1. Ling-hsia Chen National Taiwan University

2. Emphasis: + reading skills development—to read efficiently Objectives: + To enable the students to become increasingly self-reliant + Being able to read quickly and efficiently

3. + Read fast: You can take in more text, finish assignments faster and increase your wealth of knowledge. + Read efficiently: You can have better comprehension of the text, and higher retention level.

4. We read for a reason: + Pleasure + Knowledge + Information + Curiosity

5. + Textbook (Slow) English, history, math, sciences (memorization, overall mastery, tested) + Journalistic (Medium) News papers, Magazines (overall understanding, familiarity) + Other Writing (Fast) Fiction, personal histories, narratives (basic understanding)

6. + To teach basic reading comprehension skills + To teach real-life reading skills such as reading for gist and reading for information + To develop flexible reading skills, varied according to purpose

7. + To develop the students’ knowledge of vocabulary or idiom + To develop critical reading skills + To reinforce (or present) certain grammatical features + To act as a stimulus for oral or written work later on

8. + Plain sense reading: the ability to “read the lines” (recalling the facts) + Deductive reading: the ability to “read between the lines” (interpreting the facts) + Projective reading: the ability to “read beyond the lines” (responding to the reading)

9. + Presenting a text + Developing the reading lesson + Follow-up (Difficulty level: somewhat above)

10. Presenting a text + Introduces the text by employing pre-reading activities to encourage students to think about the topic and to make predictions about what they will read. + Presents essential new vocabulary + Gives points to search for in the text

11. + Arouse the students’ interest + Draw their attention to their own previous knowledge and experience + Pre-teach any important words or concepts + Give a reason for reading

12. + Use a picture + Use the other senses where relevant (“What do you think these noises are?” ) + Ask pre-reading questions to make the reading task more purposeful

13. + Set a problem—“Look at this picture. Who are these people? What do you think they are doing? Read the text and find out.” + A listening exercise

14. + Let students read the text silently, then check answers to guiding questions + Ask questions on the text to check comprehension, and explain any new words + Encourage a discussion of answers

15. + Do not need to present all the new vocabulary beforehand + Active and effective reading expectation, purpose of the text, possible outcome, clues in title, past experiences + Guessing vocabulary from context

16. + Text summarization main ideas, supporting ideas, details + Noting the first sentence of each paragraph + Noting discourse signposts: however, in addition, moreover…

17. + Developing into writing + Expansion + Reinforce

18. + Presentation: new words and structures + Practice: Students practice words and structures in a controlled way. + Production: Students use language learned to express themselves more freely. + Reading: read a text and answer questions + Listening: listen to a text or dialogue (These stages are not in a fixed order.)

19. Plan A 1. Pre-teach key vocabulary as necessary. 2. Get students to read the first part of the text and answer gist-type questions to ensure they understand the main points. 3. Detailed questioning, paragraph by paragraph. 4. Discuss their answers.

20. 5. Repeat for second half. (New vocabulary is treated incidentally.) 6. Students answer questions in the book orally to respond to the text. 7. Students write the answers. The teacher collects them in for marking.

21. Plan B 1. Steps 1-5 as above. 2. Discussion groups: the students gent into group of 4 or 5, and discuss their answers to questions in the book to respond to the text. 3. Role-play: get students to write down the questions they would like to ask as related to the text. 4. A purposeful writing practice such as a summary of the text.

22. + True/False + Multiple choice + Free response questions

23. + The use of artificial language-learning texts + Detailed understanding of the text almost word by word. + Reading aloud rather than reading silently. + Reading word by word. + Reading slowly. + Relying on the teacher too much.

24. + Goal: autonomous acquirers + comprehensive input delivered in a low anxiety situation + Good for reading comprehension, vocabulary, grammar, and writing. + Reading for pleasure

25. + Solve two problems: + making the transition from the elementary level to authentic language use + from conversational language ability to academic language ability

26. A. Fixation: focus your eyes on a certain point and use your peripheral vision to read the words on either side of it. + All day 。 I work for lousy 。 pay I hate 。 my job + He asked 。 me fora toy 。 Soldier and a 。 pop gun

27. B. Clustering (the learned ability to see words in group rather than as individual words) + Kathy left her address book on the top of the coffee maker. + After she noticed it was missing, she retraced her steps.

28. + Her path took her, a vice president, to the mailroom She called the police and reported they were all stealing. + Holding her phone, she gripped the receiver with claw-like-hands. + The police told her she couldn’t prove anything. + It was a bad day at the office for Kathy to switch to decaf.

29. + Know what you are reading: types of reading + Pre-read the questions: fact (local) questions and theme (global) questions

30. + Go after every fact question. Scan the passage looking for stop signs (words that quickly tell you where the answer is)

31. + Keep in mind the type of theme questions you’re going to need to answer + The main point of the passage + The reasons leading to the conclusion + The first paragraph and the first sentence of each subsequent paragraph.

32. + Turn signs and transactions Words like although, however, but and in spite of or any word or phrase that indicates a change of opinion + Look for thesis + The rest paragraphs: support the thesis, provide an example, attack the thesis, provide a different opinion

33. The End