Transcript ELTM Unit 3 Focus on Reading Presented By: Jia Lin (Dana)

ELTM Unit 3
Focus on Reading
Presented By: Jia Lin (Dana)
Unit 3 Objectives
Think of reading as an active process
focused on meaning.
Learn about different approaches towards
reading.
Know how to teach reading strategies such
as skimming, scanning and inferring.
Be able to design a lesson that teaches
reading in three stages.
P100
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Unit 3 Overview
3 Focus on Reading
1 Introducing
Reading
2 Identifying Major
Reading Strategies
3 The Three Stages
of Teaching Reading
Tasks 1, 2, 3, 4, 5
Tasks 1, 2, 3, 4
Tasks 1, 2, 3, 4
Review
P99
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Warm-up Exercise
Do you approach reading in English the same
way that you approach reading in Chinese? Ask
yourself the following questions:
1. How long do I pause when I come across a new
word in Chinese (compared to reading in English)?
2. Do I always read at the same speed in Chinese
(compared to reading in English)?
3. How often do I read in Chinese to learn about
things I am interested in (compared to English)?
P100-101
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1
Introducing Reading
A1 P101-105
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Key Terms

decoding
 bottom-up
 top-down

interactive
 schema
 relevant
 strategy
A1 P101-105
...changing symbols into words
...build up meaning from words
...build meaning from topic down
to word level
...both bottom-up and top-down
...background knowledge
...related to the topic
...a plan or tactic by which one
accomplishes something
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Reading involves...
Not only recognizing words, but making
sense of them.
More than just “decoding” or knowing
how words should be pronounced.
Actively guessing, predicting, checking
and asking questions.
Getting the meaning out of a text and
responding to it appropriately.
A1 T1 P101
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What kind of reading do you do?
In pairs, make lists of the different types of
material that each of you read each week (e.g.
novels, magazines, menus, email, short
messages...). Check your partner’s list to make
sure you have not forgotten any. Compare your
purposes in reading. How much time do you
spend reading for study compared to reading for
entertainment?
A1 T2 P102
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Why we read.
To survive.
1.
•
Buying products and using them properly (e.g.
medicine bottles). The kind of reading you do at
work. Studying to pass exams.
For information.
2.
•
Reading with the purpose of broadening your
general knowledge and learning more about the
world (e.g. newspapers, magazines, web pages).
For pleasure.
3.
•
Reading for leisure and entertainment (e.g.
novels, movie subtitles).
A1 T2 P101-102
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How would you read this?
HIV-Positive Muppet Gets UNICEF Role
Mon Nov 24, 4:27 PM ET
By NAOMI KOPPEL, Associated Press Writer
GENEVA - The U.N. Children's Fund has appointed an HIV-positive
Muppet starring in the South African version of "Sesame Street" as a
"global champion for children," officials said Monday.
Kami, a mustard-colored furry Muppet who appears regularly on
"Takalani Sesame," represents a 5-year-old girl orphaned by AIDS.
UNICEF said she "has brought levity and compassion to a topic that so
often evokes the opposite."
Kami will appear in public service ads and as a representative for other
joint projects between UNICEF and Sesame Workshop, a U.S.-based,
nonprofit organization that makes "Sesame Street."
The Muppet debuts in her new role Wednesday at the presentation of a
new UNICEF report, "Africa's Orphaned Generation," which details the
impact of HIV/AIDS on children in Africa.
A1 T3 P102-103
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Would you read
every word first
before working
out the overall
meaning?
Or would you
look at the title,
picture and first
sentence and
first predict
what it’s all
about?
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Ways to read text.
Reading “bottom-up”...

In a bottom-up approach, the reader decodes words,
then sentences, then paragraphs until he finally
understands the whole text.
Reading “top-down”...

In a top-down approach, the reader scans the title and
first sentence and thinks about the topic before
understanding all the details.
Reading interactively...

The reader shifts between bottom-up and top-down ways
of reading in an interactive approach. For example, she
may predict the context and then look for words/phrases
that confirm her understanding.
A1 T3 P102-103
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Reading problems.
Sometimes a reader can
recognize every word but still
can’t grasp the overall
meaning.
The problem may be that the
reader doesn’t have enough
background knowledge or
has problems with the style
of language i.e. problems
with “schema”.
A1 T4 P103-104
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Understanding the schema of things.
Readers may need to activate some relevant
background knowledge (schema) in order to
understand a text.
Using a schema, readers can relate what
they read to their expectations, revising their
understanding as they proceed.
Effective strategies can then be applied to
working through the entire text.
A1 T4-5 P104-105
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Key Concepts
Reading is more than just decoding. To really
understand what we read, we must go through an
active process of anticipating and clarifying.
Top-down and bottom-up approaches to reading
can be used individually, or combined interactively for
best results.
Readers need to activate their background
knowledge of the topic (schema) in the initial stages
of the reading process.
A1 P105
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2
Identifying Major
Reading Strategies
A2 P105-129
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Key Terms







skim
scan
infer
retrieval
rhetorical
structure
chronological
cohesive
devices
A2 P101-105
...read noting main points
...read looking for details
...discover using reason and logic
...finding or extracting (info.)
...literary devices/phrases linking
discourse into logical order
...logical order based on time
...referring to something already
mentioned using a pronoun
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Identify some reading strategies.
In Activity 1, you made a list of the types of
materials you read every week and your
purposes in doing so. You also considered the
amount of time you spend reading them. Now,
decide whether you skim (just read the main
points) or scan each one (look for specific
details).
I always scan
the flyers for
good buys!
A1 T2 P102
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Reading strategies and skills.
When you decide whether to skim or scan, you are
applying strategies.


Skimming is a useful skill when you want to know what has been
happening in the news (an example of looking for highlights).
Scanning is a good skill to apply when you are looking for a phone
number in your address book (an example of retrieval).
Some reading materials require that you think carefully
and deeply, noting details and drawing inferences.

Important legal contracts require you to consider various possible
interpretations.
At times, you may also need to consider the text
structure.

To make sense of a long document, you need to know the author’s
order of presentation or the arrangement of details.
A2 T1 P105-106
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Skimming to ‘get the gist’.
When skimming, a reader will go
through the text quickly, just to get the
main idea.
The goal is to find what is interesting but
not spend too much time on what is not.
Taking notes in order to write a
summary of the important points would
require good skimming skills.
A2 T1 P106-109
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Skim to find the main ideas.
A. Why do many computer users set up small
networks?
B. What is one way of defining cyberspace?
C. Which paragraph mentions introductory Internet
books and getting connected?
D. What kind of forum could one use to set up a
newsgroup?
E. Which two paragraphs list three common uses
for the Internet?
Find the number of the paragraph (text pages 110-111
that answers these questions.
A1 T1 P110-111
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Skim to find the main ideas.
A. Why do many computer users set up small
networks?
4
B. What is one way of defining cyberspace?
3
C. Which paragraph mentions introductory Internet
books and getting connected?
5
D. What kind of forum could one use to set up a
newsgroup?
2
E. Which two paragraphs list three common uses
for the Internet?
A1 T1 P110-112
1&5
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Scan to find details.
Use this reading skill to find specific
information efficiently.
When scanning, keep focused on what
you are looking for and ignore
everything else.

For example, disregard all the other street
names as you search for the street you
want to find.
A1 T1 P113-114
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Examples of scanning.
Looking for your own
name on a guest list.
Looking for your
favorite dish on a
menu.
Looking through a list
of web pages returned
by “Google” for one
that contains the
information you want.
A1 T1 P114-115
Checking a dictionary for
the definition of an
unfamiliar word (p 115).
Checking for the place in
the instruction manual
that explains how to fix
something.
Checking a reference
book to make sure you
quoted a fact correctly.
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Scan the FAQ’s in the owner’s manual to
answer these questions:
1. How do I check if I have any voice
messages?
2. How do I make the ringing quieter or turn it
off?
3. What do I do if when I press the keys of my
cell phone, nothing happens?
A2 T2 P115
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Feedback to scanning exercise.
1. How do I check if I have any voice messages?
•
Call your voice mailbox number and follow the directions.
2. How do I make the ringing quieter or turn it off?
•
Press Menu 3 1 2 3, press Select, scroll to the volume
level desired, then press OK.
3. What do I do if when I press the keys of my cell
phone, nothing happens?
•
This could be the result of either the keypad being locked
OR a security code. Need to check pages 66-69 of the
manual.
To answer #2 & #3,
you also needed to
INFER!
A2 T2 P115
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Inferring
Writers cannot possibly
include all the
background, cultural
information, logic,
opinions and attitudes
that you as a reader
might want to know
about.
A skillful writer will give
you just enough to let
you “read between the
lines” (infer).
A2 T3 P116-117
For example, you can
infer the meaning of
words from the context
(e.g. “2 RMB can be
exchanged in Thailand for
about 9 baht”).
You can also infer the
author’s attitude and
opinion based on the
choice of words (e.g.
“sensational and
erroneous conclusion”).
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Try drawing some inferences.
Based on what you understand of the text, what
is a “verbal tirade”? (Use the context.)
How would you describe the pop star’s attitude?
What opinion does the writer of the news clip
most likely have towards the pop star?
A2 T3 P118-119
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Using rhetorical structures.
Rhetorical structures
reveal the way text is
organized.
Recognizing these
structures will help
you to read text
quickly and accurately.
Some common types
of structures are:
A2 T3 P120-121






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chronological order,
cause and effect,
comparison and
contrast,
classification,
process, and
definition.
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Identify the type of structure.
Topic sentence
Rhetorical structure
One of Charlie Chaplin’s most famous
films was “The Gold Rush”, made in 1925.
chronological
Not all body language means the same
thing in different countries.
cause & effect
Every morning, the newspaper chief editor
holds a meeting with the other journalists.
Every year, millions of smokers die
because of illnesses which are caused by
smoking tobacco.
Walt Disney, the great film-maker, was born
in Chicago in 1901.
Coins may be of different sizes, weights,
shapes, and of different metals.
A2 T3 P120-128
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comparison & contrast
classification
process
definition
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Identify the type of structure.
Topic sentence
Rhetorical structure
One of Charlie Chaplin’s most famous
films was “The Gold Rush”, made in 1925.
chronological
Not all body language means the same
thing in different countries.
cause & effect
Every morning, the newspaper chief editor
holds a meeting with the other journalists.
Every year, millions of smokers die
because of illnesses which are caused by
smoking tobacco.
Walt Disney, the great film-maker, was born
in Chicago in 1901.
Coins may be of different sizes, weights,
shapes, and of different metals.
A2 T3 P120-127
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comparison & contrast
classification
process
definition
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Rhetorical structures and teaching.
Once you recognize the structure of a passage, as
a teacher you can design exercises suited to the
style of text.
For example, a text developed in chronological
order is well-suited to being reordered or to filling in
tables (see example on pages 122-123 of the text).
Date
A2 T3 P120-124
Event
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Comments
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Match structures with exercises.
Rhetorical structure
Type of exercise
chronological
reorder sentences/paragraphs
fill in table
fill in diagram
summary (write, correct)
select topic sentence
match
cause & effect
comparison & contrast
classification
process
definition
Discuss reasons for your choices in groups.
There may be multiple correct answers.
A2 T3 P120-127
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Cohesive devices.
“They said this and
that as they talked with
them about it...”
A2 T3 P128
Rather than use the
same long subject
over and over,
writers often use
pronouns to refer
back to them.
Training students to
recognize and follow
these links will avoid
misunderstandings.
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Key Concepts
By teaching students reading skills such as
skimming, scanning and inferring, teachers can help
students to meet goals efficiently.
Recognizing rhetorical structures helps the reader
to understand how text has been developed and
understand it.
Cohesive devices include using pronouns (such as
they, it, that, this, them, he, she, etc.) to refer back to
something that has already been mentioned.
Exercises can be designed to help students
improve their reading in various areas.
A1 P129
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3
The Three Stages
of Teaching Reading
A3 P129-147
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Key Terms







stimulate
challenge
anticipation
brainstorm
jumbled
supplementary
integrate
A3 P129-152
...encourage activity
...testing skill or ability
...feelings of expectation
...come up with ideas
...mixed up
...additional
...combine so that they work
together
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Three stages?
To teach reading effectively, we need to
stimulate students’ interest and motivation,
challenge them and train them to be
efficient readers.
Teaching reading in three stages promotes:
anticipation (and therefore motivation),
 encourages language and information use,
and
 helps students to reflect on what they have
read and thus process language more deeply.

A3 T1 P129-130
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Easy as 1, 2, 3.
Pre-reading stage:
arouse interest,
motivate, prepare.
While-reading stage:
explore text.
Post-reading stage:
consolidate and reflect.
A3 T1 P130
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Pre-reading stage.
Purpose is to motivate students and
prepare them for reading the text. Try:
visual aids (diagrams, maps, photos, props),
 questions (what they already know, or what
they would like to know),
 providing background information,
 brainstorming (students can guess what the
text will be about, perhaps by considering key
words from the text in groups).

A3 T2 P131-136
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What should NOT be
done at this stage?
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While-reading stage.
Focus on the content and structure of the
text and consider the author’s purpose. Use:
exercises that train skimming, scanning or
inferring,
 tables, diagrams, forms in which students
transfer specific points from the text,
 other exercises such as reordering jumbled text,
locating referents, identifying meanings of words
and main points.

A3 T2 P137-143
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What should NOT be
done at this stage?
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Post-reading stage.
Consolidate (reinforce) what has been
learned and integrate it with other sorts
of knowledge. Engage students in:
discussion or role-play exercises,
 summary or retelling of the main points,
 responding to the text through personal
comments or what-happens-next,
 learning supplementary information.

A3 T3 P144-147
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What should NOT be
done at this stage?
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Selecting suitable exercises.
Lesson stage
pre-reading
while-reading
post-reading
Type of exercise
reorder events of the story
talk about wine shops
infer thinking of shop assistants
talk about shopping experiences
talk about journalists
role-play student doing consumer report
show example of a consumer report
work out the meaning of phrases
Read the text on page 146 and select some exercises to be
used at each of the three stages in a reading lesson.
A3 T3 P146-153
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Selecting suitable exercises.
Lesson stage
pre-reading
while-reading
post-reading
Type of exercise
reorder events of the story
talk about wine shops
infer thinking of shop assistants
talk about shopping experiences
talk about journalists
role-play student doing consumer report
show example of a consumer report
work out the meaning of phrases
Read the text on page 146 and select some exercises to be
used at each of the three stages in a reading lesson.
A3 T3 P146-153
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The Schoolmaster needs your help.
She always teaches reading
by dictating new words, making
students read the text aloud,
and then testing student
comprehension with questions.
Can you devise a reading plan
in 3 stages that would make
her class more interesting?
Include a word or two about
the purpose of each exercise.
A3 T4 P148-152
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Design exercises for each stage.
NO SMOKING, PLEASE!
Lesson Plan
In Britain, 70% of smokers say that they would like
to stop smoking, and of these smokers, 83% have tried
more than once to give it up. Why do smokers
continue to smoke, even when they know the habit may
kill them or at least cause a serious illness? The
problem with tobacco is that it contains a drug called
nicotine. Nicotine is a drug that gets one into the habit
of smoking. That means that once you start taking the
drug, it is hard to stop.
When smokers who are used to nicotine go without
it for an hour or two, they begin to feel bad. The body
is calling for a new supply of the drug nicotine. All they
need is something to make them feel better at that
moment. One thing that will stop them feeling bad is
the drug nicotine, which is contained in cigarettes. And
so their habit of smoking continues.
A3 T4 P148-152
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(Based on Senior English for China
Book 2A p10)
Pre-reading stage:
While-reading stage:
Post-reading stage
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Good work!
Lesson Plan
(Based on Senior English for China Book 2A p10 “No
Smoking”)
Pre-reading stage: Ask students to state what
they already know about cigarettes and
smoking. (Forming predictions)
While-reading stage: Students fill in a table
with two columns titled “Why Stop Smoking”
and “Why It’s Difficult”. (Scanning and
Inferring)
Post-reading stage: Role-play a young student
urging an older relative to stop smoking.
(Reflect/consolidate)
A3 T4 P148-152
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Key Concepts
The three-stage approach to teaching reading is an
effective way to add variety and interest to reading
lessons while teaching important reading skills.
Although the amount of time spent at each stage may
vary greatly according to the type of text, planning
lessons in this way has many advantages.
As teachers gain experience in designing a wide
variety of tasks suited to both authentic and nonauthentic reading materials, their own confidence and
skill in teaching ESL will grow.
A3 P153-154
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Unit 3 Evaluation Questions
What was the most useful thing you learned in
this unit?
How has learning about a three-stage approach
to teaching reading changed your ideas about
ELT?
What points should you keep in mind when
designing reading activities?
How can you apply what you learned in this unit
in your teaching?
P154
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Additional Reading
Reading skills that students should
acquire... How to Teach English
(Jeremy Harmer) 68-69
Sequences for teaching reading... How
to Teach English (Jeremy Harmer) 7177
P154
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It’s time for YOUR questions.
Are there still any
areas of difficulty?
Do you have
questions about any
points in the
presentation?
Thank you for your
participation.
P154
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