My demonstration of how reading should be taught in EFL classrooms in Taiwan.
- 1. Reading Strategies Sandra Wu [email_address]
2. Todays Agenda
- While-reading activities- semantic map/ graphic organizer
3. About Reading
A combination of top-down and bottom-up processing, or what has
come to be called interactive reading, is almost always a primary
ingredient in successful teaching methodology because both
processes are important. (Brown,Teaching by Principles ) In
practice, a reader continually shifts from one focus to another,
now adopting a top-down approach to predict probable meaning, then
moving to the bottom-up approach to check whether that is really
what the writer says. (Nuttall, 1996, p.17) 4.
- Activatebackgroundknowledge/ schema/ prior knowledge
A reader will rely on knowledge about a known topic to sort out
word meaning; conversely, a reader who has a mastery of the texts
vocabulary but is unfamiliar with the topic will rely on word
knowledge in order to comprehend a text. (Mikulecky,What is
- K = what youKNOWabout the topic
- W= what youWANTto know about the topic
- L= what youLEARNEDabout the topic
6. Brainstorming- Webbing 7. Picture Walk
- get information without reading the texts.
8. Emma Neil Joy, Book 5, Unit 9 9. Skimming- get the gist
- obtain an overview of theformandcontentsof a text
- is easier to do if the reader is aware of how texts
10. Answers :b b d c 11. 12.
- Please read the FIRST and LAST paragraphs THOROUGHLY .
- But read only the FIRST SENTENCES of the SECOND and THIRD
Practice Joy, Book 5 Unit 5 13. Paragraph 4 Conclusion enjoy
yourself+ learn something +get valuable experiences Paragraph 3
Body (Example) sports clubs Paragraph 2 Body (Example) music fan
form a band Paragraph 1 Introduction Besides studying, joining
clubs is also important. 14.
- Discourse Markers ( Brown,Teaching by Principles )
- should be familiar with the lexical items used forsignaling
relationshipbetween ideas and the vocabulary oftextual cohesion
.(Mikulecky,Teaching Reading Skills )
15. Discourse Markers 16. Practice: Joy, Book 5, Unit 1 17.
Scanning Locate Specific Information
- with anextremelyhigh speed
- without reading through the whole text
- by reading aloud the requestfor information
- can serve simultaneously as a review of wh-questions (when,
where, what, why, who, how..)(Mikulecky,Learn Not to Read Every
- Make readers share strategies.
18. Practice- Joy, Book 5 Unit 2
- Sincewhenhas Buteo Huang made kites?
- Whyis autumn the best season for flying kites?
19. While-reading activities- semantic map/graphic organizer
- Readers can easily be overwhelmed by a long string of ideas of
events. The strategy of semantic mapping, or grouping ideas into
meaningful clusters, helps the reader to provide some order to the
chaos. ( Brown, Teaching by Principles )
20. 21. Why Use Semantic Maps / Graphic Organizers?
- process and get the information more effectively
22. Graphic Organizer
- a visual and graphic displaythat depicts the relationships
between facts, terms, or ideas
- a one-page form with blank areasfor the student to fill in with
related ideas and information.
- allow for the information to bewritten or drawn
23. Graphic Organizer of Joy, Book 5, Unit 8 24. http://
www.enchantedlearning.com/graphicorganizers / 25. 26. 27. Joy, Book
5, Unit 1 28. Graphic Organizer of Joy, Book 5, Unit 1 29. Joy,
Book 5, Unit 4 30. Graphic Organizer ofJoy, Book 5, Unit 4 31. Joy,
Book 5, Unit 6 32. Graphic Organizer of Joy, Book 5, Unit 6 33.
Joy, Book 5, Unit 8 34. Graphic Organizer of Joy, Book 5, Unit 8
35. Joy, Book 6, Unit 1 36. Joy, Book 6, Unit 2 37. Joy, Book 6,
Unit 2 38. Joy, Book 6, Unit 3 39. Joy, Book 6, Unit 3 40. Graphic
Organizers Enhance Writing 41. 42. Lets create a graphic
- Joy, Book 6 Unit 5 Living in Outer Space
43. The End Thanks for your listening! Sandras