英語越讀 英語越讀 ““閱閱””有趣有趣

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Go Back to Be Students!

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Four personsDifferent roles

Grouping

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Running Dictation

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Rules: 1. One is the writer and the

others are runners.

2. Runner: Go to read the sentences on the wall/window, and come back to tell the writer.

3. Writer: Listen and write down what you hear.

4. Every runner has 30 seconds, and take turns.

Correction

Let students be teachers!

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What club is it? Where can you see the poster?Who may want to join it? When do the players play it? Where do the players play it?What can a coach do?Do you play sports?Can you play basketball? Are you an excellent basketball player?What sports can you play?

Q&A

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B2L2 Reading Teaching Strategies

The more times students

read,

the better they learn.The more times students

read,

the better they learn.

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Who learned most?

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How Students Can Learn

3R

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Classroom Language

Procedural

Used by the teacher to set up the activity

“Time’s up.” “Could you say that again?”“May I be excused?” “Pens down and listen, please.”

Functional

Needed by the students to complete the activity

“10 seconds left.” “Memorize the sentences as more as possible.”“It’s your turn.”“What does that mean?”

TargetWhat the teacher want students to learn

“Can you play basketball?”“Do you play sports?”“Do you like basketball?”“What sports do you like?”“Do you want to be a coach?”

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Wild About

Reading

What do you expect students to learn through reading?

Read for What?

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What does it feel like to read a ‘foreign language’?

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Sight Words

最常見 10字 25%

常用 100字彙 50%

常用 1000字彙 70%-80%

常見 1500-2000字彙 愈快學愈好

較少用字彙 不必刻意花時間去學，但需要漸漸學起來

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STRATEGY I

Bottom-up Processes

decoding (word-level)

focusing on vocabulary or grammar

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Vocabulary is the key to success. Words and Pictures - Transportation ( 翰林 B3U5)

Word Association Listen and Speak (Sticky Ball Game) –

He Can Do a Lot of Things ( 康軒 B2L1)

Demonstration

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STRATEGY II

Top-down Processes

using knowledge of the genre (textual

schema)

using knowledge of language – A postcard ( 康軒 B1L8) PPT

using prior content knowledge (Stand-up

Game)- Sports ( 康軒 B2L2)

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What Does He Teach? 康軒 B2L3

1. Read the words on the wall

2. Stand-up Game (Team) 3. Decode the dialogue. (Discussion) 4. Listen to the CD. 5. Read aloud. 6. Q&A (Teacher-led or Students-generated)

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Demonstration

Reading activities

Words and Pictures

Word Association

Listen and Speak

Pre-reading: A task that helps learners tune into a text before reading it, which aids their understanding

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While-reading: Activities that motivate learners to read a text

Skimming: read to look for main ideas in a passage. …we just need to get the general idea of the paragraph.

Activity: Choose the best title

Reading activities

Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 1, p. 66. Independence, KY: Cengage Learning.

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While-reading:Scanning: read quickly and pause only to find the particular information

Activity: “Teacher, you’re wrong!”Shout out ‘teacher you’re wrong’ when you hear your teacher make a mistake.Teacher can use a list to check individuals’ participation.

Reading activities

Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 2, p. 86. Independence, KY: Cengage Learning.

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While-reading:

Intensive reading: read for details

Activity:Color the text

Student-generated questions

Reading activities

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Activity:Comprehension question review Cartoon strip Traffic Rules (翰林 B5U5)

Mind Map School Club (翰林 B5U7)

Running dictation Ss’ papers (康軒 B2L2)

Board games ( 翰林 B1U7)

Reading activities

Post-reading : Activities that encourages learners to use information they gained from reading a text

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Super Six comprehension strategies

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf

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Think Big. Start Small.Find out the missing information (A)

What do Chinese people like to talk about during Chinese New Year?

What had trouble Jade Emperor for weeks?

Who came up with the idea of asking Ox for help?

What was Rat thinking about when the finish line was in sight?

What happened to Cat?

Find out the missing information (B)

Who was having a meeting with all animals somewhere above the clouds?

What would the Jade Emperor do to make the Chinese Zodiac? 

What was Cat’s problem? 

Why did Cat and Rat ask Ox for help? 

How was the race when Cat swam to the river bank?

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翰林B6U1

Why does Meg ask the Thinker “Are you OK?”How does John feel when he sees the dinosaur? How do you know?Is this a real story? State your reason(s).Why do people go to museums? What can we do in museums?

Start Small. Think Big.

26翰林 B1U7-Don’t Run in the Museum.

Tips for Teaching Reading Strategies-1

Systematically plan strategies into instruction.

Model new strategies and “think aloud” as you use them.

Make connections between new strategies and what the children already know.

Apply strategies to different genres, across different subject areas.

Start with one or two strategies, then gradually build your repertoire.

Use the correct terms for strategies, even with emerging readers.

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Provide extended chunks of time each day for independent practice.

Keep strategy groups flexible.

Use a variety of grouping formats, including whole- and small-group instruction.

Use complete, authentic pieces of text for modeling and independent practice.

Keep records of individual student’s strategy use.

Provide opportunities for students to reread familiar texts to build fluency and automaticity.

Integrate strategies throughout instruction, across the day.

(Adopted from Bette S. Bergeron and Melody Bradbury-Wolff,2002,Teaching Reading Strategies in the Primary Grades)

Tips for Teaching Reading Strategies-2

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Useful Resources

英語分組合作學習 (https://www.facebook.com/groups/323968651094121/)

Teacher Leo – Carousel 旋轉木馬 (http://teacherleo.pixnet.net/blog/post/109757570)

ET Chere Lin (http://www.chere.idv.tw/)

Fortuna 的英語教學 (http://blog.roodo.com/jenwenwu)

翻轉教育 (http://flipedu.parenting.com.tw/index)

Phat Piggy (http://blog.yam.com/jojo6005)

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ReferencesReferencesBette S. Bergeron & Melody Bradbury-Wolff(2002).Teaching Reading Strategies in the Primary Grades, Scholastic.

Brown, H.D. (2004), Language Assessment: Principles and Classroom Practices.

Brown, H. D. (2007). Teaching by Principle. NY: Pearson Education.

Brown, H.D. & Abeywickrama, P. (2010).Language Assessment: Principles and

Classroom Practices, 2nd Ed. White Plains, NY: Pearson Education, Inc. White Plains, NY:Longman.

Cohen, A.D. (1994). Assessing Language Ability in the Classroom, 2nd Ed. Boston, MA: Heinle & Heinle.

Raimes, A. (1983). Techniques in Teaching Writing. Oxford University Press.

VanPatten, B.(2005). Processing instruction. Mind & Context in Adult Second Language Acquisition. Georgetown University Press.267-281.

Willis, J.(1996). A Framework for Task-Based Learning. Longman.

http://www.teachingenglish.org.uk/article/teens-reading-skills?utm_source=facebook&utm_medium=social&utm_campaign=bc-teachingenglish

http://www.teachingenglish.org.uk/sites/teacheng/files/B127c%20A1%20TE%20Staff%20Room%20Posters%204.pdf

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studystudy

difficultdifficult

You bet.You bet.

sentencesentence

eithereither

meanmean

askask

helphelpteachteach

musicmusic

otherothergivegive

homeworkhomework

historyhistory

sciencescience

PEPE

rabbitrabbit

turtleturtle

animalanimal

togethertogether

subjectsubjectgradegrade

look atlook at

getget

Read and Keep in mind.

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