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

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

3. The reading process Reading Materials
novels, menus, text messages, course books, letters, street signs, s, 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, s, packaging and labels and so on.
Non authentic texts
a reading text in an elementary course book, a reader for young learners

4. 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) 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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?’

11. 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

12. 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.

13. 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.

14. 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

15. 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

16. 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

17. 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