Unit11TeachingReadingAnswer1.(Whatisreading?)AccordingtoDayandBamford(1998:12)readingistheconstructionofmeaningfromaprintedorwrittenmessage.Answer2.(What’stheimplicationofreadingcomprehension?)Readingcomprehensioninvolvesextractingtherelevantinformationfromthetextasefficientlyaspossible,connectingtheinformationfromthewrittenmessagewithone’sownknowledgetoarriveatanunderstanding.Answer3(Whatkindofactivityisit?)Readingisasilentandindividualactivityandanactiveprocess,duringwhichthereadertriestounderstandthemeaningofagiventext.Answer4(Whatdopeoplereadfor?)Peopleusuallyreaddifferentthingsfordifferentpurposes.1.ReadingforsurvivalThiskindofreadingservesyourimmediateneedsorwishes.e.g.Parentsreadthelabelonamedicinebottletoseeifitissuitableforasickbabyandtoseehowmuchtogive.2.ReadingforlearningandinformationItmeansthatreadingcanhelpextendyourgeneralknowledgeoftheworld.3.ReadingforentertainmentorpleasureSuchasreadnovels,storiesandpoems.Aimsofthisunit11.1Howdoweread?Typesofreadingintheclassrooma.readingaloud:shareinformationb.silentreading:getinformationc.intensivereading:analyticreadingd.extensivereading:readingofsynthesisSkillsofreadinginreallifeRealreadingabilitiesrequirethereadingskills:a.skimmingb.scanningc.predictingEffectivereaders*Theyhaveaclearpurposeinreading;*Theyreadsilently;*Theyreadphrasebyphrase,ratherthanwordbyword;*Theyconcentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;*Theyusedifferentspeedsandstrategiesfordifferentreadingtasks;*Theyperceivetheinformationinthetargetlanguageratherthanmentallytranslate;*Theyguessthemeaningofthenewwordsfromthecontext,orignorethem;*Theyhaveandusebackgroundinformationtohelpunderstandthetext.11.2Whatdoweread?Itisimportantforteacherstobearinmindwhatshouldwereadinreallifesothatwhenweselectreadingmaterialsforourstudents,wenotonlyhaveagreatervarietybutalsomeettheneedsofthestudents.Readingtextbooksshouldhaveagreatvarietyofauthenticmaterials.Besidesthecontentsofthetextbooks,tea