英語越讀
“閱”有趣
1
Go Back to Be
A Student!
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Grouping
Four persons
Different roles
Coach*1
Dark
Horse*4
Player*2
Boss*3
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Running Dictation
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Correction
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Q&A
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?
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B2L2 Reading
Reading→Speaking
Listening→Writing
Read aloud (again).
Grammar Focus
Stand-up Q&A
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3R
How Students Can Learn
recycle
reuse
remember
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Classroom Language
Used by the teacher
Procedural to set up the activity
Functional
Target
Needed by the
students to complete
the activity
“Time’s up.”
“Could you say that again?”
“May I be excused?”
“Pens down and listen, please.”
“10 seconds left.”
“Memorize the sentences as
more as possible.”
“It’s your turn.”
“What does that mean?”
“Can you play basketball?”
“Do you play sports?”
What the teacher
“Do you like basketball?”
want students to learn
“What sports do you like?”
“Do you want to be a coach?”
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Read for What?
What do you expect students
to learn through reading?
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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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Bottom-up Processes
decoding (word-level)
focusing on vocabulary or grammar
STRATEGY I
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Demonstration
Vocabulary is the key to success.
Words and Pictures - Transportation (翰林第三冊第五課)
Word Association
Listen and Speak – He Can Do a Lot of Things
(康軒第二冊第一課)
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Top-down Processes
using knowledge of the genre
(textual schemata)
using knowledge of language
using prior content knowledge Sports (康軒第二冊第二課)
STRATEGY II
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Demonstration
What Does He Teach? 康軒第二冊第三課
1. Read the words on the wall
2. Decode the dialogue.
3. Listen to the CD.
4. Read aloud.
5. Q&A (Teacher-led or Students-generated)
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Reading activities
Pre-reading: A task that helps learners
tune into a text before reading it,
which aids their understanding
Words and Pictures
Word Association
Listen and Speak
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Reading activities
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.
Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 1, p. 66.
Independence, KY: Cengage Learning.
Activity: Choose the best title
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Reading activities
While-reading:
Scanning: read quickly and pause only to find
the particular information
Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 2, p. 86.
Independence, KY: Cengage Learning.
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.
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Reading activities
While-reading:
Intensive reading: read for details
Activity:
Color the text
Student-generated questions
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Reading activities
Post-reading : Activities that encourages
learners to use information they gained
from reading a text
Activity:
Comprehension question review
Cartoon strip / Mind mapping
Running dictation Ss’ papers
Board games
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Super Six comprehension strategies
http://www.curriculumsupport.education.nsw.gov.au/liter
acy/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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Start Small. Think Big.
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?
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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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Tips for Teaching
Reading Strategies-2
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)
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References
Bette 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-readingskills?utm_source=facebook&utm_medium=social&utm_campaign=bcteachingenglish
http://www.teachingenglish.org.uk/sites/teacheng/files/B127c%20A1%20TE%20Staff
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%20Room%20Posters%204.pdf
You bet.
look at
homework
study
science
turtle
difficult
help
PE
sentence
Read
and
subject
grade
Keep ineither
mind.
history
get
ask
teach
music
other
give
mean
rabbit
animal
together
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