Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 7 - Phan Thị Thu Nga

Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 7 presents about how to teach reading. The main contents in this chapter includes: Why teach reading? Kinds of reading text, reading skills required, principles, stages of a reading lesson,...
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Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 7 - Phan Thị Thu Nga Chapter 7: How to teach reading Harmer, J.(1998). How to teach English. Longman 1. 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 2. 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 3. 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 5. 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, Open- predictions, Pre-questions, Ordering, Matching & Network While-reading tasks  Aims: checking Ss’ comprehension & helping them to read the text  Techniques: 3 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 & role- play 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