English Literature Course 20021173 Cho Yu-kyung 20071209 Kim Hye-Rin Reading English Literature Course 20021173 Cho Yu-kyung 20071209 Kim Hye-Rin

Reading 1) The reading process 2) Reading skills 3) Reading in the class room 4) Reading for younger learners

The reading process Reading Materials novels, menus, text messages, course books, letters, street signs, emails, labels, time tables, application forms, newspapers, websites, magazines, flight or train information boards two basic types of texts authentic non authentic authentic texts newspaper articles, website pages, emails, packaging and labels and so on. Non authentic texts a reading text in an elementary course book, a reader for young learners

The reading process In terms of the way they are organized, the writing style or register, and length there are differences between the texts in terms of the way they are organized. Ex1) email is laid out in a different way from a letter Ex2) website looks very different from textbook The writing style or register changes according to the text The way we read will depend partly on how long the text is. We read for a variety of reasons. We read to learn about something To access new language and practice language learners have already met

Connection to long term memory Reading skills learning to read in various ways adapting the way they read according to the text and their reason for reading reading 'actively': using a dictionary, guessing or asking about unknown words understanding the relationship between sentences helping understanding by using textual and visual clues using contextual clues inferring meaning guessing meaning background knowledge of the culture about which they are reading text Visual input Input into Working memory Connection to long term memory

Reading skills reading for gist / skimming Scanning Reading for detail This is the kind of reading you do when you want to find out about something specific ex) look up a word in a dictionary Reading for detail if we want to follow a text in detail we read more slowly if we reading a book in order to get information for our studies, we will also tend to read more carefully Reading for pleasure a letter from a friend we are reading for enjoyment or to relax Reading for general meaning We often read at a steady pace, and skipping parts, rereading some parts, taking notes of some detais, and ignoring others. Inferring meaning

Reading in the classroom reading activities aim to : introduce and develop reading skills introduce or practice language Planning a lesson You must decide what the aim of lesson is . Choosing the right text about topic, level Reading lesson Pre-reading stage : activities that prepare the learners for what they read and set the task for the second stage Reading stage :  provide a purpose for reading, enable the teacher to monitor the learners Post -reading stage ：checking, feed back, follow up work

Reading in the classroom Pre-reading activities Pre-reading activities are designed to : set a task for the learners help the learners prepare for the task motivate the learners to read stimulate what they already know about the topic Provide them with back ground information Help them with words and phrases You can get learners to brainstorm Two basic types of the tasks answering questions 'doing' something for example, drawing, moving , problem solving

Reading in the classroom Answering question Teacher use questions to check whether the learners have understood the text. Ex）'who is who?'  'What happened ?' 'Did it turn out all in the end?' 'What did the writer want to know?' 'What should the reader do next?' Questions can also ask the reader to interact with the text Three types of the question gist question detailed question scanning question

Reading in the classroom Answering question Question can also be set to be answered in the pre-reading activity then checked in the reading activity. Questions can also focus on the language. Ex) 'Which words in the text refer to food?’

Reading in the classroom Doing something Jigsaw reading : for example, reading about two famous people 'How are they similar?' 'How are they different?' Problem solving  : 'Who was murderer?' moving : miming a story order : in time sequence, prioritize according to likes or preferences, etc. Pre-reading activities stimulate what they already know about the topic Provide them with back ground information Help them with words and phrases You can get learners to brainstorm

Reading in the classroom Pre-teaching vocabulary teach only the new words which are necessary to unde-rstand the text receptive vocabulary: the words which are necessary to understand the text, but in general are not useful productive vocabulary: the words which appear in the text which are us-eful and should be focused on fully.

Reading in the classroom Reading activities Teacher­learner interaction activities Teacher can stop learners during their reading to ask them questions Learners­learners interaction activities involve the learners interacting with one another and the text. e.g.) jigsaw reading, problem solving, and reading race Text­only activities e.g.) ordering, jumbled paragraphs, note taking , checking pre­reading activities, identifying a picture related to the text, following directions, drawing a picture from a text, choosing a title or headline.

Reading in the classroom Post-reading activities Involve other skills, such as writing, speaking, or vocabulary development Vocabulary Teachers can use some of the words in the text after the reading text Learners can write down the meanings of some of the new words, and can check these with the teacher Writing Ask learners to change the ending of the text rewite the last few sentences give the text a different title Speaking One person starts and each person following adds a bit more of the story Grammar Teachers can develop exercises which encourage learners to notice or pra-ctice particular language structures

Reading in the classroom Creating a reading environment Using real examples help learners to understand that reading involves understanding a message, rather than just sounding out the letters of a word. Positive reading environment -Label things in the classroom -Display learners' work -Make posters of classroom language -Write instructions on the board -Create a reading corner

Reading for younger learners look for a good story with pictures that illustrate the meaning discuss the cover, the title, and the author use your voice: slow down, pause, and elicit eye contact: essential for control and for conveying the drama use the pictures to pre­teach key vocabulary point to the words as you read encourage the children to predict what will happen find out what they know about the topic encourage them to join in with any repetition, sound effects, mime

Reading for younger learners Interactive reading for younger learners get the children to draw get the children to match get the children to color things in =>good ideas for active participation give younger learners a reason to read