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.
2. Communicative Purpose
- To understanding an appropriate reading language
3. Generic Structure
- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
4. The Table
Table 1. Tenses
No.
Clause
Finite
has
Tenses
Present
Past
5
6
10
11
12
have
does
do
is
have
has
can
is
do
is
do
13
14
15
16
17
18
19
20
21
is
may
may
do
does
does
can
does
are
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
17
The purpose for reading also
19
20
21
Clause
Reference
Grammatical Cohesion
Conjunctio
Ellipsis
n
Subtitution
5
6
10
11
12
13
14
15
16
17
18
19
20
21
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
10
11
12
13
14
15
16
17
18
19
20
21
5. Register :
Fields
: This article is talking about a good
strategies to understanding an appropriatereading language
Mode
Tenor