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LECTURE 10.
TEACHING READING TO A2 LEVEL LEARNERS
Lecture outline:
1. Reasons for reading
2. Types of reading: Extensive and intensive reading
3.. Reading skills and sub-skills
2. Reading lesson sequences1
Key words: reading for gist, reading for detailed information, specific information, reading subskills, prediction, skimming, reading for pleasure, main message of the text, extensive reading,reading activities.
REFERENCES
1. Jalolov J.J. “English language teaching methodology” T. 2015. Pp. 182-187
2.Akhmedova L.T. NormuratovaV.I.“Teaching English Practicum” T. 2011.Pp.112-125
3. Jalolov J.J. “Chet til o’qitish metodikasi” T. 2012.
4. Lucy Pollard’s guide to teaching English 2008 pp. 44-48
Reasons for reading
There are many reasons why getting students to read English texts is an important part of the teacher`s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading either for them must be a good idea.
Reading is useful for other purposes too: any exposure to Engish is a good thing for language students. At the very least, some of the language sticks in their minds as part of the process of language acquisition, and, if the reading text is especially interesting and engaging, acquisition is likely to be even more successful.
Reading texts also provide good models for English writing. When we teach the skill of writing, we will need to show students models of what we are encouraging them to do.
Reading texts also provide opportuinies to study language: vocabulary, grammar, pronunciation, and the way we construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
Types of reading
At present, the methods of teaching foreign languages at school made 3 types of reading.
1. Skimming reading
2. Scanning reading
3. Reading for details
Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent “higher” forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.
The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.
Reading is type of speech activity and the purpose of teaching at all stages. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer’s ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader’s selection of texts.
The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.
Reading research shows that good readers
1. Read extensively
2. Integrate information in the text with existing knowledge
3. Have a flexible reading style, depending on what they are reading
4. Are motivated
5. Rely on different skills interacting: perceptual processing, phonemic processing, recall
6. Read for a purpose; reading serves a function
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