READINGSKILLS

1. READING SKILL
 Prepad By
 Chauhan Yash
 Enroll.130210125016

2. Topic: Developing Reading Skills
 General objectives:
 Students will be able to give a lesson in
developing reading skills.
 Students will be able to integrate reading
with listening, speaking, and writing.

3. Lesson One
Giving a Lesson in Developing Reading Skills
 Pre-task activities
 Step One: elicit Kinds of real-life reading
 Step Two: elicit characteristics of Real-life listening
 Step Three: discuss the factors affecting reading.
 Step Four: identifying different types of listening texts.
 Step Five: suggested activities in developing reading skills.
 Step Six: tips in design a reading task
 While-task activities
 Step Seven: trainee giving lessons in developing reading skills.
 Post-task activities
 Step Eight: students evaluate the lessons.

4. Developing Reading Skills
 What do we read?
 Why do we read?
 How do effective readers read?
 Ways of reading
 Skills of reading
 How to design reading tasks?
 Reading activities
 Procedures of teaching reading

5. What do we read?
 Calendars, addresses, phone books, name
cards, bank statements, credit
cards, maps, anecdotes,weather
forecast, pamphlets ,
 product labels, washing instructions, short
stories, novels, plays, poems, handbooks,
 Clothes size labels, children’s scribbling, informal
letters, business letters, rules and
regulations, electronic mails, fax messages,
 Junk mail, postcards, greeting cards, comic books,
 Newspapers, diplomas, application forms, store

6.  Advertisements posters, travel guides,
cookbooks, repair manuals, memos, time
schedules street signs syllabi, journal
articles, song lyrics, film subtitles, diagrams,
 Flowcharts, name tags

7. Why do we read?
 Reading for pleasure
 Reading for information

8. How do effective readers read?
 They have a clear purpose in reading;
 They read silently;
 They read phrase by phrase, rather than word by word;
 They concentrate on the important bits, skim the rest, and
skip the insignificant parts;
 They use different speeds and strategies for different
reading tasks;
 They perceive the information in the target language rather
than mentally translate;
 They guess the meaning of new words from the context, or
ignore them;
 They have and use background information to help
understand the text.

9. Ways of reading
 Skimming
 Scanning
 Extensive reading
 Intensive reading

10. Reading skills
 Recognizing the script of a language
 Deducing the meaning and use of unfamiliar lexical items
 Understanding explicitly stated information
 Understanding information when mot explicitly stated
 Understanding conceptual meaning
 Understanding the communicative value of sentences and
utterances
 Understanding relations within the sentence
 Understanding relations between the parts of a text through
lexical cohesion devices
 Understanding cohesion between parts of a text through
grammatical cohesion devices

11.  Interpreting text by going outside it
 Recognizing indicators in discourse
 Identifying the main point or important information in a
piece of discourse
 Distinguishing the main idea from supporting details
 Extracting salient points to summarize(the text, an idea etc.)
 Selective extraction of relevant points from a text
 Basic reference skills
 Skimming
 Scanning to locate specifically required information
 Transcoding information to diagrammatic display

12. How to design tasks?
Accessible to students
Pre-set purpose
Top-down and bottom-up
At discourse level
Authentic texts
Linking different skills
Flexible an varied
Developing reading skills rather than testing
Using strategies
Interesting
Tangible result
Immediate feedback

13. Reading comprehension
exercise-types
I. Reading techniques
II. How the aim is conveyed
III. Understanding meaning
IV. Assessing the text

14. I. Reading techniques
 1.Sensitizing
 2. Improving reading speed
 3. From skimming to scanning

15. 1. Sensitizing
 1.1. Inference: Deducing the meaning and use
of unfamiliar lexical items through contextual
clues
 Deducing the meaning and use of
unfamiliar lexical items through understanding
word formation
 1.2.Understanding relations within the
sentence