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1.

Article about Teaching Reading

Teaching Reading
Traditionally, the purpose of learning to read in a language has been to have access to the
literature written in that language. In language instruction, reading materials have traditionally
been chosen from literary texts that represent "higher" forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary,
grammar, and sentence structure, not by actually reading it. In this approach, lower level learners
read only sentences and paragraphs generated by textbook writers and instructors. The reading of
authentic materials is limited to the works of great authors and reserved for upper level students
who have developed the language skills needed to read them.
The communicative approach to language teaching has given instructors a different
understanding of the role of reading in the language classroom and the types of texts that can be
used in instruction. When the goal of instruction is communicative competence, everyday
materials such as train schedules, newspaper articles, and travel and tourism. Web sites become
appropriate classroom materials, because reading them is one way communicative competence is
developed. Instruction in reading and reading practice thus become essential parts of language
teaching at every level.

Reading Purpose and Reading Comprehension


Reading is an activity with a purpose. A person may read in order to gain information or verify
existing knowledge, or in order to critique a writer's ideas or writing style. A personmay also
read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for
reading guide the reader's selection of texts.
The purpose for reading also determines the appropriate approach to reading comprehension. A
person who needs to know whether she can afford to eat at a particular restaurant needs to
comprehend the pricing information provided on the menu, but does notneed to recognize the
name of every appetizer listed. A personreading poetry for enjoymentneeds to recognize the
words the poet uses and the ways they are put together, but does notneed to identify main idea
and supporting details. However, a person using a scientific article to support an opinion needs to
know the vocabulary that is used, understand the facts and cause-effect sequences that are
presented, and recognize ideas that are presented as hypotheses and givens.

2. Communicative Purpose
- To understanding an appropriate reading language
3. Generic Structure
- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5

: The purpose of learning to read in a language


: Learn to read a language
: Reading practice
: Reading purpose
: Reading comprehension

4. The Table
Table 1. Tenses
No.

Clause

Finite

Traditionally, the purpose of learning


to read in a language has been to

has

Tenses
Present

Past

5
6

10
11

12

have access to the literature written


in that language.
In language instruction, reading
materials have traditionally been
chosen from literary texts that
represent "higher" forms of culture.
This approach assumes that students
learn to read a language by studying
its vocabulary, grammar, and
sentence structure, not by actually
reading it.
In this approach, lower level learners
read only sentences and paragraphs
generated by textbook writers and
instructors
The reading of authentic materials is
limited to the works of great authors
and reserved for upper level students
who have developed the language
skills needed to read them
The communicative approach to
language teaching has given
instructors a different understanding
of the role of reading in the language
classroom
and the types of texts that can be
used in instruction.
When the goal of instruction is
communicative competence,
everyday materials such as train
schedules, newspaper articles, and
travel and tourism
Web sites become appropriate
classroom materials,
because reading them is one way
communicative competence is
developed.
Instruction in reading and reading
practice thus become essential parts
of language teaching at every level.

have

does

do

is

have

has

can

is

do

is

do

13
14

15

16

17
18

19

20

21

Reading is an activity with a purpose


A person may read in order to gain
information or verify existing
knowledge,in order to critique a
writer's ideas or writing style
A person may also read for
enjoyment, or to enhance knowledge
of the language being read.
The purpose(s) for reading guide the
reader's selection of texts.
The purpose for reading also
determines the appropriate approach
to reading comprehension
A person who needs to know
whether she can afford to eat at a
particular restaurant needs to
comprehend the pricing information
provided on the menu but does not
need to recognize the name of every
appetizer listed.
A person reading poetry for
enjoyment needs to recognize the
words the poet uses, but does not
need to identify main idea and
supporting details.
However, a person using a scientific
article to support an opinion and the
ways they are put together needs to
know the vocabulary that is used
understand the facts and cause-effect
sequences that are presented and
recognize ideas that are presented as
hypotheses and givens.

is

may

may

do

does

does

can

does

are

Table 2. Process Type


No
.

Clause
Traditionally, the purpose of
learning to read in a language
has been to have access to the
literature written in that
language.
In language instruction,
reading materials have
traditionally been chosen from
literary texts that represent
"higher" forms of culture.
This approach assumes that
students learn to read a
language by studying its
vocabulary, grammar, and
sentence structure, not by
actually reading it.
In this approach, lower level
learners read only sentences
and paragraphs generated by
textbook writers and
instructors
The reading of authentic
materials is limited to the
works of great authors and
reserved for upper level
students
who have developed the
language skills needed to read
them

Process Type
Material

Verbal

Mental

Behavior

Relational

Existansial

Meteorogical

10
11

12

13

14

15

16

The communicative approach


to language teaching has given
instructors a different
understanding of the role of
reading in the language
classroom
and the types of texts that can
be used in instruction.
When the goal of instruction is
communicative competence,
everyday materials such as
train schedules, newspaper
articles, and travel and tourism
Web sites become appropriate
classroom materials,
because reading them is one
way communicative
competence is developed.

Instruction in reading and


reading practice thus become
essential parts of language
teaching at every level.
Reading is an activity with a
purpose
A person may read in order to
gain information or verify
existing knowledge,in order to
critique a writer's ideas or
writing style
A person may also read for
enjoyment, or to enhance
knowledge of the language
being read.
The purpose(s) for reading
guide the reader's selection of
texts.

17
The purpose for reading also

determines the appropriate


approach to reading
comprehension
18

19

20

21

A person who needs to know


whether she can afford to eat
at a particular restaurant needs
to comprehend the pricing
information provided on the
menu but does not need to
recognize the name of every
appetizer listed.

A person reading poetry for


enjoyment needs to recognize
the words the poet uses, but
does not need to identify main
idea and supporting details.
However, a person using a
scientific article to support an
opinion and the ways they are
put together needs to know the
vocabulary that is used
understand the facts and
cause-effect sequences that are
presented and recognize ideas
that are presented as
hypotheses and givens.

Table 3. Grammatical Cohesion


No.

Clause

Traditionally, the purpose of learning to


read in a language has been to have access

Reference

Grammatical Cohesion
Conjunctio
Ellipsis
n

Subtitution

5
6

10
11

12

to the literature written in that language.


In language instruction, reading materials
have traditionally been chosen from
literary texts that represent "higher" forms
of culture.
This approach assumes that students learn
to read a language by studying its
vocabulary, grammar, and sentence
structure, not by actually reading it.
In this approach, lower level learners read
only sentences and paragraphs generated
by textbook writers and instructors
The reading of authentic materials is
limited to the works of great authors and
reserved for upper level students
who have developed the language skills
needed to read them

The communicative approach to language


teaching has given instructors a different
understanding of the role of reading in the
language classroom
and the types of texts that can be used in
instruction.
When the goal of instruction is
communicative competence, everyday
materials such as train schedules,
newspaper articles, and travel and tourism
Web sites become appropriate classroom
materials,
because reading them is one way
communicative competence is developed.
Instruction in reading and reading practice
thus become essential parts of language
teaching at every level.

13

Reading is an activity with a purpose

14

A person may read in order to gain


information or verify existing
knowledge,in order to critique a writer's
ideas or writing style

15

16

17

18

19

20

21

A person may also read for enjoyment, or


to enhance knowledge of the language
being read.
The purpose(s) for reading guide the
reader's selection of texts.
The purpose for reading also determines
the appropriate approach to reading
comprehension
A person who needs to know
whether she can afford to eat at a
particular restaurant needs to comprehend
the pricing information provided on the
menu but does not need to recognize the
name of every appetizer listed.

A person reading poetry for enjoyment


needs to recognize the words the poet
uses, but does not need to identify main
idea and supporting details.
However, a person using a scientific
article to support an opinion and the ways
they are put together needs to know the
vocabulary that is used understand the
facts and cause-effect sequences that are
presented and recognize ideas that are
presented as hypotheses and givens.

Table 4. Lexical Cohesion


No.

Clause
Traditionally, the purpose of
learning to read in a language has
been to have access to the
literature written in that language.
In language instruction, reading
materials have traditionally been
chosen from literary texts that
represent "higher" forms of
culture.
This approach assumes that
students learn to read a language
by studying its vocabulary,
grammar, and sentence structure,
not by actually reading it.
In this approach, lower level
learners read only sentences and
paragraphs generated by textbook
writers and instructors
The reading of authentic materials
is limited to the works of great
authors and reserved for upper
level students
who have developed the language
skills needed to read them

7
The communicative approach to
language teaching has given
instructors a different
understanding of the role of

Repetition

Lexical Cohesion
Synonim Antonym Hiponym

Meronym

reading in the language classroom


8

10
11

12

13

14

15

16

17

18

and the types of texts that can be


used in instruction.
When the goal of instruction is
communicative competence,
everyday materials such as train
schedules, newspaper articles, and
travel and tourism
Web sites become appropriate
classroom materials,
because reading them is one way
communicative competence is
developed.
Instruction in reading and reading
practice thus become essential
parts of language teaching at
every level.
Reading is an activity with a
purpose
A person may read in order to
gain information or verify
existing knowledge,in order to
critique a writer's ideas or writing
style
A person may also read for
enjoyment, or to enhance
knowledge of the language being
read.
The purpose(s) for reading guide
the reader's selection of texts.
The purpose for reading also
determines the appropriate
approach to reading
comprehension
A person who needs to know

19

20

21

whether she can afford to eat at a


particular restaurant needs to
comprehend the pricing
information provided on the menu
but does not need to recognize the
name of every appetizer listed.
A person reading poetry for
enjoyment needs to recognize the
words the poet uses, but does not
need to identify main idea and
supporting details.
However, a person using a
scientific article to support an
opinion and the ways they are put
together needs to know the
vocabulary that is used
understand the facts and causeeffect sequences that are
presented and recognize ideas that
are presented as hypotheses and
givens.

5. Register :
Fields
: This article is talking about a good
strategies to understanding an appropriatereading language
Mode
Tenor

: The language used in the text is written text


: Students, teacher