一些图片帮助学生更多的了解 课文。
5. Predict the content! Predict the outline!

步骤 5a 若学生的答案不正确， 重做一遍教前工作，做必要的 重复， 或者再布置一个简单的 任务
Step 6
If students have got the answers correct, then move to step 6.
步骤 6 如果学生得出正确的答案， 进入第六步。
Step 6: Give a second task
Number the snow globe pictures in order they are mentioned.
Ellen’s first snow globe was of polar bears. T/F (Is this sentence true or false?) Ellen’s favourite snow globe is of a monster. T/F