2009/ 05/ 04 林口國中 Reading Strategies 吳倖誼 Sandra Wu 台北縣國中英語專任輔導員 台北縣立義學國中

2009/ 05/ 04 林口國中 Today’s Agenda  Introduction  Pre-reading activities 1.KWL chart 2.Brainstorming 3.Picture walk 4.Skimming 5.Scanning  While-reading activities- semantic map/ graphic organizer  Let’s do it!

2009/ 05/ 04 林口國中 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)

2009/ 05/ 04 林口國中 Pre-reading Activities  Activate background knowledge/ 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 text’s vocabulary but is unfamiliar with the topic will rely on word knowledge in order to comprehend a text. (Mikulecky, What is Reading? )

2009/ 05/ 04 林口國中  K = what you KNOW about the topic  W= what you WANT to know about the topic  L= what you LEARNED

2009/ 05/ 04 林口國中 Brainstorming- webbing

2009/ 05/ 04 林口國中 Picture walk  Let’s “look at” the book!  get information without reading the texts.  posters

2009/ 05/ 04 林口國中 Emma Neil Joy, Book 5, Unit 9

2009/ 05/ 04 林口國中 Skimming- get the gist  very fast-paced reading  obtain an overview of the form and contents of a text  …is easier to do if the reader is aware of how texts are organized

2009/ 05/ 04 林口國中 Answers : b b d c

2009/ 05/ 04 林口國中

 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

2009/ 05/ 04 林口國中  Discourse Markers ( Brown, Teaching by Principles )  …should be familiar with the lexical items used for signaling relationship between ideas and the vocabulary of textual cohesion. (Mikulecky, Teaching Reading Skills)

2009/ 05/ 04 林口國中 Discourse Markers

2009/ 05/ 04 林口國中 Practice: Joy, Book 5, Unit 1

2009/ 05/ 04 林口國中 Scanning – locate specific information  with an extremely high speed  without reading through the whole text  by reading aloud the request for information  …can serve simultaneously as a review of wh-questions (when, where, why, who, how..) (Mikulecky, Learn Not to Read Every Word )  Make readers share strategies.

2009/ 05/ 04 林口國中 Practice- Joy, Book 5 Unit 2  Since when has Buteo Huang made kites?  Why is autumn the best season for flying kites?  Where was Mr. Huang born?

2009/ 05/ 04 林口國中 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 )

2009/ 05/ 04 林口國中 Graphic organizer  a visual and graphic display that depicts the relationships between facts, terms, or ideas  a one-page form with blank areas for the student to fill in with related ideas and information.  allow for the information to be written or drawn

2009/ 05/ 04 林口國中 Why use semantic map or graphic organizer?  Visualization  Process and get the information more effectively  Reduce anxiety

2009/ 05/ 04 林口國中

2009/ 05/ 04 林口國中

Joy, Book 5, Unit 1

2009/ 05/ 04 林口國中 Joy, Book 5, Unit 4

2009/ 05/ 04 林口國中 Joy, Book 5, Unit 6

2009/ 05/ 04 林口國中 Joy, Book 5, Unit 8

2009/ 05/ 04 林口國中 Joy, Book 6, Unit 1

2009/ 05/ 04 林口國中 Joy, Book 6, Unit 2

2009/ 05/ 04 林口國中 Joy, Book 6, Unit 3

2009/ 05/ 04 林口國中 Let’s create a graphic organizer!  Joy, Book 6 Unit 5 – Living in Outer Space

2009/ 05/ 04 林口國中 The End Thanks for your listening! Sandra’s Blog: 中英團部落格 :