英语教学法教程11 Teaching Reading.ppt

11.9 Post-reading activities Purposes/functions: To provide ss with opportunities to relate what they’ve read to what they already know or what they feel; To enable ss to produce language based on what they learned. Post-reading activities: Traditional: questions; paraphrasing; translation Suggested: 1) discussion as a basis for problem-solving, the ranking of alternatives, deciding upon priorities, etc. 2) Role-play; 3) gap-filling; 4) retelling; 5) writing 11.10 Conclusion It is emphasized that the teaching of reading should focus on developing ss’ reading skills and strategies and on maintaining ss’ motivation for reading, which can be achieved through pre-, while- and post-reading activities. Different texts need different teaching methods. Teachers are expected to be able to choose and adapt a number of different types of activities. Assignment: Design reading activities and demonstrate Choose one or two reading texts from Appendix 2, design at least one pre-reading, one while-reading, and one post-reading activity for the text(s). Give a mini-demonstration next week. Unit 11 Teaching Reading How do people read? What do people read? What are the skills involved in reading? What is the role of vocabulary in reading? What are the principles and models for teaching reading? What procedures and types of activities can we use in teaching reading? 11.1 How do people read? Activity: Task 2, pp.175-176 11.1.1 Assumptions about reading People read for different purposes. Reading aloud does not help ss focus on the meaning of the text because they have to concentrate on pronunciation, intonation, pausing and the recognition of new words. The purpose will usually determine what specific information you are going to look for and the appropriate type of reading skills to be used. Our eyes are always jumping, from ‘group of words’ to ‘groups of words’. People read at different speed and can’t ‘read together’. People guess much of what it is said in a text in reading. Diffe