Методика пособие готовый вариант docx
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Методика пособие готовый вариант docx
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of your reading depends on your eagerness to improve and your willingness to practice. At the beginning each line can be very short, and later on the lines can be made longer. 3. Scanning: this is a useful to locate a specific item of information that we need, such as a date, a figure, or a name. In scanning we focus our search only on the information we want passing quickly over all the irrelevant material. The key to scanning is to decide exactly what kind of information we are looking for and were to find it. A useful way to teach this skill is to have students search for some specific information such as a definition. or the name of a person or a place, asking them to start at the same time and see who is the first to find it. Then ask the students who finds the in formation first to explain how she or he has done it 4. Skimming. This is the technique generally use to determine whether a book or an article merits a more careful and thorough reading. The difference between scanning and skimming is that in skimming we are not locating specific, isolated, and scattered items of information what we are trying to get is the general, overall idea (s) of the whole text. Therefore, the key to skimming is to know where to find the main ideas of different paragraphs. Since the main idea of a well organized paragraph is, in most cases either in the first or the last sentence, and the general idea of a text is usually in the introductory paragraph or in the concluding paragraph, the best way to teach skimming is to have students read the first and the last paragraph in full, and the first and last sentences of the paragraphs in between, and pick pup the key words, such as dates, figures and names while moving their eyes down the page. The time assigned for skimming should be only a half or a third of their average reading speed. 5. Prediction. According to the psycholinguistic models of reading efficient reading depends, to a large extent, on making correct predictions with minimal sampling (choosing meaningful units). This ability will greatly reduce our reliance on visual information, increase our reading speed and enhance our comprehension. Therefore, it is a very useful skill. Students can learn to make predictions based on the title subtitles, and their knowledge of the topic; the linguistic context; the non- context, such as diagrams, tables, pictures, and maps which serves the same purpose as gestures and facial expressions in conversation. 6. Recognizing. The logical structure of a passage is often signaled by textual connectors, which are expressions connecting ideas. The most common organizational patterns in text – books, e.g. , are cause effect definition, sequence of events, thesis – example, description, generalization, and hypothesis - evidence each of which has its characteristic textual connectors. These textual connectors are the best indicators of ideas, so most important for reading comprehension. The best way to teach this is to have students read different passages with different organizational patterns and identify their textual connectors. 7. Distinguishing general statements from specific details. General statements usually contain main ideas, and specific details are usually explanations and examples that support the general statements. Therefore, general statements are more important to comprehension. Very often they are introduced by signal words such as in general, above all, in conclusion, and it can be seen that . Students should learn to direct their attention to these signal words. They should also learn to identify expressions of probability, frequency and quantity that indicate different levels of generality. 8. Inference and conclusion. Comprehension involves understanding not only what is stated explicitly but also what is implied. That is to say, the reader has to make inferences based on what is stated. to do so requires the ability to analyze and synthesize. E.g. from the sentence “Age affects hearing”, we can infer that with age hearing either increases, decreases or changes. To infer, the reader has to read between the lines, whereas to conclude, he has to summarize stated facts. 9. Evaluation and appreciation: This is a high – level comprehension skills. The reader not only has to thoroughly understand what he has read, he also has to analyze and synthesize it so as to form his own opinions and judgements. To evaluate, the reader has to read critically. The essence of critical reading is to consider what, why, and for whom the author has written. That is to say, the reader has to determine the author’s purpose, consider his intended audience, recognize his strength and weakness, and distinguish his opinion from facts. Appreciation is different from evaluation in that the former only requires the reader to see the merits of the text, whereas the latter requires the reader to see both its merits and demerits. To appreciate, the reader has to understand the author’s tone and attitude, to recognize his literary devices such as the use of figures of speech, to identify his characteristic style, and to see his humor, satire and irony. Evaluation is a useful skill for reading political and academic essays, whereas appreciation is useful in reading literary works. An example of (a general) a holistic approach (as a “whole”) to teaching efficient EFL reading. The holistic approach emphasizes global understanding of the text, focusing students’ attention on meaning. It is holistic because it starts with the general survey of the text, going from general to specific, enabling students to see trees through the forest. It is cyclic because it consists of several cycles. жүктеу/скачать 0,93 Mb. 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