Reading Strategies in EFL classrooms in Taiwan

2009/ 11/ 09 新莊區福營國中訪視

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doggerwu@gmail.com

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!

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)

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? )

KWL Chart K = what you KNOW about the topic W= what you WANT to know about the

topic L= what you LEARNED about the topic

Brainstorming- Webbing

Picture Walk Let’s “look at” the book! get information without reading the texts.

posters

Joy, Book 5, Unit 9

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

Answers: b b d c

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

Paragraph 4Conclusion

enjoy yourself+ learn something +get valuable experiences

Paragraph 3Body (Example)

sports clubs

Paragraph 2Body (Example)

music fan form a band

Paragraph 1Introduction

Besides studying, joining clubs is also important.

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)

Discourse Markers

Practice: Joy, Book 5, Unit 1

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, what, why, who, how..) (Mikulecky, Learn Not to Read Every Word)

Make readers share strategies.

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?

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)

Why Use Semantic Maps / Graphic Organizers?

visualization process and get the information more effectively

reduce anxiety

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

Graphic Organizer of

Joy, Book 5, Unit 8

http://www.enchantedlearning.com/graphicorganizers/

Joy, Book 5, Unit 1

Graphic Organizer of Joy, Book 5, Unit 1

Joy, Book 5, Unit 4

Joy, Book 5, Unit 6

Joy, Book 5, Unit 8

Joy, Book 6, Unit 1

Joy, Book 6, Unit 2

2009/ 11/ 09 新莊區福營國中訪視Joy, Book 6, Unit 2

Joy, Book 6, Unit 3

Graphic Organizers Enhance Writing

Let’s create a graphic organizer!

Joy, Book 6 Unit 5 – Living in Outer Space

The EndThanks for your listening!

Sandra’s Blog: http://blog.yam.com/doggerwu

中英團部落格 : http://blog.yam.com/etsinjhoftc

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