This self-access reading is for middle school 3rd grade students who are studying English by the textbook, Middle school English 3, written by Kim seong gon et al and published by Doosan in 2009.
Target students are diversity from novice and advanced. But some of topics are only for advanced level students.
The first thing I concerned while I was choosing material is that it should be fun to read. Therefore I choose the topic, British Culture and 7 mysteries of the world which are interesting topics for students to read.
In addition, the second topic is 'different activities.' I tried to contain a lot of topics. Bookclub is for discussion. Future job is for out-of class activity. English language and 7 mysteris of the world is for treasure hunt activity. Some of categories for inclass activity and other activities for out-of class, I have metioned above. Similarily, Some of collections are based on the textbook but other collections are not based on the textbook. Therefore, 'diversity' of the reading texts are my second standard that I used while I was making this collection.
Also, I intended to treat different levels of students. Therefore I have searched not only easy texts but also difficult materials.
I hope that my materials would satisfy lots of different needs.
2010년 6월 15일 화요일
2010년 6월 8일 화요일
Additional information about Current issues
Two of links in 'Current Issues' section take time to see the whole text. Therefore, I posted the text in my blog. If you can't see the text in Metro.co.uk, you may refer to articles in my blog.
2010년 6월 7일 월요일
[Metro]Nimble-fingered teens take title as world's fastest mobile phone texters
Nimble-fingered teens take title as world's fastest mobile phone texters
Two South Korean teenagers have been crowned the fastest texters in the world.
The team of 17-year-old Bae Yeong Ho and 18-year-old Ha Mok Min went thumb-to-thumb against competitors from a dozen countries to win the title in a competition in New York City.
The LG Mobile World Cup challenged nimble-fingered youths on both speed and accuracy, and the winning team took home a $100,000 prize.
Second place and $20,000 went to the American contestants - 16-year-old Kate Moore of Des Moines, Iowa, and 14-year-old Morgan Dynda of Pooler, Georgia.
An Argentine team came in third and the Brazilians took fourth.
Other nations represented included Indonesia, Portugal, Russia, Mexico and Spain.
Bae said he would save his $50,000 share of the prize to study to become an opera singer, while Ha said she was saving for studies to become an engineer.
The challenge was to copy words and phrases in a contestant's native language off a monitor correctly, with no typos or abbreviations, and as fast as possible with the required capital letters and punctuation.
Some words were intentionally misspelled to test alertness.
Moore averages 12,000 texts per month, entering up to 3.5 characters per second.
She said: "Girls are faster because their hands are smaller. "I have perfect hands for texting - thin, long fingers. And fast, of course."
The 26 finalists who made it to the World Cup were chosen from more than 200,000 wannabes in a global text-off that began in May.
10.01.15
Two South Korean teenagers have been crowned the fastest texters in the world.
The team of 17-year-old Bae Yeong Ho and 18-year-old Ha Mok Min went thumb-to-thumb against competitors from a dozen countries to win the title in a competition in New York City.
The LG Mobile World Cup challenged nimble-fingered youths on both speed and accuracy, and the winning team took home a $100,000 prize.
Second place and $20,000 went to the American contestants - 16-year-old Kate Moore of Des Moines, Iowa, and 14-year-old Morgan Dynda of Pooler, Georgia.
An Argentine team came in third and the Brazilians took fourth.
Other nations represented included Indonesia, Portugal, Russia, Mexico and Spain.
Bae said he would save his $50,000 share of the prize to study to become an opera singer, while Ha said she was saving for studies to become an engineer.
The challenge was to copy words and phrases in a contestant's native language off a monitor correctly, with no typos or abbreviations, and as fast as possible with the required capital letters and punctuation.
Some words were intentionally misspelled to test alertness.
Moore averages 12,000 texts per month, entering up to 3.5 characters per second.
She said: "Girls are faster because their hands are smaller. "I have perfect hands for texting - thin, long fingers. And fast, of course."
The 26 finalists who made it to the World Cup were chosen from more than 200,000 wannabes in a global text-off that began in May.
10.01.15
[Metro]South Korea blames North Korea over warship torpedo attacks
South Korea blames North Korea over warship torpedo attacks
South Korea has accused North Korea of firing a torpedo at one of its warships and killing 46 sailors.
President Lee Myung-bak vowed to take ‘firm action’ following the release of results from an international investigation into the sinking of the Cheonan corvette in March.
Seoul has already made clear that it has no plans for a retaliatory strike but will press its allies to take action against its neighbour – most likely in the form of tougher sanctions.
However, North Korea described the results of the investigation as a ‘fabrication’ and warned it will take strong measures – including war – if the south imposes sanctions.
The report said: ‘The evidence points overwhelmingly to the conclusion that the torpedo was fired by a North Korean submarine.’
It added: ‘There is no other plausible explanation.’
Both the US and Britain gave their backing to the findings, with foreign secretary William Hague describing the incident as a ‘callous act’.
China called for restraint but did not condemn North Korea.
The issue has plunged already icy relations between the two countries deeper into the freezer.
Some 58 sailors were rescued from the Yellow Sea on March 26 but 46 died.
Treasure hunt Questions for ‘7 Mysteries of the world’ Section
Treasure hunt Questions for ‘7 Mysteries of the world’ Section
1. The Mausoleum of Halicarnassus
A. What is the Mausoleum of Halicarnassus?
=
B. How high was it?
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C. How was it destroyed?
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2. The Temple of Artemis at Ephesus
A. When was it built?
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B. How was this temple used?
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C. Who destroyed this building in 401?
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3. The Colossus at Rhodes
A. The Colossus was __________ oldest Wonder and was built by Chares of Lindus in 280 BCE.
B. Why was this wonder built?
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C. How long did it take to build this building?
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4. The Hanging Gardens of Babylon
A. Where was it?
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B. When were the gardens revealed?
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C. How did the garden look like?
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5. The Statue of Zeus at Olympia
A. When the Olympic game started? And where was it held?
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B. What was in the next to the statue?
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C. How was the statue big?
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6. The Lighthouse of Alexandria
A. When was the lighthouse started to be built?
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B. What did Sostrates’ do in the foundation?
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C. Where was the lighthouse built?
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7. Easter Island Statue
A. What is the own name of Moai?
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B. How does the statue look like?
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C. How many islanders were left in 1877?
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Treasure hunt questions for 'English Language' Section
Treasure hunt Questions for English Language Section
1. Interesting facts of English
A. What is the longest English word without the normal vowels?
- ( )
B. What is the most used English letter?
- ( )
C. What is the only one word in the English language with 3 consecutive sets of double letters?
- ( )
2. Difference between American English and British English
UK English vs US English
(UK) I’ve just had lunch. = (US) 1. ( )
(UK) 2. ( ) = (US) Do you have a car?
(UK) 3. ( ) = (US) Truck
(UK) At the weekend = (US) On the weekend
(UK) 4. ( ) = (US) Burned
(UK) 5. ( ) = (US) Color
(UK) 6. ( ) = (US) Recognize
3. English in Austria and New Zealand
Austrian English vs British English
(AE) 1. ( ) = Girl
(AE) Drongo = 2. ( )
(AE) 3. ( ) = Vest
New Zealand English : Meaning
(NZE) 4. ( ) = TV
(NZE) Cocky = 5. ( )
(NZE) Strides = 6. ( )
1. Interesting facts of English
A. What is the longest English word without the normal vowels?
- ( )
B. What is the most used English letter?
- ( )
C. What is the only one word in the English language with 3 consecutive sets of double letters?
- ( )
2. Difference between American English and British English
UK English vs US English
(UK) I’ve just had lunch. = (US) 1. ( )
(UK) 2. ( ) = (US) Do you have a car?
(UK) 3. ( ) = (US) Truck
(UK) At the weekend = (US) On the weekend
(UK) 4. ( ) = (US) Burned
(UK) 5. ( ) = (US) Color
(UK) 6. ( ) = (US) Recognize
3. English in Austria and New Zealand
Austrian English vs British English
(AE) 1. ( ) = Girl
(AE) Drongo = 2. ( )
(AE) 3. ( ) = Vest
New Zealand English : Meaning
(NZE) 4. ( ) = TV
(NZE) Cocky = 5. ( )
(NZE) Strides = 6. ( )
2010년 6월 6일 일요일
[Self-Access Reading] How to utilize 'Current Issues' section?
This section is for the students who have the highest proficiency level. Maybe their aim is to advance to ‘foreign language’ high school. The main purpose of this collection is learning words from news articles treating current issues.
First two articles come from BBC learning English. It provides difficult word’s explanation. Student tries to guess the meaning of the words and then check the meaning. This step is to adjust students to news articles. Then, students practice reading to the last 4 articles.
Teacher makes students read the articles without dictionaries at first. Then, try to guess the meaning of the difficult words. Students have to be checked what they have read. Moreover, students make vocabulary list to categorize the words. It makes students memorize the words easier as it is classified.
Moreover, by reading these articles, students may be able to build up background knowledge, schema, about the current issues. Also, students and teachers can discuss together about the topic.
First two articles come from BBC learning English. It provides difficult word’s explanation. Student tries to guess the meaning of the words and then check the meaning. This step is to adjust students to news articles. Then, students practice reading to the last 4 articles.
Teacher makes students read the articles without dictionaries at first. Then, try to guess the meaning of the difficult words. Students have to be checked what they have read. Moreover, students make vocabulary list to categorize the words. It makes students memorize the words easier as it is classified.
Moreover, by reading these articles, students may be able to build up background knowledge, schema, about the current issues. Also, students and teachers can discuss together about the topic.
[Self-Access Reading] How to utilize '7 Mysteries of the world' section?
I collected 7 articles. 6 texts come from 7 ancient wonders of the world. The 7th one is about Moai. There is a writing activity in the textbook about Moai. So I found the passage about that.
This part can be used as a treasure hunt activity. So teacher prepares some questions that can be answered by reading the texts. This material comes with the treasure hunt activity as well.
But two of the articles are difficult to read. Those difficult articles are for those who want challenge and have higher proficiency level.
This part can be used as a treasure hunt activity. So teacher prepares some questions that can be answered by reading the texts. This material comes with the treasure hunt activity as well.
But two of the articles are difficult to read. Those difficult articles are for those who want challenge and have higher proficiency level.
[Self-Access Reading] How to utilize 'Book Club' section?
Book club integrates reading and speaking. Teacher selects a story and gives one chapter of the story for students to read. Before giving the article, teacher divide student’s role. There are Discussion leader, Story summarizer, Word attacker, Culture collector, and Opinion provider. Teacher can add other roles. Of course, teacher should tell what their role is.
Discussion leader obviouslly lead the discussion. Story summarizer summarizes the story so that other students realize the outline of the story. Word attacker finds the meaning of the difficult words, which means dictionaries should be given to them. Culture collector discovers the cultural difference between the story based on Western culture and Korean context. Opinion provider announce their thinkings or feelings that emerge from the story. Teacher may have to provide discussion topic but all the discussions are conducted by the participants. Of course, other students can express their feelings freely.
After reading the chapter, students discuss together. While discussing, teacher do not interrupt but can help them and students may have to speak in English. But if there level is not enough, teacher can allow them to discuss in Korean.
In the next time, teacher change students’ role and read the next chapter of the whole text. Then, do the same procedure again.
To use this method, teacher has to allocate students’ role carefully. Especially, discussion leader has to lead the entire discussion. So he or she has a leadership.
First, in this collection, teacher gives the shepherd’s story. It is short but selected to practice the method. Then move to other stories. For example, Frog prince consists of 4 chapters. It took 4 times to finish the text. Finally, Robinson Crusoe consists of two parts but it is long. So teacher can divide 4 chapters.
Discussion leader obviouslly lead the discussion. Story summarizer summarizes the story so that other students realize the outline of the story. Word attacker finds the meaning of the difficult words, which means dictionaries should be given to them. Culture collector discovers the cultural difference between the story based on Western culture and Korean context. Opinion provider announce their thinkings or feelings that emerge from the story. Teacher may have to provide discussion topic but all the discussions are conducted by the participants. Of course, other students can express their feelings freely.
After reading the chapter, students discuss together. While discussing, teacher do not interrupt but can help them and students may have to speak in English. But if there level is not enough, teacher can allow them to discuss in Korean.
In the next time, teacher change students’ role and read the next chapter of the whole text. Then, do the same procedure again.
To use this method, teacher has to allocate students’ role carefully. Especially, discussion leader has to lead the entire discussion. So he or she has a leadership.
First, in this collection, teacher gives the shepherd’s story. It is short but selected to practice the method. Then move to other stories. For example, Frog prince consists of 4 chapters. It took 4 times to finish the text. Finally, Robinson Crusoe consists of two parts but it is long. So teacher can divide 4 chapters.
[Self-Access Reading] How to utilize 'English Language' section?
Korean students learn ‘American’ English. However, there are lots of different types of English outside Korea from British English to Indian English. So it is meaningful to notice that different Englishes.
By reading these articles, students may notice different kinds of English. Teacher can emphasize student’s English is acceptable if it is comprehension enough.
Teacher can prepare matrixes to show the difference at once. There are blanks in the matrixes so that students can fill in. So this section comes with treasure hunt activity.
By reading these articles, students may notice different kinds of English. Teacher can emphasize student’s English is acceptable if it is comprehension enough.
Teacher can prepare matrixes to show the difference at once. There are blanks in the matrixes so that students can fill in. So this section comes with treasure hunt activity.
[Self-Access Reading] How to utilize 'Jobs and Works' section?
What am I going to be? Future job is one of the important issues to middle school students. So it is important to read these articles to students. Although these texts are based on the US or the UK society, students may have a rough way to achieve their dream.
I select 4 jobs. Other jobs can be searched in the 6th address linked. If a student wants to become other occupation, teacher has to direct and help to search the 6th address.
Basically, this section can be used out of class so that students can have enough time to read. It would be helpful for them to summarize what they have read.
The 5th text is for students who want part-time job. Part-time job is a major source of money to teenagers. Hence, it is useful to know what they have to do.
These texts may be hard for students to read. Teachers guide is necessary. But after reading texts, teacher requires the summary what students have read.
I select 4 jobs. Other jobs can be searched in the 6th address linked. If a student wants to become other occupation, teacher has to direct and help to search the 6th address.
Basically, this section can be used out of class so that students can have enough time to read. It would be helpful for them to summarize what they have read.
The 5th text is for students who want part-time job. Part-time job is a major source of money to teenagers. Hence, it is useful to know what they have to do.
These texts may be hard for students to read. Teachers guide is necessary. But after reading texts, teacher requires the summary what students have read.
[Self-Access Reading] How to utilize 'British Culture' section?
Learning language is also learning culture. So every chapter in the textbook contains culture corner. However, its portion is too small among the entire curriculum. So, I searched some websites about British Culture and I discovered some sites. I chose two of them. I also selected four themes of the culture section of the site. However, the themes I’ve selected are just examples. Therefore, teacher can use different topics in the ‘others’ websites.
How can we use these websites? Extensive Reading (ER) should not be a compulsory thing. ER should be enjoyable. Culture is an interesting topic to read. It would motivate students to read these sites. Let students read these texts freely. After reading the texts, teacher asks some questions, which should be prepared before, to students to do a discussion. Example discussion topics are given in ‘superstition’ section.
Clothes section and Christmas section provides automatic dictionary. However, it is difficult to middle school 3 students. So teacher may have to help students.
How can we use these websites? Extensive Reading (ER) should not be a compulsory thing. ER should be enjoyable. Culture is an interesting topic to read. It would motivate students to read these sites. Let students read these texts freely. After reading the texts, teacher asks some questions, which should be prepared before, to students to do a discussion. Example discussion topics are given in ‘superstition’ section.
Clothes section and Christmas section provides automatic dictionary. However, it is difficult to middle school 3 students. So teacher may have to help students.
2010년 6월 3일 목요일
What we have learned from Focused in Intensive Reading (IR)
What we have learned from Focused in Intensive Reading (IR), p.221
Genre features and strategies are also used in IR. We have a rough idea that IR is rather passive reading but it is not. IR can be still interactive as our students can practice how to adjust reading strategies such as inferring from context by reading intensively.
Also, intensive reading can concentrate on genre features. It means that IR focuses on the own characteristics of the text. For instance, you can easily distinguish the difference between explanative text and narrative text by reading it. To distinguish that, you may focus on tenses or cohesive devices. Intensive reading can highlight these language devices while you are reading.
Genre features and strategies are also used in IR. We have a rough idea that IR is rather passive reading but it is not. IR can be still interactive as our students can practice how to adjust reading strategies such as inferring from context by reading intensively.
Also, intensive reading can concentrate on genre features. It means that IR focuses on the own characteristics of the text. For instance, you can easily distinguish the difference between explanative text and narrative text by reading it. To distinguish that, you may focus on tenses or cohesive devices. Intensive reading can highlight these language devices while you are reading.
2010년 5월 31일 월요일
Journal 8
Topic
: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
My answer :
I’ve recently been reading a book, ‘Mother tongue’ written by Bill Bryson in English. This book is about English language. It is quite fun to read. But knowledge such as professional term, like phonemic, morpheme, which I learned while I was studying English Education, really helps me to comprehend the book. Although I cannot comprehend the whole text 100% accurately, without knowing such technical term, I may not be able to understand the text more smoothly.
In addition, I’m reading additional material of PLLT. Those two texts are related. Therefore, schema I have built while I was reading PLLT are very helpful to read the complement material. For instance, there is no exact explanation of Form-focused Instruction in the added text. However, as the definition is in PLLT, I can read the printed material more easily as I learned what FFI is from PLLT.
: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
My answer :
I’ve recently been reading a book, ‘Mother tongue’ written by Bill Bryson in English. This book is about English language. It is quite fun to read. But knowledge such as professional term, like phonemic, morpheme, which I learned while I was studying English Education, really helps me to comprehend the book. Although I cannot comprehend the whole text 100% accurately, without knowing such technical term, I may not be able to understand the text more smoothly.
In addition, I’m reading additional material of PLLT. Those two texts are related. Therefore, schema I have built while I was reading PLLT are very helpful to read the complement material. For instance, there is no exact explanation of Form-focused Instruction in the added text. However, as the definition is in PLLT, I can read the printed material more easily as I learned what FFI is from PLLT.
2010년 4월 27일 화요일
Journal 7
Topic of the journal
Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?
My writing
According to the checklist, my reading strategies are these:
Pre-reading
I skim, looking at and thinking about illustrations, photos, graphs, and charts.
I use the five-finger method to see if the book is just right for me.
While-reading
I identify confusing parts and reread them.
I identify unfamiliar words and use context clues figure out their meanings.
Post-reading
I reread parts I enjoy.
But I’m not sure whether I use those strategies really. I’m not a very strategic reader. While I am reading the text book, I just read and summarize what I think that it is important. I set my reading purpose. Sometimes I consider discourse markers. I focus on the main idea.
I’m both reflective and impulsive reader. I ignore some words that are not important to get the main idea. However, I use dictionary or try to infer core vocabulary to understand the topic.
Of course, I use different strategies when I’m taking an IELTS reading test. I read the question first, then, I skin and scan the text to find the contents related to the questions. Finally, I concentrate on the passage and reread again to get the right answer.
Overall, I use diverse strategies and it depends on the purpose of reading. But, the strategies I adjust are not very high level. I need to use higher strategies.
Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?
My writing
According to the checklist, my reading strategies are these:
Pre-reading
I skim, looking at and thinking about illustrations, photos, graphs, and charts.
I use the five-finger method to see if the book is just right for me.
While-reading
I identify confusing parts and reread them.
I identify unfamiliar words and use context clues figure out their meanings.
Post-reading
I reread parts I enjoy.
But I’m not sure whether I use those strategies really. I’m not a very strategic reader. While I am reading the text book, I just read and summarize what I think that it is important. I set my reading purpose. Sometimes I consider discourse markers. I focus on the main idea.
I’m both reflective and impulsive reader. I ignore some words that are not important to get the main idea. However, I use dictionary or try to infer core vocabulary to understand the topic.
Of course, I use different strategies when I’m taking an IELTS reading test. I read the question first, then, I skin and scan the text to find the contents related to the questions. Finally, I concentrate on the passage and reread again to get the right answer.
Overall, I use diverse strategies and it depends on the purpose of reading. But, the strategies I adjust are not very high level. I need to use higher strategies.
Journal 6
The Topic of the Journal
Pick one of eight text attack skills and review one activity more carefully which are designed to practice the skill. Introduce it on your own word and add your brief comment.
My Writing
Text attack skills
1. Understanding syntax
2. Recognizing and interpreting cohesive devices
3. Interpreting discourse markers
4. Recognizing functional values
5. Recognizing text organization
6. Recognizing the presuppositions underlying the text
7. Recognizing implications and making inferences
8. Prediction
I choose ‘interpreting discourse markers.’ Discourse markers are very useful words that indicate the flow of the text. It helps students to predict easily what is coming next. These markers are very essential to construct the passage cohesively.
Students can guess the right order of the text it is shuffled. Students can infer the right marker where it is omitted. These kinds of activity can grow students’ inference power that can make students predict longer passage.
However, as there are so many discourse markers, it is a problem how we can teach those markers more effectively to learners. Although discourse markers are very effective device to comprehend the text, we have to think about how we can instruct that.
Pick one of eight text attack skills and review one activity more carefully which are designed to practice the skill. Introduce it on your own word and add your brief comment.
My Writing
Text attack skills
1. Understanding syntax
2. Recognizing and interpreting cohesive devices
3. Interpreting discourse markers
4. Recognizing functional values
5. Recognizing text organization
6. Recognizing the presuppositions underlying the text
7. Recognizing implications and making inferences
8. Prediction
I choose ‘interpreting discourse markers.’ Discourse markers are very useful words that indicate the flow of the text. It helps students to predict easily what is coming next. These markers are very essential to construct the passage cohesively.
Students can guess the right order of the text it is shuffled. Students can infer the right marker where it is omitted. These kinds of activity can grow students’ inference power that can make students predict longer passage.
However, as there are so many discourse markers, it is a problem how we can teach those markers more effectively to learners. Although discourse markers are very effective device to comprehend the text, we have to think about how we can instruct that.
2010년 4월 12일 월요일
Additional journal
Currently, I'm preparing the IELTS test in the British Council in Seoul, South Korea. Although I can't fully concentrate on the preparation because of lectures in my university, I'm developing some skills that might be useful in the IELTS test. While I am studying, I discover something.
In spite of the fact that my English is not as good as native speakers, I think my reading and listening is better than speaking and writing. There is a point that I'm going to say. I can recognise more words when I'm reading a passage. However, I don't, or may be, can't use the words I know. That means there is a big differences among the vocabulary between I can 'comprehend' and I can 'produce'.
As a candidate of being an English teacher and an English learner, how can I narrow the gap between comprehensible words and 'producable' words? I would like to know the way I can overcome the difference.
In spite of the fact that my English is not as good as native speakers, I think my reading and listening is better than speaking and writing. There is a point that I'm going to say. I can recognise more words when I'm reading a passage. However, I don't, or may be, can't use the words I know. That means there is a big differences among the vocabulary between I can 'comprehend' and I can 'produce'.
As a candidate of being an English teacher and an English learner, how can I narrow the gap between comprehensible words and 'producable' words? I would like to know the way I can overcome the difference.
2010년 3월 31일 수요일
Journal 5
The Topic of the journal
Summarize what you have learned about discourse markers. Tell us how much do you care discourse markers (consciously, unconsciously)when you read English texts?
My answer
Discourse markers show the relationship the writer intended between two parts of the text. Markers signal the sequence of events, discourse organization, and the writer’s point of view. Additive, adversative, casual, and disjuncts are kinds of markers. In addition, which is also a discourse marker, conjunctions are a subset of discourse markers.
Usually, I deal with these conjunctions unconsciously. I read the text and if I see a conjunction, I can predict what will come next. But, in sometimes, when the text is hard to understand, the conjunctions are a hint to comprehend the text. I can guess what the author really intended. I could see the flow of text by focusing on the discourse markers. Therefore, it sometimes becomes useful to appreciate the passage.
Summarize what you have learned about discourse markers. Tell us how much do you care discourse markers (consciously, unconsciously)when you read English texts?
My answer
Discourse markers show the relationship the writer intended between two parts of the text. Markers signal the sequence of events, discourse organization, and the writer’s point of view. Additive, adversative, casual, and disjuncts are kinds of markers. In addition, which is also a discourse marker, conjunctions are a subset of discourse markers.
Usually, I deal with these conjunctions unconsciously. I read the text and if I see a conjunction, I can predict what will come next. But, in sometimes, when the text is hard to understand, the conjunctions are a hint to comprehend the text. I can guess what the author really intended. I could see the flow of text by focusing on the discourse markers. Therefore, it sometimes becomes useful to appreciate the passage.
2010년 3월 30일 화요일
Journal 4
The Topic of the Journal
Think about how well you have trained word attack skills to effectively use three strategies (p.66-73) in English class throughout your secondary school years. What strategies were more highlighted? Or what strategies were ignored? Tell us how you want to teach word attack skills to your students in the future.
My writing
Now I’m reminding how I studied vocabulary when I was in high school. I could remind three ways. First, rote memorization of words. Second, use suffix and prefix. Last one, making an image of words with using the similar pronunciation between Korean and English. Of course, inferring the meaning of the words are used. Because some CSAT English test questions ask student to infer the meaning of the word. So inferring the words were important and practical method in Korean English education.
The method that I want to use is similar. I want to utilize suffix and prefix, inferring the words, of course, and repetition. I made special effort to memorize words but I learned new words naturally by facing the words repeatedly. In addition, as we can’t use dictionaries every time, making students be able to infer is crucial. Inferring is a powerful skill so that students don’t have to rely on dictionaries but can read texts more quickly without suffering difficulties.
Think about how well you have trained word attack skills to effectively use three strategies (p.66-73) in English class throughout your secondary school years. What strategies were more highlighted? Or what strategies were ignored? Tell us how you want to teach word attack skills to your students in the future.
My writing
Now I’m reminding how I studied vocabulary when I was in high school. I could remind three ways. First, rote memorization of words. Second, use suffix and prefix. Last one, making an image of words with using the similar pronunciation between Korean and English. Of course, inferring the meaning of the words are used. Because some CSAT English test questions ask student to infer the meaning of the word. So inferring the words were important and practical method in Korean English education.
The method that I want to use is similar. I want to utilize suffix and prefix, inferring the words, of course, and repetition. I made special effort to memorize words but I learned new words naturally by facing the words repeatedly. In addition, as we can’t use dictionaries every time, making students be able to infer is crucial. Inferring is a powerful skill so that students don’t have to rely on dictionaries but can read texts more quickly without suffering difficulties.
2010년 3월 19일 금요일
Journal 3
The Topic of the Journal
Suppose your younger brother, nine year old, does not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English is simply nightmare. He hates doing phonics workbook and memorizing words. He doesn't want to go to Hakwon anymore. Your mother is anxoius and worried about your brother, so asks you how to help him enjoy reading in English? What would you say?
My Writing
It seems as if he, 9-year-old brother, doesn't like phonics and memorizing words. It is not for him. I would rather try to make reading interesting and easier. I would recommend comic books or funny short story books, which also have audio or video recorded version. Surely, he has to be interested in the books. This is a prerequisite thing to use this method.
If he is interested in reading the book, he will try to understand what is written. For understanding, he may find words' meaning he doesn't know or try to analyse the structure of difficult sentences or use other strategy to read the book. By doing this, he may be able to improve his reading skills.
In addition, audio and video material may give a chance to him to learn the sound. By watching this material, he may discover the way of pronounce.
Suppose your younger brother, nine year old, does not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English is simply nightmare. He hates doing phonics workbook and memorizing words. He doesn't want to go to Hakwon anymore. Your mother is anxoius and worried about your brother, so asks you how to help him enjoy reading in English? What would you say?
My Writing
It seems as if he, 9-year-old brother, doesn't like phonics and memorizing words. It is not for him. I would rather try to make reading interesting and easier. I would recommend comic books or funny short story books, which also have audio or video recorded version. Surely, he has to be interested in the books. This is a prerequisite thing to use this method.
If he is interested in reading the book, he will try to understand what is written. For understanding, he may find words' meaning he doesn't know or try to analyse the structure of difficult sentences or use other strategy to read the book. By doing this, he may be able to improve his reading skills.
In addition, audio and video material may give a chance to him to learn the sound. By watching this material, he may discover the way of pronounce.
Journal 2
The Topic of the Journal
Reading must be the interaction of many variables in the reading process. What kinds of reading interaction have you experienced? Think about your reading process and try to apply your thought into any interaction model introduced in this chapter.
My writing
I could say interactive reading is a mixture of 'Top-down approach' and 'Bottom-up approach', according to the text book, page 17.
When I come up with while I'm reading the text book, I use both of them. For Top-down approach, I try to find topic sentence and general idea. Then I summarize what I've read. On the other hand, for Bottom-up approach, I always find the meaning of key or important words that I don't know.
In my case, I find the words first. Then I try to capture general idea of the paragraph and chapter. Therefore, I could say I use Bottom-up approach first and Top-down approach later.
Reading must be the interaction of many variables in the reading process. What kinds of reading interaction have you experienced? Think about your reading process and try to apply your thought into any interaction model introduced in this chapter.
My writing
I could say interactive reading is a mixture of 'Top-down approach' and 'Bottom-up approach', according to the text book, page 17.
When I come up with while I'm reading the text book, I use both of them. For Top-down approach, I try to find topic sentence and general idea. Then I summarize what I've read. On the other hand, for Bottom-up approach, I always find the meaning of key or important words that I don't know.
In my case, I find the words first. Then I try to capture general idea of the paragraph and chapter. Therefore, I could say I use Bottom-up approach first and Top-down approach later.
2010년 3월 7일 일요일
Journal 1. What do you usually read in English?
Journal 1. What do you usually read in English?
What I read in English in the UK..
I tried to read a newspaper every week. I bought weekend version of a newspaper, which contains more articles and information than weekday version. If I bought one newspaper at weekend, I could read that all week. I normally bought ‘The Times’ or ‘The Guardian’. This habit was for my English reading skills to improve.
In addition, I read news article that is provided my BBC News and free newspaper, ‘Metro’ and ‘Evening Standard’. Of course, as I was in the UK, almost everything, such as signs or notice board or British websites or even cereal boxes when I was having breakfast was written in English. I read all of them whenever I saw and I needed to get some knowledge.
Also, while I was taking English courses, I had to read textbook written in English, like Headway, InsideOut, or Innovation.
What I read in English in Korea…
There are many signs written in English in Korean street. Many advertisements are using English to attract consumers. But I think this kind of things is just seen, not read. So if I concentrate on the meaning of ‘reading’, I could say I read textbooks written in English for studying. Many professors use English textbooks. I have to read them to study.
Still, I read BBC News. What is more, I use English to contact to my international friends by facebook. I read their message and e-mail which are written in English.
Future…
I expect to keep reading English textbook for my further study. If I can go to study abroad, I will have to read English everyday in the foreign country.
What I read in English in the UK..
I tried to read a newspaper every week. I bought weekend version of a newspaper, which contains more articles and information than weekday version. If I bought one newspaper at weekend, I could read that all week. I normally bought ‘The Times’ or ‘The Guardian’. This habit was for my English reading skills to improve.
In addition, I read news article that is provided my BBC News and free newspaper, ‘Metro’ and ‘Evening Standard’. Of course, as I was in the UK, almost everything, such as signs or notice board or British websites or even cereal boxes when I was having breakfast was written in English. I read all of them whenever I saw and I needed to get some knowledge.
Also, while I was taking English courses, I had to read textbook written in English, like Headway, InsideOut, or Innovation.
What I read in English in Korea…
There are many signs written in English in Korean street. Many advertisements are using English to attract consumers. But I think this kind of things is just seen, not read. So if I concentrate on the meaning of ‘reading’, I could say I read textbooks written in English for studying. Many professors use English textbooks. I have to read them to study.
Still, I read BBC News. What is more, I use English to contact to my international friends by facebook. I read their message and e-mail which are written in English.
Future…
I expect to keep reading English textbook for my further study. If I can go to study abroad, I will have to read English everyday in the foreign country.
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