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2009/ 11/ 09 新新新新新新新新新 Reading Strategies 新新新 Sandra Wu 新新新新新新新新新新新新 新新新新新新新新 [email protected]

Reading Strategies in EFL classrooms in Taiwan

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My demonstration of how reading should be taught in EFL classrooms in Taiwan.

Text of Reading Strategies in EFL classrooms in Taiwan

  • 1. Reading Strategies Sandra Wu [email_address]

2. Todays Agenda

  • Introduction
  • Pre-reading activities
  • KWL chart
  • Brainstorming
  • Picture walk
  • Skimming
  • Scanning
  • While-reading activities- semantic map/ graphic organizer
  • Lets do it!

3. About Reading

  • Intensive v.s. Extensive
  • Bottom-up v.s. Top-down

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. Pre-readingActivities

  • 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 Reading?) 5.

  • KWL Chart
  • K = what youKNOWabout the topic
  • W= what youWANTto know about the topic
  • L= what youLEARNEDabout the topic

6. Brainstorming- Webbing 7. Picture Walk

  • Lets look at the book!
  • get information without reading the texts.
  • posters

8. Emma Neil Joy, Book 5, Unit 9 9. Skimming- get the gist

  • very fast-paced reading
  • obtain an overview of theformandcontentsof a text
  • is easier to do if the reader is aware of how texts areorganized

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 paragraphs.

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 Word )
  • Make readers share strategies.

18. Practice- Joy, Book 5 Unit 2

  • Sincewhenhas Buteo Huang made kites?
  • Whyis autumn the best season for flying kites?
  • Wherewas Mr. Huang born?

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?

  • visualization
  • process and get the information more effectively
  • reduce anxiety

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 organizer!

  • Joy, Book 6 Unit 5 Living in Outer Space

43. The End Thanks for your listening! Sandras Blog:http://blog.yam.com/doggerwu :http:// blog.yam.com/etsinjhoftc