Teaching Reading

1. Teaching Reading By Lidiya Ukhno, ESLT Irkliiv Secondary School Chornobai District

2. “In the real world, reading is a means to an end and not an end in itself. It is always a purposeful activity, and our job as teachers is to help students identify these different purposes and to master the strategies best suited to achieve them’’ Ken Hyland

3. Reading in Teaching a Foreing Language.

4. Benefits of reading • Educational importance • Developing pupils’ intelligence • As a means of learning a language • As intellectual work • Involving different kinds of abilities

5. Reading as a process&“reading per se” • The reader can associate the graphic system of the language with the phonic system of the language • The reader can find the logical subject and the logical predicate of the sentences • The reader can get information from the text

6. Two ways of reading.

7. Two ways of reading

8. Helpful strategies • Previewing • Predicting • Skimming & scanning • Guessing from context • Paraphrasing

9. Using strategies

10. Pre-reading • Set a purpose or decide in advance what to read for • Decide if more linguistic or background knowledge is needed • Determine whether to enter the text from the top down or from the bottom up

11. While reading • Verify predictions and check for inaccurate guesses • Decide what is not important to understand • Reread to check comprehension • Ask for help

12. Post- reading • Evaluate comprehension in a particular task of area • Evaluate overall progress in reading and in particular types of reading tasks • Decide if the strategies used were appropriate for the purpose and for the task • Modify strategies if necessary

13. How to work with the text • Grammar and lexical analyses • Work with a dictionary • Structural-information exercises • Semantic-communicative exercises

14. Reading techniques

15. Junior stage • Read & draw • Here are the questions. Find the answers in the text • Find these sentences in the text • Correct the following statements • Retell the text • Read the sentences you find the most important in the text

16. Intermediate & senior stage • Answer the questions • Tell your classmates what (who, when, where, why…) • Read the words (sentences or paragraphs) to prove what you say • Read the paragraph you like best • Write a short summary of the text

17. Reading as the essence of students’ independent work • Interest • Tasks • Questions (Why? What for? What would you do if…) • Annotations

18. Note-making as a way of developing reading skills • put "+" on the margins next to the material which is familiar or correct; • put "—" on the margins next to the material which is absolutely new for them; • put "?" on the margins next to the material which is doubtful, debatable or vague. • put"!" on the margins next to the material which is quite .important.

19. Note-making as a way of developing reading skills Pupils colour • the important facts in red • doubtful information in yellow • familiar data in blue • some new facts in green.

20. How to teach reading successfully • The teachers must be well acquainted with the class to be able to select texts both for the whole class and for individual reading • They must stimulate wide reading through the School Library • They must prepare assignments to direct pupils’ reading • The teachers must determine what & how much pupils should read (obligatory & of their own choice)

21. GOOD LUCK!

22. REFERENCES • Andeson,J.,B. Durston and M. Poole. 1969. Efficient reading: A practical guide. New York: McGraw-Hill. • Grellet, F. 1981. Developing reading skills. Cambridge: Cambridge University Press. • James, S. 1984. Reading for academic purposes. London: Edward Arnold. • Mitchel , D.C. 1982. The process of reading. Chichester, NY: John Wiley. • Nuttall, C. 1982. Teaching reading skills in a foreign language. London: Heinemann. • Widdowson, H. 1983. Learning purpose and language use. Oxford: Oxford University Press. • http://en.wikipedia.org • http://www.teachingenglish.org.uk • http://www.teachersdesk.com