eltm unit 3 focus on reading presented by: jia lin (dana)
TRANSCRIPT
ELTM Unit 3
Focus on Reading
Presented By: Jia Lin (Dana)
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Unit 3 Objectives
Think of reading as an active process focused on meaning.
Learn about different approaches towards reading.
Know how to teach reading strategies such as skimming, scanning and inferring.
Be able to design a lesson that teaches reading in three stages.
P100
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Unit 3 Overview
Review
Tasks 1, 2 , 3 , 4 , 5
1 IntroducingReading
Tasks 1, 2 , 3 , 4
2 Identifying M ajorReading Strategies
Tasks 1, 2 , 3 , 4
3 The Three Stagesof Teaching Reading
3 Focus on Reading
P99
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Warm-up Exercise
P100-101
Do you approach reading in English the same way that you approach reading in Chinese? Ask yourself the following questions:
1. How long do I pause when I come across a new word in Chinese (compared to reading in English)?
2. Do I always read at the same speed in Chinese (compared to reading in English)?
3. How often do I read in Chinese to learn about things I am interested in (compared to English)?
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1
Introducing Reading
A1 P101-105
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Key Terms decoding bottom-up top-down
interactive schema relevant strategy
...changing symbols into words
...build up meaning from words
...build meaning from topic down to word level
...both bottom-up and top-down
...background knowledge
...related to the topic
...a plan or tactic by which one accomplishes something
A1 P101-105
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Reading involves...
Not only recognizing words, but making sense of them. More than just “decoding” or knowing how words should be pronounced.Actively guessing, predicting, checking and asking questions.Getting the meaning out of a text and responding to it appropriately.
A1 T1 P101
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What kind of reading do you do?
A1 T2 P102
In pairs, make lists of the different types of material that each of you read each week (e.g. novels, magazines, menus, email, short messages...). Check your partner’s list to make sure you have not forgotten any. Compare your purposes in reading. How much time do you spend reading for study compared to reading for entertainment?
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Why we read.1. To survive.
• Buying products and using them properly (e.g. medicine bottles). The kind of reading you do at work. Studying to pass exams.
2. For information.• Reading with the purpose of broadening your
general knowledge and learning more about the world (e.g. newspapers, magazines, web pages).
3. For pleasure.• Reading for leisure and entertainment (e.g.
novels, movie subtitles).
A1 T2 P101-102
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How would you read this?
A1 T3 P102-103
HIV-Positive Muppet Gets UNICEF RoleMon Nov 24, 4:27 PM ET By NAOMI KOPPEL, Associated Press Writer
GENEVA - The U.N. Children's Fund has appointed an HIV-positive Muppet starring in the South African version of "Sesame Street" as a "global champion for children," officials said Monday. Kami, a mustard-colored furry Muppet who appears regularly on "Takalani Sesame," represents a 5-year-old girl orphaned by AIDS. UNICEF said she "has brought levity and compassion to a topic that so often evokes the opposite." Kami will appear in public service ads and as a representative for other joint projects between UNICEF and Sesame Workshop, a U.S.-based, nonprofit organization that makes "Sesame Street." The Muppet debuts in her new role Wednesday at the presentation of a new UNICEF report, "Africa's Orphaned Generation," which details the impact of HIV/AIDS on children in Africa.
Would you read every word first before working out the overall meaning?
Or would you look at the title, picture and first sentence and first predict what it’s all about?
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Ways to read text.Reading “bottom-up”... In a bottom-up approach, the reader decodes words,
then sentences, then paragraphs until he finally understands the whole text.
Reading “top-down”... In a top-down approach, the reader scans the title and
first sentence and thinks about the topic before understanding all the details.
Reading interactively... The reader shifts between bottom-up and top-down ways
of reading in an interactive approach. For example, she may predict the context and then look for words/phrases that confirm her understanding.
A1 T3 P102-103
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Reading problems.
Sometimes a reader can recognize every word but still can’t grasp the overall meaning.The problem may be that the reader doesn’t have enough background knowledge or has problems with the style of language i.e. problems with “schema”.
A1 T4 P103-104
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Understanding the schema of things.
Readers may need to activate some relevant background knowledge (schema) in order to understand a text.
Using a schema, readers can relate what they read to their expectations, revising their understanding as they proceed.
Effective strategies can then be applied to working through the entire text.
A1 T4-5 P104-105
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Key Concepts
A1 P105
Reading is more than just decoding. To really understand what we read, we must go through an active process of anticipating and clarifying.
Top-down and bottom-up approaches to reading can be used individually, or combined interactively for best results.
Readers need to activate their background knowledge of the topic (schema) in the initial stages of the reading process.
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2
Identifying MajorReading Strategies
A2 P105-129
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Key Terms skim scan infer retrieval rhetorical
structure chronological cohesive
devices
...read noting main points
...read looking for details
...discover using reason and logic
...finding or extracting (info.)
...literary devices/phrases linking discourse into logical order
...logical order based on time
...referring to something already mentioned using a pronoun
A2 P101-105
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Identify some reading strategies.
A1 T2 P102
In Activity 1, you made a list of the types of materials you read every week and your purposes in doing so. You also considered the amount of time you spend reading them. Now, decide whether you skim (just read the main points) or scan each one (look for specific details).
I always scan the flyers for good buys!
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Reading strategies and skills.When you decide whether to skim or scan, you are applying strategies. Skimming is a useful skill when you want to know what has been
happening in the news (an example of looking for highlights). Scanning is a good skill to apply when you are looking for a phone
number in your address book (an example of retrieval).
Some reading materials require that you think carefully and deeply, noting details and drawing inferences. Important legal contracts require you to consider various possible
interpretations.
At times, you may also need to consider the text structure. To make sense of a long document, you need to know the author’s
order of presentation or the arrangement of details.
A2 T1 P105-106
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Skimming to ‘get the gist’.
When skimming, a reader will go through the text quickly, just to get the main idea.The goal is to find what is interesting but not spend too much time on what is not.Taking notes in order to write a summary of the important points would require good skimming skills.
A2 T1 P106-109
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Skim to find the main ideas.
A1 T1 P110-111
A. Why do many computer users set up small networks?
B. What is one way of defining cyberspace?
C. Which paragraph mentions introductory Internet books and getting connected?
D. What kind of forum could one use to set up a newsgroup?
E. Which two paragraphs list three common uses for the Internet?
Find the number of the paragraph (text pages 110-111 that answers these questions.
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Skim to find the main ideas.
A1 T1 P110-112
A. Why do many computer users set up small
networks? 4
B. What is one way of defining cyberspace? 3C. Which paragraph mentions introductory Internet
books and getting connected? 5D. What kind of forum could one use to set up a
newsgroup? 2E. Which two paragraphs list three common uses
for the Internet? 1&5
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Scan to find details.
Use this reading skill to find specific information efficiently.
When scanning, keep focused on what you are looking for and ignore everything else.For example, disregard all the other street
names as you search for the street you want to find.
A1 T1 P113-114
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Examples of scanning.
Looking for your own name on a guest list.Looking for your favorite dish on a menu.Looking through a list of web pages returned by “Google” for one that contains the information you want.
Checking a dictionary for the definition of an unfamiliar word (p 115).Checking for the place in the instruction manual that explains how to fix something.Checking a reference book to make sure you quoted a fact correctly.
A1 T1 P114-115
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Scan the FAQ’s in the owner’s manual to answer these questions:
1. How do I check if I have any voice messages?
2. How do I make the ringing quieter or turn it off?
3. What do I do if when I press the keys of my cell phone, nothing happens?
Microsoft Word DocumentA2 T2 P115
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Feedback to scanning exercise.1. How do I check if I have any voice messages?
• Call your voice mailbox number and follow the directions.
2. How do I make the ringing quieter or turn it off?• Press Menu 3 1 2 3, press Select, scroll to the volume level
desired, then press OK.
3. What do I do if when I press the keys of my cell phone, nothing happens?
• This could be the result of either the keypad being locked OR a security code. Need to check pages 66-69 of the manual.
Microsoft Word DocumentA2 T2 P115
To answer #2 & #3, you also needed to INFER!
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InferringWriters cannot possibly include all the background, cultural information, logic, opinions and attitudes that you as a reader might want to know about.A skillful writer will give you just enough to let you “read between the lines” (infer).
For example, you can infer the meaning of words from the context (e.g. “2 RMB can be exchanged in Thailand for about 9 baht”).You can also infer the author’s attitude and opinion based on the choice of words (e.g. “sensational and erroneous conclusion”).
A2 T3 P116-117
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Try drawing some inferences.
Based on what you understand of the text, what is a “verbal tirade”? (Use the context.)
How would you describe the pop star’s attitude?
What opinion does the writer of the news clip most likely have towards the pop star?
Microsoft Word Document
A2 T3 P118-119
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Using rhetorical structures.Rhetorical structures reveal the way text is organized.Recognizing these structures will help you to read text quickly and accurately.Some common types of structures are:
chronological order, cause and effect, comparison and
contrast, classification, process, and definition.
A2 T3 P120-121
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Identify the type of structure.
A2 T3 P120-128
Topic sentence Rhetorical structure
One of Charlie Chaplin’s most famous films was “The Gold Rush”, made in 1925. chronological
cause & effect
comparison & contrast
classification
process
definition
Not all body language means the same thing in different countries.
Every morning, the newspaper chief editor holds a meeting with the other journalists.
Every year, millions of smokers die because of illnesses which are caused by smoking tobacco.
Walt Disney, the great film-maker, was born in Chicago in 1901.
Coins may be of different sizes, weights, shapes, and of different metals.
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Identify the type of structure.
A2 T3 P120-127
Topic sentence Rhetorical structure
One of Charlie Chaplin’s most famous films was “The Gold Rush”, made in 1925. chronological
cause & effect
comparison & contrast
classification
process
definition
Not all body language means the same thing in different countries.
Every morning, the newspaper chief editor holds a meeting with the other journalists.
Every year, millions of smokers die because of illnesses which are caused by smoking tobacco.
Walt Disney, the great film-maker, was born in Chicago in 1901.
Coins may be of different sizes, weights, shapes, and of different metals.
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Rhetorical structures and teaching.
Once you recognize the structure of a passage, as a teacher you can design exercises suited to the style of text.
For example, a text developed in chronological order is well-suited to being reordered or to filling in tables (see example on pages 122-123 of the text).
A2 T3 P120-124
Date Event Comments
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Match structures with exercises.
A2 T3 P120-127
Rhetorical structure Type of exercise
chronological reorder sentences/paragraphs
fill in table
fill in diagram
summary (write, correct)
select topic sentence
match
cause & effect
comparison & contrast
classification
process
definition
Discuss reasons for your choices in groups. There may be multiple correct answers.
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Cohesive devices.Rather than use the same long subject over and over, writers often use pronouns to refer back to them.Training students to recognize and follow these links will avoid misunderstandings.
A2 T3 P128
“They said this and that as they talked
with them about it...”
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Key Concepts
A1 P129
By teaching students reading skills such as skimming, scanning and inferring, teachers can help students to meet goals efficiently.
Recognizing rhetorical structures helps the reader to understand how text has been developed and understand it.
Cohesive devices include using pronouns (such as they, it, that, this, them, he, she, etc.) to refer back to something that has already been mentioned.
Exercises can be designed to help students improve their reading in various areas.
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3
The Three Stagesof Teaching Reading
A3 P129-147
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Key Terms stimulate challenge anticipation brainstorm jumbled supplementary integrate
...encourage activity
...testing skill or ability
...feelings of expectation
...come up with ideas
...mixed up
...additional
...combine so that they work together
A3 P129-152
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Three stages?To teach reading effectively, we need to stimulate students’ interest and motivation, challenge them and train them to be efficient readers.Teaching reading in three stages promotes:anticipation (and therefore motivation),encourages language and information use, andhelps students to reflect on what they have read
and thus process language more deeply.
A3 T1 P129-130
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Easy as 1, 2, 3.
Pre-reading stage: arouse interest, motivate, prepare.
While-reading stage: explore text.
Post-reading stage: consolidate and reflect.
A3 T1 P130
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Pre-reading stage.
Purpose is to motivate students and prepare them for reading the text. Try:visual aids (diagrams, maps, photos, props),questions (what they already know, or what
they would like to know),providing background information,brainstorming (students can guess what the
text will be about, perhaps by considering key words from the text in groups).
A3 T2 P131-136
What should NOT be done at this stage?
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While-reading stage.
Focus on the content and structure of the text and consider the author’s purpose. Use:exercises that train skimming, scanning or
inferring, tables, diagrams, forms in which students
transfer specific points from the text,other exercises such as reordering jumbled text,
locating referents, identifying meanings of words and main points.
A3 T2 P137-143
What should NOT be done at this stage?
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Post-reading stage.
Consolidate (reinforce) what has been learned and integrate it with other sorts of knowledge. Engage students in:discussion or role-play exercises,summary or retelling of the main points, responding to the text through personal
comments or what-happens-next, learning supplementary information.
A3 T3 P144-147
What should NOT be done at this stage?
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Selecting suitable exercises.
A3 T3 P146-153
Lesson stage Type of exercise
pre-readingreorder events of the story
talk about wine shops
infer thinking of shop assistants
talk about shopping experiences
talk about journalists
role-play student doing consumer report
show example of a consumer report
work out the meaning of phrases
while-reading
post-reading
Read the text on page 146 and select some exercises to be used at each of the three stages in a reading lesson.
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Selecting suitable exercises.
A3 T3 P146-153
Lesson stage Type of exercise
pre-readingreorder events of the story
talk about wine shops
infer thinking of shop assistants
talk about shopping experiences
talk about journalists
role-play student doing consumer report
show example of a consumer report
work out the meaning of phrases
while-reading
post-reading
Read the text on page 146 and select some exercises to be used at each of the three stages in a reading lesson.
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The Schoolmaster needs your help.
She always teaches reading by dictating new words, making students read the text aloud, and then testing student comprehension with questions.Can you devise a reading plan in 3 stages that would make her class more interesting? Include a word or two about the purpose of each exercise.
A3 T4 P148-152
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Design exercises for each stage.
A3 T4 P148-152
NO SMOKING, PLEASE!
In Britain, 70% of smokers say that they would like to stop smoking, and of these smokers, 83% have tried more than once to give it up. Why do smokers continue to smoke, even when they know the habit may kill them or at least cause a serious illness? The problem with tobacco is that it contains a drug called nicotine. Nicotine is a drug that gets one into the habit of smoking. That means that once you start taking the drug, it is hard to stop. When smokers who are used to nicotine go without it for an hour or two, they begin to feel bad. The body is calling for a new supply of the drug nicotine. All they need is something to make them feel better at that moment. One thing that will stop them feeling bad is the drug nicotine, which is contained in cigarettes. And so their habit of smoking continues.
Lesson Plan (Based on Senior English for China Book 2A p10)
Pre-reading stage:
While-reading stage:
Post-reading stage
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Good work!
A3 T4 P148-152
Lesson Plan (Based on Senior English for China Book 2A p10 “No Smoking”)
Pre-reading stage: Ask students to state what they already know about cigarettes and smoking. (Forming predictions)
While-reading stage: Students fill in a table with two columns titled “Why Stop Smoking” and “Why It’s Difficult”. (Scanning and Inferring)
Post-reading stage: Role-play a young student urging an older relative to stop smoking. (Reflect/consolidate)
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Key Concepts
A3 P153-154
The three-stage approach to teaching reading is an effective way to add variety and interest to reading lessons while teaching important reading skills.
Although the amount of time spent at each stage may vary greatly according to the type of text, planning lessons in this way has many advantages.
As teachers gain experience in designing a wide variety of tasks suited to both authentic and non-authentic reading materials, their own confidence and skill in teaching ESL will grow.
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Unit 3 Evaluation Questions
What was the most useful thing you learned in this unit?
How has learning about a three-stage approach to teaching reading changed your ideas about ELT?
What points should you keep in mind when designing reading activities?
How can you apply what you learned in this unit in your teaching?
P154
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Additional ReadingReading skills that students should acquire... How to Teach English (Jeremy Harmer) 68-69
Sequences for teaching reading... How to Teach English (Jeremy Harmer) 71-77
P154
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It’s time for YOUR questions.
Are there still any areas of difficulty?
Do you have questions about any points in the presentation?
Thank you for your participation.
P154