Developing Students’ English Reading Ability 培养学生英语阅读能力

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1 Developing Students’ English Reading Ability 培养学生英语阅读能力

2 Aims of reading in school
学习阅读的目的 Reading skills 阅读技能要求 Types of reading 阅读的类型 Reading models 阅读的模式 Reading strategies 阅读策略

3 Aims of reading in school 阅读目的(Grant, 1988)
To teach basic reading comprehension skills 阅读理解技能 To teach real-life reading skills 真实阅读技能 To develop critical reading skills 批判性阅读技能 To develop the students’ general knowledge (phonological, lexical, grammatical, cultural, discourse analysis, etc)学习知识（语音、词汇、语法、文化、语篇分析等） To act as a stimulus for oral or written work 促进口笔语表达

4 课程标准的阅读技能要求 二级：能认读所学词语；能根据拼读的规律读出简单的单词；能读懂教材中简短的要求或指令；能读懂贺卡等所表达的简单信息；能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；能正确朗读所学故事或短文。 五级：能根据上下文和构词法推断、理解生词的含义；能理解段落中各句子之间的逻辑关系；能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；能读懂相应水平的常见体裁的读物；能根据不同的阅读目的运用简单的阅读策略获取信息；能利用词典等工具书进行阅读。课外阅读量应累计达到15万词以上。

5 Types of reading Reading at the early stage初始阶段阅读
Reading aloud (practising pronunciation and intonation)朗读 Recitation 背诵 Silent reading (fast reading for the content) 默读 Reading at the later stage后期阶段阅读 Intensive reading (with the teacher’s help in the classroom)精读 Extensive reading (graded reading outside class)泛读

6 Reading at the early stage
Phonic work letters  sounds Graded Reading words sentences texts Learning to read words, phrases and sentences Learning vocabulary Learning to read stories, poems, etc

7 Graded reading Phonic work 拼音 Connect spelling with pronunciation
With or without learning phonetic symbols Letters have sounds. (24) Sounds make up words. Letters combine in syllables to make words. CV(V) VC(C)　CVC CVCE CCVC CVVC CVCC , etc Many words follow a regular pattern, but many don’t. Teach the spelling rules. Connect spelling with pronunciation 听其音知其形，见其形知其音

8 Learning to read words ―word stress
A word with two or more than two syllables has word stress. Two syllables monkey doctor teacher worker ▔ . again repeat excuse between . Three syllables or more elephant Saturday exercise visitor ▔ ˙. tomato expensive suggestion ▔ . vegetable alternative nationality international

9 Learning to read phrases
Sentence stress a book a Chinese book ink and paper Liaison an English class bread and milk it is there is think about it as a matter of fact good idea Incomplete explosion right now around the corner don’t know egg plant eight pictures ask the doctor Sound change Would you…? Nice to meet you. Did you …?

10 Learning to read sentences
Sentence stress and intonation I’m an English teacher. Whose eraser is this? Is the book on the shelf yours? Are the boxes yours or theirs? You don’t have any brother or sister, do you?

11 Learning to read sentences
Pausing and rhythm Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. He said that he wouldn’t be able to come tomorrow.

12 10 Types of text Practical writing (应用文) Recount/Narration (叙述文 )
Exposition (说明文) Descriptive writing (描述文 ) Reports (报道文 ) Essays (论说文) Stories/novels (故事/小说) Dialogues or play scripts (短剧) Poems (诗歌) Graphs, charts and forms (图表)

13 Intensive and extensive reading
Intensive reading (mostly done in classrooms with the teacher’s help) Extensive reading (mostly done by students themselves outside class) Students are required to read more than 150,000 words outside class.(五级课外阅读量应累计达到15万词以上）

14 Features of Intensive Reading
Main channel to bring information, knowledge, emotion, experience, and culture to the student With the teacher’s instruction and guidance, the student develops reading skills New language is recycled and checked Often pre-reading tasks are given to aid comprehension Post reading tasks to check comprehension and application All students read the same material in the class Teacher selects the material Short texts Many difficult words Direct emphasis on vocabulary building / grammar

15 Features of Extensive Reading
All the students can read different material Student selected material from the library or online Wide variety of material (genres) Reading at the student's ability level Probably will interest the student Longer texts Fewer difficult words New words are often recycled Notes and glossaries help the student understand the text Mostly out-of class reading with less anxiety Emphasis on the skill of reading Emphasis on reading for comprehension / enjoyment Good for developing language feel Provides input for speaking and writing 

16 Extensive & intensive readings must go hand in hand精读泛读相结合
The student learns what and how to read from intensive reading classes with the teacher’s help. Textbooks for intensive reading alone can’t make a good reader. Move beyond the ‘teach the pieces’ model. Students need massive exposure to text. Sometimes we have to leave them alone – make their own mistakes Let them plan, read, explore and discover. Students have to develop their own sense of language.

17 Reading models 1 The top-down approach 2 The bottom-up approach
3 The interactive-compensatory approach交互补偿模式

18 The top-down approach 自上而下的模式
该模式认为读者首先利用世界性知识、语言知识和对问题的了解来理解整体意义，用语境来猜测生疏项目的意义，然后才仔细研究意义如何表达。本族语阅读者或外语水平较高的读者多采用这种模式。

19 The bottom-up approach 自下而上的模式
该模式认为阅读理解是一个转换代码或处理字母与词的过程，教师一个个词、一个个句子地逐步处理，最后得出文章的意义，每一层次的加工完成之后，才能开始下一个层次，直至得出文章的整体意义。初学者多采用这种模式阅读。

20 The interactive-compensatory approach
交互补偿模式是以上两种模式的结合，是一种比较科学的模式，也被越来越多的人所接受。它既强调背景知识，上下文预测的重要性，又不忽视单词、短语和解码能力、迅速捕捉关键信息以理解阅读材料的重要性，反映了阅读过程的本质。

21 Reading strategies阅读策略
What are effective reading strategies? Reading strategies refer to how readers make sense of what they read, what they do when they do not understand something in a text, and how they can make most of what they read. 有效的阅读策略是指读者如何理解所读内容的方法、读者不懂时所采取的对策，以及他们运用所读材料的方法。

22 Reading strategies阅读策略
激活学生的已有的知识和经验 预测 略读 寻读 猜测词义 分析篇章结构 确定主旨大意 分析作者目的、态度、隐含的事实等 进行总结、结论、判断、采访、讨论、辩论、报道等活动 联系自身实际开展活动 十个策略

23 Reading strategies Activating prior knowledge and experiences (relevant background schema) of the students激活学生的已有的知识和经验 Ways: questions and answers talking about pictures picture comparison questionnaires or quiz word association task

24 Reading strategies 2. Predicting involves the readers in active interaction with the text by making them think about what they have read and what they will read next.预测 Step 1 Prepare a text Step 2 Show the Ss the title/picture/first line/first paragraph. Let Ss predict. Then check. Step 3 Repeat the cycle of Step 2.

25 Reading strategies 3. Skimming involves Ss looking through the text rapidly for the general meaning of the text 略读 Ss need to know how the text is organized, notice the main point of a paragraph and have the ability to infer the main idea of a passage. Teacher has to enforce a time limit to increase the speed of reading.

26 Reading strategies 4. Scanning involves Ss reading to find basic and specific information. It is a high-speed activity but slower than skimming.寻读 Activities: true or false/fill in blanks questions and answers (wh- questions) fill in information sheets verifying prediction work out the sequence of time and space or the logical order of events (story map)

27 Reading strategies 5. Guessing meaning of unknown words using contextual clues 利用语境猜词 Use the semantic web (mind map) to check their knowledge of vocabulary and help them organize the words into meaningful association

28 Reading strategies 6. Analyzing text structure 分析篇章结构 Aims:
to distinguish between main ideas and supporting ideas to identify main ideas to write summaries to understand the writer’s attitude and mood to understand how parts of the text related and recognize cohesive devices that writers use

29 Text structure 篇章结构 Content/ Language information Structure
General idea Beginning Topic sentence Paragraphs Main idea of each paragraph Development Key words Summary

30 Pre-reading While-reading basketball Interesting baseball relaxing Sports games easy soccer difficult volley ball boring Ping-pong fun Post-reading

31 Post-reading activities (interviews)
Interview Frank. Do you have …? Who has …? What do you do …? Where do You …? Is it …? 2. Talk to Frank about Gina. Does Gina have …? What else does she have? Why does she have …? Does she play…? What does she …? 3. Talk to your friend about Wang Wei. Does Wang Wei have …? Why not? What does …? Does he like …? Why …? How many …? Does he play … after class? Does he … with …?

32 Reading strategies 7. Identifying topics and main ideas确定主旨大意
Finding the topic (key word) from a list of words Recognizing the topic (topic sentence) of a paragraph Identifying the main idea of a passage Use concept/mind mapping

33 Skimming Scanning Detailed reading Reading aloud Vocabulary study
Brainstorming and predicting Analyzing the main idea and finding the topic Skimming Scanning Detailed reading Reading aloud Vocabulary study Grammar study

34 Post-reading Why are elephants so important to Thailand?
What can elephants do? Do people like elephants in Thailand? Why? Why are the elephants in danger? How can we save the elephants? When is Thai Elephant Day? What do you think of this text? Synthesizing (Summary) Facts Analyzing

35 Methods of concept mapping
Selection of concepts 选择要点 Ranking concepts 排序 Clustering concepts 分层次 Rearrange into a two-dimensional array 重组 Linking concepts 连接 Group work Clarification Using cards Open-endedness

36 人教版初中英语教材《英语（新目标）》八年级下册Unit 8 Why don’t you get her a scarf
人教版初中英语教材《英语（新目标）》八年级下册Unit 8 Why don’t you get her a scarf?，Section B的阅读板块 The trendiest kind of pet these days is the pot-bellied pig. David Smith of North London has a pot-bellied pig named Connie. “Pot-bellied pigs make the best pets,” said David. “She watches TV on the sofa with me every night. She’s my best friend.” However, life with a pig isn’t always perfect. “When I got my pig, she was small,” said David, “but she eats a lot. Now she’s too big to sleep in the house, so I made her a special pig house. Also, pigs need a lot of love. Sometimes I don’t have enough time to spend with her.”

37 Mind map However David Smith Pot-bellied pig named Connie
Disadvantages Eats a lot Too big to sleep In the house Needs a lot of love Advantages Watches TV Best friend Small at first The trendiest kind of pet

38 Reading strategies 8. Finding the writer’s purposes and attitudes, implied facts (cause and effect, facts and opinions, etc) 分析作者目的、态度、隐含的事实等 9. Making a summary, conclusion, judgment, interview, discussion debate, report, etc 进行总结、结论、判断、采访、讨论、辩论、报道等活动

39 10.Establishing a personal connection to the text联系自身实际开展活动
(find a passage particularly meaningful to the Ss； explain any similar experiences they have had；relate to a character, or how they have been affected by the story；make criticisms) 有效的阅读不仅是指从文章中获取信息，更重要的是把所获得的信息进行加工处理，并运用于现实生活，尤其是运用于自身的生活实际，通过阅读拓宽视野，通过阅读启迪思维，通过阅读塑造自我。 Use questions for post-reading

40 Use questions for post-reading
（1）就情感方面的提问： How do you feel about the subject of the reading? Are your feelings similar to the writer's? Which parts of the reading seemed exciting? dull? funny? depressing? Why did you feel that way? Do you feel sympathy with any of the people described in the reading? （2）就阅历方面的提问： Did you ever have any experience similar to the events described in the reading? Do you know any people who are similar to the people described in the reading? Does the reading describe places or situations or problems like those that you know?

41 Do you have the same opinions about the subject as the writer does?
（3）就信念方面的提问： Do you have the same opinions about the subject as the writer does? Is there any statement that you particularly agree or disagree with? （4）就思维方面的提问： As you were reading, what ideas went through your mind? Did the reading remind you of other thoughts that you have been having? How does the reading connect with any subject that you have been thinking about? Did you have any new thoughts after doing the reading?

42 （5）就印象方面的提问： Why do I find this boring? Why don’t I like this kind of reading? Why don't I care about this subject? Why do I think that this piece is worthless? What kind of person might be interested in this reading?

43 Reference B. Tomlinson & H. Masuhara：Developing Language Course Materials,人教社, 2007 Grant, N.: Making most of Your Textbooks, London, Longman, 1987 Paul Nation: Managing Vocabulary Learning, 人教社，2007 D. Brown：Teaching by Principles, 外研社，2001 J. Harmer： How to teach English, 外研社，2000 刘道义：谈培养中小学生英语阅读能力（刘道义个人空间）

44 Thank you!