Main part: Reading skills. A Writing Approach to–Reading Comprehension–Schema Theory in Action. The nature of foreign-language teaching. Vocabulary teaching techniques.
Such conditions, too frequent in most of today’s schools, stem inevitably from a failure to recognize that composing and comprehending are process-oriented thinking skills which are basically interrelated. To possess an idea that one is reading about requires competence in regenerating the idea, competence in learning how to write the ideas of another. The work of Ann Brown and others with their studies of metacognition (1977, 1978, 1982), Duffy and Roehler’s explorations in reading (1981), and Perry Lanier’s work in mathematics at the Institute for Research on Teaching, Michigan State University (1982), are demonstrating how thinking about the process of comprehending, that is, consciously considering the reconstructions that one composes, can enhance the basic process itself. We have long since learned that unless children are taught to apply basic comprehension skills to a variety of subject mutters - and experience guided practice in applying the skills - they will not easily transfer their skills. As reading is a skill for which the pupil must be trained, it is advisable to proceed in series of progressive stages with each serving as preparation for the next.The ability to read silently and rapidly is the ultimate aim. Oral reading is useful throughout the course for the purpose of intensive reading in which attention is drawn to vocabulary, idioms and grammatical forms. The class should be called upon (beyond the initial stages) to read a section rapidly and then answer questions on the contents. As reading is a skill for which the pupil must be trained, it is advisable to proceed in series of progressive stages with each serving as preparation for the next.
План
. Introduction
2. Main part: a) Reading skills. A Writing Approach to - Reading Comprehension - Schema Theory in Action. b) The nature of foreign-language teaching. Vocabulary teaching techniques.
3. Conclusion.
4. References
Вывод
1. The ability to read silently and rapidly is the ultimate aim.
2. Oral reading is a specific and useful skill but not a major objective; therefore it is not essential for every pupil to acquire proficiency in it.
3. Oral reading is a useful means in the early stages to train the pupils in the technique of rapid reading.
4. Oral reading is useful throughout the course for the purpose of intensive reading in which attention is drawn to vocabulary, idioms and grammatical forms.
5. Oral reading is an auxiliary speech exercise.
6. It is the reading aloud of the text and not the oral reading practice of the pupils that is most important.
7. Silent reading is a valuable form of collective activity and ought to be practiced in class. The class should be called upon (beyond the initial stages) to read a section rapidly and then answer questions on the contents. This method forced the slow readers to accelerate their reading pace.
Progressive stages. As reading is a skill for which the pupil must be trained, it is advisable to proceed in series of progressive stages with each serving as preparation for the next. The ultimate aim is free reading by pupil unaided by the teacher but with the occasional aid of the dictionary. The end, however, need not also be the means; the early stages may have objectives of their own differing from that of the ultimate aim.
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