reading: comprehension, strategies and activities

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Reading: Comprehension, strategies and activities JoAnn Miller, Editorial Macmillan [email protected]

Post on 06-May-2015




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This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.


  • 1.Reading:
    Comprehension, strategies and activities
    JoAnn Miller, Editorial Macmillan
    [email protected]

2. Outline
Experiencing reading
Types of reading
Bottom-up vs. Top-down
Parts of a lesson
Reading strategies
Other Activities
3. Experiencing Reading
4. 5. The Trial Of Bridget Bishop, Alias, Oliver At The Court Of Oyer And Terminer Held At Salem, June 2,1692
1. What is Bridget accused of?
2. What happened to the apple?
3. What did Samuel Gray say happened to him?
4. What happened to the child?
5. What is another way to say pined away.
6. What is another way to say Apparrell?
7. How old do you think Bridget was at the time of the trial?
6. How much can you understand? Use the words and the drawings.
7. Why do you read?
Why do your students read?
Do you think they ever read in English?
What was the last thing you read?
Was it is English or Spanish?
8. What do we read?(from Grellet 1981)
9. Types of reading
Extensive reading
Reading in order to gain a general overview of the contents
Intensive reading
Careful detailed reading of section of a text.
Jim Scrivener, Learning Teaching,Heinemann, 1994.
10. Reading involves a variety of skills and strategies.
11. Recognizing
the script of a language
/ (cellphone)
discourse indicators
however, therefore, etc.
The smoke thickened. John collapsed.
unfamiliar lexical items
Morphogenesis in diffusion coupled genetic networks.
12. Understanding
explicitly stated information
Inferred information
conceptual meaning
function of sentences and utterances
relations within the sentence
relations between the parts of a text (lexical cohesion devices: however, therefore, etc.
cohesion between parts of a text (grammatical cohesion devices)
interpreting text by going outside it
13. Identifying
main point
important information
main idea from supporting ideas.
14. Extracting salient points
to summarize (the text, an idea, etc.)
Basic reference skills
Scanning to locate specifically required information
Transcoding information to diagrammatic displays
15. Bottom-up Processing
work on the incoming message itself, decoding sounds, words, clauses and sentences.

  • scanning the input to identify familiar lexical items

16. segmenting the stream of speech into constituents, for example, in order to recognize that 'abookofmine' consists of four words 17. using graphic clues to identify the information focus of the word 18. using grammatical cues to organize the input into constituentsDavid Nunan, 1999
19. Top-down Processing
Uses background knowledge to assist in comprehending the message.

  • assigning an interaction to part of a particular event, such as story telling, joking, praying, complaining

20. assigning places, persons or things to categories 21. inferring cause and effect relationships 22. anticipating outcomes 23. inferring the topic of a discourse 24. inferring the sequence between events 25. inferring missing details.