1. Teaching Reading to Primary School Pupils 北京教育学院 袁昌寰 yuanchanghuan@126.com

2. I. Warm-up Among the four language skills, reading might be the most familiar to our Chinese learners of English.

3. 1. What is reading? Read the following statements and decide whether you agree with them or not. 1)Reading is recognizing the written words in a text. 2) Reading is the ability to articulate the words and pronounce them correctly. 3) Reading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.

4. 4) Reading is the ability to understand the written words and respond to them in proper ways. 5) Reading means getting meaning out of the given text.

5. 2. Why do we read? You may have various purposes for reading different types of texts. In general three main reasons why people read.

6. 1) Reading for survival. This kind of reading serves your immediate needs or wishes. 2) Reading for learning and information. It means that reading can help extend your general knowledge of the world. 3) Reading for entertainment or pleasure. Reading for entertainment is done for its own sake. The readers don’t have to do it.

7. 3. Why teach reading in EYL classes? 1) Many children show both interest and enthusiasm in doing reading when they start English. 2) Reading can help to reinforce what they are learning orally. 3) Being able to read something meaningful in English, such as a party invitation, an email, short message, or shopping list, can give children a real sense of achievement. 4) Exposure to the written record of what is being learnt can be important for those whose learning is more visual and who like to see the words and phrases written down.

8. 4.How do we read? The traditional ways to teach reading in a Chinese school. 1.The “new words” from the text are learnt in lists with their Chinese translations. 2.The teacher asks the students to read the text aloud sentence by sentence, paragraph by paragraph, interrupting them to correct their pronunciation. 3.The teacher explains the meaning of words and phrases in English and Chinese and draw the students’ attention to certain grammatical points.

9. 4.The students’ comprehension of the text is checked by the teacher asking questions and nominating students to answer. 5.After this, the teacher and students will do the language exercises from the textbook.

10.  Questions: 1.What do you think are the problems with this way of teaching reading? 2.How motivated do you think the students are to study this text at the beginning of the lesson? 3.Does the teacher do anything to increase their motivation? 4.How do you think the students feel during the teacher’s lengthy explanations of the phrases and grammar points in the text?

11. 5.Is this interesting for them? 6.Will they remember and use what is being taught to them? 7.Has any effort been made to make the students remember what they have read and learned from the text? 8.Can they use it the next time they have to use English? 9.Do you think it is clear to them what they have gained from this lesson?

12. II.Approaches to reading 1. Read the following descriptions, tick those which suit your situation. 1) I usually start reading a text by recognizing words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text.

13. 2) When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole.

14. 3) I think the meaning of a text is more than the sum of the individual words and sentences. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That’s to say, I combine the above 2 ways in my reading.

15. 2. Three approaches to reading: Bottom-up approach: Decode and understand words, phrases and sentences in the text in order to understand the text. Top-down approach: Use our expectations, previous knowledge to understand the general ideas of the text first. Interactive approach: The reader uses bottom-up and top- down approaches together, and two approaches interact with each other in understanding a text. The reader may shift from one focus to another during the process.

16. 3. Overcome the bad habits of reading 1. We should enlarge the distance between eyes and the reading passage. 2. We should not read word for word.

17. 4. Reading techniques ： Reading aloud When we went to school ， most of the reading done in class was reading aloud. It is a separate skill and not one which most people have that much use for outside the classroom. But it can be useful, especially with beginners in a language.

18. Traditionally, reading aloud is often thought of as reading round the class one by one, and although many children seem to enjoy it, this type of reading aloud is not to be recommended:

19. · It gives little pleasure and is of little interest to the listeners. · It encourages stumbling and mistakes in tone, emphasis and expression. · It may be harmful to the silent reading techniques of the other pupils. · It is a very inefficient way to use your lesson time.

20.  However, reading aloud is a useful technique when used slightly differently: · Reading aloud to the teacher should be done individually or in small groups. The reader then has the teacher’s full attention. · The teacher can use it as a means of training and checking rhythm and pronunciation. · Reading dialogue aloud in pairs or groups is an efficient way of checking work. · Listening to a pupil reading aloud should be a treat for the whole class. If pupils are going to read aloud for the rest of the class, they must be well prepared and the others should want to hear what is going to be read.

21. 4. Reading techniques ： Silent reading Reading aloud can be a useful skill to have in the classroom and one which teachers make good use of, but silent reading is what remains with most people for the rest of their lives. Nobody can guarantee that all your pupils will love books, but a positive attitude to books and reading from beginning will help.

22. 5. Building up confidence · Some children are natural readers and will want to read books as soon as they can, but you should spend some time building up confidence with the whole class about silent reading. · Give pupils only half the story, and discuss what happens next in the mother tongue. See how many different endings are possible, then let them read the rest of the story to see if they were right. From the beginning encourage this type of anticipating. Good stories put the reader in the mood of wanting to know what happens next.

23. · When the children are beyond the beginner level, you might want to use silent reading as the starting point.

24. III.English Reading requirement for primary school pupils 课标一级阅读要求： 读写： 1 、能看图识字； 2 、能在指认物体的前提下认读所学词语； 3 、能在图片的帮助下读懂简单的小故事； 4 、能正确书写字母和单词。

25. 课标二级阅读要求： 读： 1 、能认读所学词语； 2 、能根据拼读的规律，读出简单的单词； 3 、能读懂教材中简短的要求或指令； 4 、能看懂贺卡等所表达的简单信息； 5 、能借助图片读懂简单的故事或小短文，并养成按意群 阅读的习惯； 6 、能正确朗读所学故事或短文。

26. IV. Different ways to approach the introduction of reading 阅读的启蒙教学方法 孩子学习语言总是遵循先听后说、先读后写的规 律，循序渐进、不断积累。如今，小学阶段的英 语教学一般都是从一年级就开始了。识词就成了 孩子们阅读训练的第一步。

27. 1 、 Phonics 帮助学生建立字母与其发音之间的联 系的活动 This method is based on letters and sounds. Basically, we teach the pupils the letters of the alphabet, and the combination of letters, phonically-as they are actually pronounced.

28. 1 ）首字母游戏：为每组学生准备一些带有单词 拼法的图片，学生依次认读。并合作找出首字 母发音相同的词。 ( 过程中，教师可进行语言提 示： What letter does apple begin with?

29. 2) 制作字母发音墙饰：

30. 2 、帮助学生识读辅音连缀的活动 1 ）让学生初步感知字母组合发音 教歌曲或歌谣时，重点可放于押韵的词，让学 生感知。

31. 2 ）帮助学生从视觉感知辅音连缀；如 plant- planet-plane 和 star-stamp-story, 让学生识读时， 可在单词卡上用鲜艳的颜色重点突出辅音连 缀。

32. 3 ）帮助学生感知节奏和音节 示例活动： Using a tambourine for rhythm and syllable work

33. 3 、帮助学生识读短语 当学生在听别人说话时，他们在不知不觉地获得 词汇和短语，同时也在不知不觉中学习词语搭配。 此时教师可以做一些帮助学生识读短语的活动， 如使用词组卡来强化学生已经听过的词组。

34. 示例活动： Building a phrase TEACHER: OK, everybody, look carefully. Here are all the things in Red Riding Hood’s basket. But the words are all mixed up. So we’re going to sort them out. Ok, right, right who can remember what she had

35. CHILDREN: Strawberries. TEACHER ： Strawberries, yes. Strawberries…good. Who can come out and find the word for strawberries? CHILDREN: Me, me… TEACHER: Ok, Leah. Ok, Yes, good. And what were the strawberries like? They were lovely… CHILDREN: Sweet…sweet… TEACHER: Yes. They were lovely sweet strawberries. So who can find these words?

36. CHILDREN: Me. TEACHER: Ok, Ali. And where do they go ？ Put them next to the strawberries. Which one goes first? That’s right? That’s right. Good, let’s read that phrase together. CHILDREN AND TEACHER: Lovely… sweet…strawberries. TEACHER: Lovely sweet strawberries. Mm. Yes.

37. 在此教学活动中，教师帮助学生识读《小红帽》 中的一些词组搭配。他把小红帽篮子里所装物品 用词卡来代替。巧妙地启发学生感知语言。另 外，教师可以发挥主观能动性来自编问答小韵 文，教师或学生问，其他学生找出相应的答语。

38. What’s in the basket? Lovely sweet strawberries What’s in the wood? Small blue flowers What’s in the bed? The big bad wolf What’s in is mouth? His big sharp teeth What’s I his tummy? Not me, not me!!

39. 在进行图片讲解或读完故事后，教师可以把词组 和句子拆开写在词卡上，让学生来做配对游戏。

40. 4 、 Look and say 看和说 This approach is based on words and phrases, and makes a lot of use of flashcards – words written on cards like this: a bookmy book the blackboard

41. The teacher shows the children the word and says it while pointing to the object. The children repeat the word. This happens several times with each word. The introduction of the words only takes a short time, and goes quite quickly, so the teacher may spend 5 minutes of a thirty minute lesson on 4 new words.

42. Other word recognition games: 1)Matching words with pictures 2)Pointing to the object on the card 3)Guessing which card is missing 4)Guessing the picture on the card with some parts covered by the envelope All the above activities encourage pupils’ recognition of a range of words and phrases before ‘reading’ a text.

43. 5 、 Whole sentence reading 读整个句子 Here the teacher teaches recognition of whole phrases and sentences which have meaning in themselves. This often means a story which the children read for the first time themselves after the whole text is familiar to them. The words are not presented in isolation, but as whole phrases or sentences. We think that reading for meaning should be encouraged.

44. 6 、 Language experience approach 语言经历法 This method to reading is based on the child's spoken language. The teacher writes down a sentence for the child to read which is based on what the child has said. 例 1: This is me. My sister is nine. She is in class 3F. This is a postcard from my uncle in Milan.

45. 例 2: We went to the bakery. We saw really, really big ovens. We had some bread. It tasted really good. We put butter on it. It was fun.

46. 7 、培养学生独立阅读的能力 1 ）预测 (Prediction) 在阅读活动中，预测是一 个重要的思维过程。学生需要思考或猜测将要 读到的内容。 例如： B11 Module 2 Unit 1 P6 There is a big Chinatown in New York Look at the picture and see what Daming is doing ？ Whom is he writing the email to? What is he going to write about?

47. 2 ）意群 (Chunking) 训练学生感知和寻找意群 是指能够分辨文章每句话中那些词应该在一起 读，应该在那里停顿。如： Please/ open your workbook/at page twenty-two. 通过训练，学生能 够更加有效地进行阅读活动。

48. 3) 信息转换 （ Information transfer ）以短文形式 呈现的信息不易于学生理解和记忆。我们可以 以适当的方式给文章中的信息进行形式上的转 换，如教师的语言支持、直观的图表、流程图 等等。下面的示范教学活动中，教师通过启发、 诱导、帮助把较难的练习指令语易化 。 例如： B12 Module 2 It’s going to rain. Unit 2 P8 Weather report

49. 示范活动： Reading and transferring information TEACHER: OK, now em…page… OK, please open your workbook…page twenty-two. Now can you read it on your own and tell me what you have to do? (Children reading on their own) TEACHER ： OK, Ana can you explain what you have to do in this activity? ( Ana explains in her mother tongue) TEACHER: Do you all understand? CHILDREN: Yes. TEACHER: Ok, do it on your own and when you’ve finished, compare your word with your partner’s. When you’ve finished, but not before. OK… em… perhaps five minutes, that’s all.

50. 4) Question techniques During the reading lesson, questions should be used to check comprehension and to help children think about what they are reading. Before reading: A.You should ask questions to arouse students’ interest.

51. E.g. 1. What do you think the text is going to about? 2. Do you think it is going to be interesting? 3. Why or why not? 4. Have you ever been to a place like this?

52. Make sure that the number and type of questions you ask does not detract from the enjoyment of reading. B. Try to ask questions that help children become involved with the text. C. You should ask the questions to check comprehension and to get learners to use the context.

53. E.g. 1. What do you see in the picture? 2. What is the boy’s mother saying? 3. How can you tell what she is saying? 4. How do you think the boy feels?

54. 5) Comprehension strategies: A. Context clues and print convensions Picture Capital letters Punctuation

55. B. Graphic organizers KWLs: What I know, What I want to know, What I loearnerd Semantic maps: Venn diagrams:

56. V. The three stages of teaching reading 1. Pre-reading stage 1) Purpose of this stage (1)Arousing the students’ interest in the topic of the text (2)Motivating students to read the text by providing a purpose for reading (3)Preparing the students for the content of the text

57. 1) The skill can be practiced on this stage Predictions about what to read 2) The activities can be done at this stage The students can be asked to: (1)examine the accompanying visual information (diagram, maps, photographs) (2)reflect on the title or the topic (3)state what they already know about the topic (4)state what they would like to know about the topic

58. (5)write their own questions that they want the text to answer (6)answer the teacher’s general questions about the text type or topic (oral or written) (7)brainstorm the topic in groups or whole class (8)guess the topic by looking at key words from the text (given, and if necessary taught, by the teacher)

59. 2. While-reading stage 1)Purpose of this stage It aims to help the reader to understand the content and structure of the text. 2)The skill can be practiced on this stage Skimming, scanning, reading for detail.

60. 3)The typical sort of activities to train such skills are: (1) skim reading to get the gist (main idea) of the text (2) locating specific information (3) transferring information from the text to a diagram, table, form, map, graph or picture (4) taking notes on the main points, or on specific points of the text (5) answering factual questions on the text

61. (6) putting the events in the correct order (7) stating if statements given about the text are true or false (8) working out the meaning of words and phrases in the text from the context (9) putting the paragraphs of a jumbled text back in the correct order (10)Read and match B12 P8, P20 (11) Read and point to the correct photo B12 P12 (12) Read and point to the correct picture B12 P44

62. 3.Post-reading stage 1)Purpose of this stage Quite different from the pre-reading and while- reading stage, post-reading work is not directly connected with the text, but usually “grow out” of it.

63. The aims are: (1) to consolidate or reflect on what has been read in the text (2) to relate the text to the students’ own knowledge, interests, or views. (3) If you have used the text to teach new language, then the post-reading stage should also give the students the chance to consolidate that language by using it freely.

64. 2) The kinds of post-reading activities (1) Say something B12 P28 (2) Listen and say B12 P27 (3) Practice:Make sentences with these words B12 P27; B12 p19; (4) Game: Talk about the photo B12 P13;P12 Ask and answer (5) role-play a different situation from that of the text but using the same characters, or role-play the same situation as in the text but using different character

65. (6) retelling the story of the text (7)finishing the story (orally or in writing), that means either predicting an ending or changing the ending to one of your own choice (8)listening to or reading some supplementary materials about the topic

66. 阅读教学案例： 案例 1 阅读内容： Mike’s Week Mike is a Canadian boy. From Monday to Friday, he goes to school. After school, he does many things. On Monday, he goes to the library. He loves reading. Mike goes to a violin class every Tuesday evening. On Wednesday afternoon, he plays football with his friends. Then after school on Thursday, he watches TV at home. On Friday evening, Mike goes to the movie theater. On Saturday and Sunday, he doesn’t go to school. He goes out with his family!

67. 活动目的：使中年级学生在逐步完成任务的过程 中，锻炼阅读能力。 适用的级别：二级 活动设计： 1. 通过引导学生限时阅读，练习快速阅读。 2. 通过重点突破各个任务，如：人物、事件、时 间等，练习精读。 3. 通过做练习题，帮助学生检验阅读效果。

68. 教学过程： 1. 引导学生快速浏览一遍文章，试着了解文章大意。 2. 指导学生阅读，找出文中人物。 3. 指导学生阅读，找出文中表示地点的词。 4. 指导学生阅读，找出文中表示时间的词。 5. 通读全文，揣摩大意。 6. 引导学生自己做题。 7. 引导学生通读全文，核对答案。

69. Match the day to the activity.

70. 案例 2 活动目的：认读简单的文章，练习动物和色彩单 词的认读； 适用的级别：一级 活动设计：通过外星人的角色创造一个真实有趣 的情景 ，激起学生阅读的兴趣，巩固练习简单 阅读动物和颜色单词。

71. 教学过程： 用图片或者电脑展示引出情景人物主人公 --- 外星、 人 “ 阿达 ” ；教师启发大家 描述一下外星人的特点，如 He has a big nose. It’s red. He has two big eyes. One is yellow. One is blue. He has a small green nose and a big black mouth. He has two long ears. He has no hair. But he has three arms and five legs.

72. 2. 激起大家对外星人的兴趣，引导大家阅读短文 寻找外星人家乡的兴趣。 My home: The sky is pink. The clouds are yellow. The grass is orange. The trees are purple and the fruit is blue. The flowers are black. The river is white. The cows are red. Do you like my home?

73. 3. 让学生根据短文画出外行人的家乡。理解短文。 4. 展示学生的作品，请好学生介绍自己的作品， 练习口语表达，对其他学生起到示范的作用。 5. 学生在小组中朗读短文或者介绍自己的作品。 6. 教师带读文章。巩固练习语音语调。加强认读 理解语句。

74. 案例 3 ：录课教案 hobbies2 ( 王曼怡 ).doc录课教案 hobbies2 ( 王曼怡 ).doc 案例 4 ：教学设计 ( 张荣华 ).doc教学设计 ( 张荣华 ).doc

75. III. Recommendations for improving Ss’ reading 1. Make sure your students get a lot of successful reading experience. 2. Make sure that most of the vocabulary in reading texts is familiar to your students and that words that are unknown can be either easily guessed or safely ignored. 3. Give interesting tasks before asking learners to read, so that they have a clear purpose and motivating challenge. Or use texts that are interesting enough to provide their own motivation.

76. 4.Make sure that the tasks encourage selective, intelligent reading for the main meaning, and do not just test understanding of trivial details. 5.Allow, and even encourage, student to manage without understanding every word: by the use of scanning tasks, for example, that require them to focus on limited items of information. 6. Provide as wide a variety of texts and tasks as you can, to give learners practice in different kinds of reading.