Development of reading skills

Август 7, 2022

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Английский язык
Development of reading skills

Содержание

2. Session 1 Reading as a communicative skill By the end of this session you will have
3. Definitions of reading 1.Reading is an interactive process of communication between writer and reader. Polyakov O.
5. Effective reader means being able to read accurately and efficiently, understanding as much of the text
6. Fluency- speed and ease of reading
7. What is learning to read? Learning to read is building up particular reading skills
9. What is a text? "A text is the verbal record of communication act" (Brown &Yule) "Text
10. The term discourse is used to describe the meaning which the reader constructs from the text
11. Top-down processing
12. Bottom-up processing
13. Session 2 Reading in the language classroom By the end of this session you will have
14. The requirements of Federal Standard to teaching Reading 1. Learners should be able to read not
15. phase provides a purpose for reading, are aimed at motivating learners to read by stimulating their
16. encourages processing at different levels, involving various reading skills and strategies, guiding and checking understanding. Often
17. Post-reading phase reading phase learners respond to the text, evaluate the content and relate it to
18. Session 3 Reading Materials in the Classroom By the end of the session the participants will
19. Text As a Linguistic Object TALO Find all the examples of X in a text (for
20. Text As a Vehicle for Information TAV I predicting the content of the text, discussing questions
21. Text As a Springboard for Production TASP doing a role play based on the text discussing
22. The text should Be a vehicle for teaching specific language structure and vocabulary Offer the opportunity
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Session 1 Reading as a communicative skill
By the end of

this session you will have
considered reading as a real life process;
regarded reading as a communicative skill;
got acquainted with features of connected text;
discussed the effective strategies of reading.

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Definitions of reading
1.Reading is an interactive process of communication between writer

and reader.
Polyakov O. Teaching English communicatively. Tambov Project.
2. Reading- perceiving a written text in order to understand its content. Dictionary of language teaching and applied linguistics. Longman
3. Reading is a process of obtaining meaning from written text. Williams E. Reading in the language classroom.
4. Reading is a process of getting information for different purposes Grant N. Making the most of your textbook.
5. Reading is a visual and cognitive process to extract meaning from writing by understanding the written text.
From Millrood R.2001. Teaching to Read. Modular Course in ELT Methodology.

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Effective reader means being able to read accurately and efficiently, understanding

as much of the text as one needs in order to achieve one's purpose.
Greenwall, S. and Swan, M. "Effective reading"

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Fluency-
speed and ease of reading

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What is learning to read?
Learning to read is
building up particular

reading skills

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What is a text?
"A text is the verbal record of communication

act"
(Brown &Yule)
"Text is a language that is functional"
( Halliday)
"Chunk of written language which carries a whole meaning and is describable by some term such as "warning", "novel" or "letter"
( Wallace)

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The term discourse is used
to describe the meaning which the reader

constructs from the text during the reading process

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Top-down processing

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Bottom-up processing

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Session 2 Reading in the language classroom
By the end of

this session you will have
discussed the three phases in a reading classroom
considered requirements to teaching reading
observed materials for teaching reading in current textbooks

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The requirements of Federal Standard to teaching Reading
1. Learners should

be able to read not complex authentic texts with the purpose of getting the main idea of a text or its main points.
2. Learners should be able to read not complex authentic texts in order to get from them the specific information or the information they are interested in.
3. Learners should be able to read a text intensively demonstrating detailed comprehension of it using a dictionary.

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phase provides a purpose for reading,
are aimed at motivating learners to

read by
stimulating their interest or curiosity, creating
expectations, activating their background
knowledge, sharing experience and opinions, etc.

Pre-reading

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encourages processing at different levels, involving various reading skills and strategies,

guiding and checking understanding. Often they will follow a pattern of questions that encourage focus on global meaning, then on detailed understanding and finally return to global comprehention, though at the deeper level than at the outset.

While reading phase

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Post-reading phase
reading phase learners respond to the text, evaluate the content

and relate it to their own experience, often integrating reading speaking, listening, and writing in the process.

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Session 3 Reading Materials in the Classroom
By the end of the

session the participants will have
considered different approaches to texts in the language classroom
chosen the criteria of selecting and designing reading materials

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Text As a Linguistic Object TALO
Find all the examples of X in

a text (for example, a grammar pattern, function words, a particular verb form…)
Find all the words in the text that are connected to X (words that are topically linked, or lexical sets)
Decide why certain forms were chosen over others (why was a conditional used, for example)

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Text As a Vehicle for Information TAV I
predicting the content of the

text, discussing questions or statements that relate to the text
marking things in the text that you knew/didn't know before
answering comprehension questions
summarising the main points of a text
putting events in order

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Text As a Springboard for Production TASP
doing a role play based on

the text
discussing issues raised by the text
having a debate about the points of view presented in the text
writing a similar text about something the students know about
writing a response to the text.

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The text should
Be a vehicle for teaching specific language structure and

vocabulary
Offer the opportunity to promote key reading strategies
Present content which is of interest to the learners
Be at the appropriate language level