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1 九十一年度教育部行動研究 成果發表會暨研習會 A Pilot Study of ACTIVE Reading For Intermediate Learners in Senior High Schools, Taiwan 高一多模式閱讀教學策略初探  研究者 :張碧珠  發表學校:國立新店高中.

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Presentation on theme: "1 九十一年度教育部行動研究 成果發表會暨研習會 A Pilot Study of ACTIVE Reading For Intermediate Learners in Senior High Schools, Taiwan 高一多模式閱讀教學策略初探  研究者 :張碧珠  發表學校:國立新店高中."— Presentation transcript:

1 1 九十一年度教育部行動研究 成果發表會暨研習會 A Pilot Study of ACTIVE Reading For Intermediate Learners in Senior High Schools, Taiwan 高一多模式閱讀教學策略初探  研究者 :張碧珠  發表學校:國立新店高中  發表地點:國立三重高中

2 2 Purpose of the Study  To help students to gain basic reading skills in order to read effectively in English  To increase students’ reading comprehension ability and build their reading motivation  To cultivate learner’s vocabulary power

3 3 Methodology  Subject: 10-grade students  Instruments: (1) Three Questionniares (2) Teaching Assessment (3) Oral Interview

4 4 Syllabus Design  Pre-reading—Substain Silent Reading (SSR) (1) Time: every Wednesday morning from 7:30 to 8:00 for minutes. (2) Goal: preview reading to help students to build up their reading skills without checking dictionary or discussion but by guessing, skimming and scanning.

5 5 During Reading Activities Task 1 : Vocabulary Exploring.  Stimulate students’ interest related to the new terms and offer a motivating factor for learning new vocabulary. Task 2: Dictionary Check  Have students look up each word in their dictionaries to confirm their guessing and understanding of the meaning.

6 6 Task 3: Think Aloud The comments not only reveal readers’ weaknesses but also their strengths as comprehenders and allow the teacher to assess their needs in order to plan more effective instruction. Task 4: Personal Reflection Also, teachers use the personal reactions generated in think-aloud comments as the basis for writing assignments that extend students’ understanding through critical and creative thinking.

7 7 After Reading Activities I. Reading Comprehension Check  Task 1: True or False  Task 2: Constructed-response questions 1. Why is the field more important than houses for the English? 2. Why did the king of Algonquin Indians give John Smith to his daughter — Pocahontas?  Task 3: Identification —Who said these words? ‘We can’t give them our corn every year! And we kill animals, birds, and fish for our food—the English must learn to do that, too.’__________

8 8 II. The Vocabulary for self-collection Strategy Task 1: VSS Have the students give the reasons for the words they list down and they think important for the whole class to learn. 1. Where is the word found in the reading passage? 2. What do you think the word means in the reading? 3. Why is the word important for everyone to learn?

9 9 III. Collaborative Learning—Literature Circle with Multiple Intelligence (MI) 1. The Reader--As you read the text, choose parts of the story that you want to read aloud to the group. Explain why you chose them (Intelligence: Linguistics). 2. The Musician--Read the text and select appropriate background songs to go with the script (Intelligence: Musical). 3. The Organizer--Draw a graphic organizer to present the ideas in the text (Intelligence: Logic). 4. The Writer- Read the text and chose some part of the text and make a new script (Intelligence: Linquistics). 5. The Painter--Read the script written by their group and draw pictures (Intelligence: Art).

10 10 Data Analysis and Discussion I. The Analysis of Syllubas Design

11 11 II. The Analysis of Pre-Post Questionnaires 1. T-test and Chi-Square—P value >.05 showed no significant change in the reading strategies. 2. There are signiificant differences in self- evaluation—reading speed and getting information

12 12 III. The Analysis of VSS 1. There are 63 unfamiliar words in the list: 8 of them are rated by more than 50%; 7 rated by 40%; another 7 words by 30%; 5 by 20 % and another 5 by 10%; and other 32 words by less than 10%. 2. The priority of the words that students intended to learn is as follows: (1) Practical in use (2) Never learn before (3) Key words in the content (4) related to their life (5) high occurring rate in the context (6) Learning for fun (7) Easy to learn.

13 13 IV. The Analysis of Personal Reflection  Reflection of the Difficulty in Reading  Reflection of Learners’ High Motivation in Reading—Interesting, Fresh, and Fun  Reflection of Critical Thinking in Reading

14 14 Conclusion and Reflection I. Conclusion 1. Text selection has a great impact on the effectiveness of reading syllabus. 2. Vocabulary is not the most crucial factor stunting learners from getting the main ideas and the details of the reading materials. 3. Vocabulary Self-collection Strategy makes a fine distiquishment of the obstacle about the interruption of new words in the process of reading and draw a clearer graph from learners’ viewpoints of vocabulary acquisition.

15 15 4. VSS offers the instructor effective data for determining the priority of vocabulary learning 5. Cooperative learning help students to overcome the difficulty in the process of learning. 6. Before entering senior high school, few students had experienced reading stories written in English. This resulted in their anxiety in the initiate of reading program. 7. Reflections in reading offer marvelous chances for expressing personal feeling and that raise critical thinking. 8. Multiple tasks offer students a variety of approaches to obtain reading skills.

16 16 9. The rading program strengthen leaners’ confidence in their reading rate. II. Reflection 1. The first step is always the hardest one. 2. Students are apt to give up if the teacher does not give them enough support. 3. Besides, the help peers is very supportive to learners.

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22 22 Merry Christmas & Happy New Year Thanks for Your Attention


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