.

0 (hodnocen0 x )

(8) Půjčeno:8x 

BK

1st ed.

Oxford : Heinemann, 1982

xi,235 s. : il.

ISBN 0-435-28973-X (brož.)

Practical language teaching ; [vol.] 9

Obsahuje úvod, dodatky

Bibliografie: s. 231 - 235

Jazyky cizí - čtení - příručky učitelské

000106265

Contents // Preface xii // Acknowledgements xiii // 1 What is reading? 1 // 1 Defining reading 1 // 2 Reasons for reading 2 // 2.1 Reading in different ways for different purposes 2 // 2.2 Authentic reasons for reading 3 // 2.3 Why do you read the FL? 3 // 3 Getting a message from a text 4 // 4 The communication process 4 // 4.1 Is the reader’s role passive? 5 // 4.2 What makes a text difficult? 5 // 4.3 Shared assumptions 6 // 4.4 Identifying presuppositions 7 // 4.5 Total understanding? 8 // 4.6 Active involvement of the reader 9 // 4.7 Reading as interaction 10 // 4.8 Making sense of the text 10 // 4.9 Prediction 11 // 5 Text and discourse 12 // 5.1 Signification and value 12 // 5.2 Text and non-text 15 // 5.3 Coherence and cohesion 15 // 5.4 Coherence without cohesion 16 // 6 Reading and meaning 17 // 2 Reading for what purpose? 19 // 1 Reading in the FL classroom 19 // 1.1 Reading and language improvement 19 // 1.2 Characteristics of FL textbooks 19 // 1.3 Language lessons and reading lessons 20 // 2 Aimsof a reading programme 21 // 3 The role of the teacher 22 // 4 Intensive and extensive reading 23 // 3 Selecting a text 25 // 1 Readability 25 // 1.1 Assessing the students’ level 25 // 1.2 How much new vocabulary? 26 // 1.3 Structural difficulty 26 // 1.4 Measuring readability 26 // 1.5 Cloze as an indicator of readability 28 // vi Contents // 2 Suitability of content // 2.1 Finding out what students like // 2.2 Guidelines for text selection // 3 Exploitability // 3.1 The

purpose of the reading lesson // 4 Reading skills and strategies // 5 Simplified or authentic texts? // 29 // 29 // 30 // 30 // 31 // 31 // 32 // 4 Increasing and varying reading speed // 1 Speed and comprehension // 2 Eye movements and sense groups // 3 Flexibility // 4 Scanning and skimming // 5 What sort of text shall we use? // 6 What speeds should be expected? // 7 Finding out students’ reading speed // 8 What is adequate comprehension? // 9 Reading habits in the L1 // 10 Faulty reading habits // 10.1 Subvocalizing // 10.2 Finger-pointing // 10.3 Regressions // 11 Some approaches to improving reading speed // 11.1 Machines // 11.2 Slides and OHP // 11.3 Scanning // 11.4 Skimming // 12 A reminder // 33 // 33 // 33 // 34 // 34 // 35 // 35 // 36 // 37 37 37 // 37 // 38 38 38 // 38 // 39 // 40 // 40 // 41 // 5 Utilizing non-text information // 1 Graphic conventions // 1.1 Spacing, indentation, layout // 1.2 Choice of type // 1.3 Punctuation // 1.4 Symbols // 2 What we can learn from a book before reading it: reference apparatus // 2.1 The title // 2.2 The blurb // 2.3 Biographical information about the writer // 2.4 The summary and table of contents // 2.5 Running titles // 2.6 Preliminary material: foreword, preface, and introduction // 2.7 Non-verbal material: lists of diagrams, illustrations, etc. // 2.8 The index // 2.9 Other reference apparatus // 3 Flow we make use of non-verbal information // 3.1 Recipes for exercises // 42 // 42 // 42 // 43 // 45 // 46 // 47 // 48

48 // 49 // 49 // 50 // 50 // 51 // 51 // 52 // 52 // 53 // 6 Word-attack skills // 1 The vocabulary problem // 2 Lexical items and attack skills // 65 // 65 // 65 // Contents vii // 3 Phonics 00 // 4 Structural clues 00 // 5 Morphological information 57 // 6 Inference from context 59 // 6.1 Training students to infer 70 // 6.2 Recipes for exercises 72 // 6.3 Clues and lexical density 73 // 7 Active, receptive and throw-away vocabulary 74 // 8 Learning to ignore difficult words 75 // 9 What makes words difficult? 76 // 9.1 Idioms 70 // 9.2 Transfer of meaning 76 // 9.3 Words with several meanings 77 // 9.4 Sub-technical vocabulary 77 // 9.5 Superordinates 77 // 9.6 Synonyms and antonyms 78 // 9.7 Irony 7Q // 10 Using a dictionary 78 // 7 Text-attack skills (1): Signification and cohesion 80 // 1 Text and discourse 80 // 2 Four kinds of meaning 80 // 2.1 Conceptual meaning 80 // 2.2 Propositional meaning 80 // 2.3 Contextual meaning 81 // 2.4 Pragmatic meaning 81 // 3 The meanings in the text and the reader’s understanding 82 // 4 Problems in understanding texts 82 // 4.1 Concepts 83 // 4.2 Vocabulary and sentence structure 83 // 4.3 Cohesive devices 83 // 4.4 Discourse markers 83 // 4.5 Problems beyond the plain sense 83 // 5 Training text-attack skills 84 // 5.1 The problem of credibility 84 // 5.2 Identifying the text-attack skills 84 // 5.3 Sources of exercises 84 // 5.4 Displaying a text 85 // 6 TAS 1 Understanding sentence syntax 85 // 6.1 Complex noun groups 86 // 6.2 Nominalization 86

// 6.3 Co-ordination 87 // 6.4 Subordination: noun clauses 87 // 6.5 Participial and prepositional phrases 88 // 6.6 Simplifying sentences 88 // 6.7 Caution so // 7 TAS 2 Recognizing and interpreting cohesive devices 89 // 7.1 Subskill 1 Interpreting reference and substitution 90 // 7.2 Training Subskill 1 91 // 7.3 Subskill 2 Interpreting elliptical expressions 92 // 7.4 Training Subskill 2 93 // 7.5 Subskill 3 Interpreting lexical cohesion 94 // vili Contents // 7.6 Training Subskill 3 95 // 8 TAS3 Interpreting discourse markers 95 // 8.1 Group A markers: signals of sequence of events 96 // 8.2 Group ? markers: signals of discourse organization 96 // 8.3 Group C markers: signals of the writer’s point of view 97 // 8.4 Training TAS 3 98 // 8 Text-attack skills (2): Discourse 101 // 1 Beyond text and into discourse 101 // 2 TAS 4 Recognizing functional value 101 // 2.1 Categories of functional value 101 // 2.2 The multifunctional utterance 104 // 2.3 Training TAS 4 105 // 3 TAS 5 Tracing and interpreting rhetorical organization 107 // 3.1 Rhetorical structure 107 // 3.2 Content and organization 108 // 3.3 Organization within the sentence 108 // 3.4 Organizing sequences of sentences 109 // 3.5 Organization above paragraph level 109 // 3.6 Training TAS 5 110 // 4 TAS 6 Recognizing the presuppositions underlying the text 116 // 4.1 Presupposition and rhetorical structure 116 // 5 TAS 7 Recognizing implications and making inferences 117 // 6 Training TAS 6 and TAS 7 118 // 7 TAS

8 Prediction 120 // 7.1 Training TAS 8 120 // 8 TAS 9 Integration and application 122 // 8.1 Training TAS 9 123 // 9 Questioning 125 // 1 Teaching or testing? 125 // 2 Can questions help readers? 125 // 3 Teaching through multiple choice 126 // 4 Discussion is the key 127 // 5 The purpose of questioning 127 // 6 Forms of question 128 // 7 Presentation of questions 129 // 7.1 Written or spoken? 129 // 7.2 Open-ended, multiple choice or true/false? 129 // 7.3 The language of responses 131 // 7.4 The language of questions 131 // 8 Types of question 132 // 8.1 Questions of literal comprehension 132 // 8.2 Questions involving reorganization or reinterpretation 132 // 8.3 Questions of inference 132 // 8.4 Questions of evaluation 133 // 8.5 Questions of personal response 133 // 9 Questions concerned with how the writer says what he means 133 // 10 Assessing questions 134 // 11 Unsatisfactory questions 134 // Contents ix // 10 Other forms of exploitation 136 // 1 A more flexible approach 136 // 2 Feedback: the process of understanding and the outcome 136 // 3 The primary purpose of reading tasks: process, not outcome 137 // 4 Kinds of reading task 137 // 4.1 Outcomes mainly not requiring language 137 // 4.2 Outcomes involving spoken language 137 // 4.3 Outcomes involving writing 140 // 4.4 Cloze procedure as a teaching device 143 // 4.5 Group work 144 // 11 An intensive reading lesson 146 // 1 Objectives of an intensive reading programme 146 // 2 Help from the teacher: how much and what

kind? 146 // 2.1 Getting out of the way of the text 146 // 2.2 The student’s role as reader 147 // 2.3 The text and its effect on student performance 147 // 2.4 Reasons why students fail 147 // 2.5 The teacher’s responsibilities 148 // 3 The need for a flexible programme 148 // 4 Planning a text-based lesson 149 // 4.1 Global or detailed study? 150 // 4.2 Reading as making hypotheses 150 // 4.3 Accuracy and overall message 151 // 4.4 Assessing the learning potential of a text 151 // 4.5 Guiding your students 152 // 5 Guidance before reading 152 // 5.1 Providing a reason for reading 153 // 5.2 Introducing the text 153 // 5.3 Breaking up the text 155 // 5.4 Dealing with new language 157 // 5.5 Signpost questions 158 // 6 Guidance while reading is under way 159 // 6.1 Three kinds of class organization 159 // 6.2 Guidance from the text: the individualized approach 160 // 6.3 Guidance from the teacher: the whole class approach 161 // 6.4 Guidance from fellow students: the group approach 162 // 7 Guidance when reading has been completed 164 // 8 Footnote: a possible sequence of teaching 166 // 12 An extensive reading programme 167 // 1 The cycle of frustration and the cycle of growth 167 // 2 Why encourage extensive reading? 168 // 3 Reading more and reading better 168 // 4 Requiring them to read 168 // 4.1 Reading in the classroom 168 // 4.2 Second language reading across the curriculum 169 // 4.3 Reading in FL and L1 170 // 5 Making them want to read 171 // 5.1 Promoting the reading

habit 171 // 5.2 Choosing books 171 // 5.3 Acquiring books 172 // x Contents // 6 Organizing a library 174 // 6.1 A class library 174 // 6.2 The school library 174 // 6.3 Running the library 174 // 6.4 Storing supplementary readers 175 // 6.5 Classifying the class library 177 // 6.6 Coding linguistic levels 177 // 6.7 Classifying supplementary readers in the school library 179 // 6.8 Discarding books 179 // 6.9 Losses and damage 180 // 6.10 Recurrent budget 180 // 6.11 Training library skills 181 // 7 Organizing a reading programme 182 // 7.1 Co-operation 182 // 7.2 Assessing linguistic levels 183 // 7.3 A graded cloze test 183 // 7.4 Rough and ready assessment by cloze testing 184 // 7.5 Remedial reading 185 // 7.6 Creating interest in reading 186 // 7.7 Incentives to read 186 // 7.8 Checking extensive reading 187 // 7.9 Reading cards and reading laboratories 188 // 7.10 Using a class reader 189 // 7.11 Key passages 190 // 7.12 Overall assessment and follow-up activity 190 // Conclusion: The teacher as reader 192 // 1 Readers are made by readers 192 // 2 How much do you read? 192 // 3 If you read very little in any language 193 // 4 If you don’t read much in the FL 193 // 5 Reading the class library 194 // 6 Improving your own reading 194 // Appendix A: Texts 195 // 1 Archaeopteryx 195 // 2 A Son to be Proud of 196 // 3 Red Flag Canal 196 // 4 The House on the Hill 197 // 5 Airships 197 // 6 Ecology 197 // 7 Acids 198 // 8 Malnutrition 199 // 9 Schoolboy Tyranny 199 // 10 Pollution 200

// 11 The Survival of the Fittest 201 // Appendix B: Extracts from reading courses 203 // 1 Airships 203 // 2 Ecology 204 // Contents xi // 3 Acids 207 // 4 Malnutrition 211 // 5 Schoolboy Tyranny 215 // 6 Pollution 218 // 7 The Survival of the Fittest 220 // 8 The House on the Hill 224 // 9 Notices 226 // Appendix C British publishers of graded readers for students of English 228 as a second or foreign language // Appendix D Vocabulary levels of some major series of British EFL 230 // readers // Bibliography 231