TIẾNG ANH CHUYÊN NGÀNH Chapter 7

Chapter 7: How to teach reading Harmer, J.(1998) How to teach English Longman Why teach reading?     Language acquisition Providing good models for writing Providing opportunities to study language: -vocabulary, grammar & pronunciation -ways to construct sentences, paragraphs… Introducing speaking interesting topics, discussion, imaginative responses, fascinating lessons Kinds of reading text Texts: authentic or not  Authentic written material  the most important thing: texts are as much like real English as possible  Topics & types of reading texts  Depending on the level & interests of learners  Reading skills required      Scanning: particular bits of/ specific information Skimming for the main idea Reading for detailed comprehension Reading for developing critical thinking skills Reading & making inferences 4.Principles       Reading: not a passive skill Ss  engaged with what to read Ss  encouraged to respond to the content of a text, not the language Prediction: major factor in reading Matching the task to the topic Exploiting reading texts to the full Stages of a reading lesson    Pre-reading tasks While-reading tasks Post- reading tasks Pre-reading tasks  Definition: Arousing Ss’ interest in the topic & making them want to read (to check or clarify information & have some ideas of what they are going to read)  Techniques: True/False predictions, Openpredictions, Pre-questions, Ordering, Matching & Network While-reading tasks   Aims: checking Ss’ comprehension & helping them to read the text Techniques: or 4-option multiple choice, true/false statements, grids (completing the table), ordering (pictures/statements), matching, comprehension questions (wh or Y/N), given answers, networks or completing an outline Post- reading tasks   Aims: encouraging Ss to reflect upon what they’ve read & for information staying with Ss, they need to go beyond simply reading it & using it Techniques: discussion, write-it up & roleplay Discussion Eliciting personal responses by asking Ss to:  match what they read against their own experience  imagine themselves in a situation related to the text but beyond their own experience  Express their feeling & opinion Write - it- up   summarizing the main ideas of the text by using their own words drawing their own conclusion Role-play   giving further language practice by using what Ss have read in the text applying what they’ve read in a new situation