technologies of teaching reading

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effective reading skills subject: language teaching methodology and educational technologies lecturer: tadjieva m . 1. reasons for reading 2. extensive and intensive reading 3. reading lesson sequences reading skills, authentic texts, resources for reading, reading strategies, prediction, reading activities, stages for reading, skimming, scanning, comprehension, intensive reading, extensive reading reading is a process of constructing meaning from written texts. it is a complex skill requiring a coordination of interrelated sources of information. (stanley, 2007) reading is a receptive type of speech activity. it is visual and cognitive process of making meaning from print. reading requires word recognition process and comprehension process (akhmedova l.t. normuratova v.i. “teaching english practicum” ) reasons for reading: students` career language acquisition for pleasure students` vocabulary knowledge model for english writing introduce topics stimulate discussions many of them want to be able to read texts in english either for their careers, for study purposes or simply …

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ative speaker would find comical and untypical. however, if you give low level students a copy of the times or the guardian (which are certainly authentic for native speakers), they will probably not be able understand them at all. there will be far too many words they have never seen before, the grammar will be (for them) convoluted and the style will finish them off. a balance has to be struck between real english and the students’ capabilities and interest. there is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and where appropriate, we can use these. but for longer prose, we may want to offer our students texts which , while being like english ,are nevertheless written or adapted especially for their level. the important thing is that such texts are as much like real english as …

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to be engaged with what they are reading: principle 3: students should be encouraged to respond to the content of a reading text not just to the language. principle 4: prediction is a major factor in reading. principle 5: match the task to the topic. principle 6: good teachers exploit reading texts to the full. extensive reading – a teacher encourages students to choose for themselves what they read and to do so for pleasure and general language improvement. extensive reading is important for the development of the students` word recognition and for their improvement as readers overall b1 level learners can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. we use intensive reading sequences in class for a number of reasons. to have students practise specific skills such as skimming-reading for general understanding or ‘gist, scanning- reading to extract …

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r comprehension of the text, or activate the existing knowledge that the students possess. 3. clarify any cultural information which may be necessary to comprehend the passage. 4. make students aware of the type of text they will be reading and the purpose(s) for reading. 5. provide opportunities for group or collaborative work and for class discussion activities. before reading the teacher should plan his/her actions. 1. set a purpose or decide in advance what to read for 2. decide if more linguistic or background knowledge is needed 3. determine whether to enter the text from the top down or from the bottom up 1. verify predictions and check for inaccurate guesses. 2. decide what is and is not important to understand. 3. reread to check comprehension. after reading the teacher evaluate comprehension and strategy use: 1. evaluate comprehension in a particular task or area. 2. evaluate overall progress in …

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to the parts of the text that are relevant to the identified purpose and ignore the rest. 3. select strategies that are appropriate to the reading task and use them flexibly and interactively. 4. check comprehension while reading and when the reading task is completed. the key to a successful reading program is a good balance between intensive reading, extensive reading, development of vocabulary and work on reading skills and strategies why teach reading? what kind of reading should students do? what reading skills should students acquire? what are the principles behind the teaching of reading?’ what do reading sequences look like? jalolov j.j. “english language teaching methodology” t. 2015. pp. 182-197 akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. pp 112-125 harmer jeremy. the practice of english language teaching. cambridge, 2007. p.p 283-288 harmer jeremy. how to teach english. longman, 1998

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effective reading skills subject: language teaching methodology and educational technologies lecturer: tadjieva m . 1. reasons for reading 2. extensive and intensive reading 3. reading lesson sequences reading skills, authentic texts, resources for reading, reading strategies, prediction, reading activities, stages for reading, skimming, scanning, comprehension, intensive reading, extensive reading reading is a process of constructing meaning from written texts. it is a complex skill requiring a coordination of interrelated sources of information. (stanley, 2007) reading is a receptive type of speech activity. it is visual and cognitive process of making meaning from print. reading requires word recognition process and comprehension process (akhmedova l.t. normuratova v.i. “teaching englis...

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