technologies of teaching reading (grades 5-9)

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slide 1 subject: language teaching methodology and educational technologies * 1. reading as a process. 2. selection of texts for reading. 3. stages and exercises for development of reading skills jalolov j.j. “english language teaching methodology” t. 2015. pp. 182-197 akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. jalolov j.j. “chet til o’qitish metodikasi” t. 2012. reading is an interactive process that goes on between the reader and the text, resulting in comprehension. the text presents letters, words, sentences, and paragraphs that encode meaning. the reader uses knowledge, skills, and strategies to determine what that meaning is. 1. linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences 2.discourse competence: knowledge of discourse markers and how they connect parts of the text to one another 3. sociolinguistic competence: knowledge about different types of texts and their …

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strategies that will work best for the reading purpose and the type of text. they explain how and why students should use the strategies. 4.they have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. they encourage students to be conscious of what they're doing while they complete reading assignments. 5. they encourage students to evaluate their comprehension and self-report their use of strategies. they build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies. 6. they encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content. * 1. set a purpose or decide in advance what to read for 2. decide if more linguistic or background knowledge is needed …

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other contexts outside the classroom. when selecting texts for student assignments, rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading. students must be reading for reasons that make sense and have relevance to them. to identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. give them opportunities to choose their reading assignments, and encourage them to use the library, the internet, and foreign language newsstands and bookstores to find other things they would like to read. students should read the text in a way that matches …

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captions to get a sense of the structure and content of a reading selection 2. predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content 3. skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions 4. guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up 5. paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text. teachers can help students learn when and how to use reading strategies in several ways. …

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nd use them flexibly and interactively. 4. check comprehension while reading and when the reading task is completed. 1. why reading is considered as speech activity. with what other types of speech activity it is interrelated? 2. what are goals and techniques for teaching reading? 3. is reading a means of teaching? 4. why is it important to use authentic material for reading? 5. which strategies are used in order to stimulate students to read more quickly and effectively? 6. what is material is necessary for developing listening skills of the students ?

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slide 1 subject: language teaching methodology and educational technologies * 1. reading as a process. 2. selection of texts for reading. 3. stages and exercises for development of reading skills jalolov j.j. “english language teaching methodology” t. 2015. pp. 182-197 akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. jalolov j.j. “chet til o’qitish metodikasi” t. 2012. reading is an interactive process that goes on between the reader and the text, resulting in comprehension. the text presents letters, words, sentences, and paragraphs that encode meaning. the reader uses knowledge, skills, and strategies to determine what that meaning is. 1. linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how word...

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