LG 228

1. LG 228 TEACHING READING

2. What is reading? How Important is it? • What do people read every day? . I read e-mails, news(paper/internet), bus timetables, sources for lectures, Murakami novel, Biography Janacek, Libretto, Music??., stuff from department, marking essays. PhD for viva…. • What is reading? History…aloud, social/aural/private-silent/Chaucer Canterbury Tales/mouthing? Today mostly private silent///ever read aloud to someone? Children’s story??

3. Reading Purpose and strategies: • What strategies will be used for reading depend on the purposes for reading. A reading strategy may be defined as ‘ways to solve problems or increase efficiency in constructing meaning from a written text. For example in trying to understand the main points of a written argument a reader may underline or make notes in the margin in order to remind themselves when go over those marks/notes after they have finished reading.

4. Choice of Text: • Learner interest, the topic needs to be one that may engage the learners, so has to be matched with their needs and learner profile such as age, target, gender(?), level, motivation. Exploitability:how may the text be used, can it be used in different types of task, is it flexible? Language Level, is it authentic or does it look authentic as with a reader, length, genre (article, poem, song, letter,), • difficulty of ideas/cultural expressions>familiar unfamiliar. Integration with other tasks or other skills.

5. A general procedure for teaching reading • A) lead-in and pre-reading task • B) Teacher directs comprehension task • C) Students read to complete the task • D) Teacher directs feedback • D).Further comprehension tasks • E) Teacher directs text related task

6. alternatives to comprehension tasks • Jumbled Paragraphs. In this a text may be given in which the separate paragraphs are mixed in the order (a kind of jigsaw reading) • Running Dictation also uses reading as part of its task (a multi-skills exercise) • Make your own questions: In this the learners can be given a factual or fictional text and asked to create a number of questions • Transfer learners may be given a chart,then have to write a passage describing in detail the information contained in the chart or graph

7. FOLLOW UP TASKS • such activities may be combined with other skills for a multi-skill task, or they may be followed up by other tasks related to the reading, perhaps utilizing a different skill. Writing a summary could be done, to show the main ideas or events of a text. With a story the learners may be asked to write a sequel or ‘what happened next’ to the events in the storyThis may usually involve group work, so there are discussion//speaking skills as well as writing skills

8. REFERENCES • Aebersold, J. and Field, M. 1997. From Reader to Reading Teacher CUP • Day, R. and Bamford, J. 1998 Extensive Reading in the Second Language classroom CUP • Grellet, F. 1981 Developing reading skills. Cambridge CUP • Hedge, T. 2000, Teaching and Learning in the Language Classroom. (Ch.6) OUP • McDonough, J. & Shaw C.2003 Materials and Methods in ELT, Blackwell • Nuttall, C. 2005. Teaching reading skills in a foreign language Heinemann • Wallace, C. 1992 Reading, Oxford OUP • Hudson, T. 2007. Teaching Second Language Reading. • Koda, K. 2004. Insights Into Second Language Reading. Cambridge.