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.
2010년 6월 6일 일요일
[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.
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