英語課堂中的閱讀教學與策略運用
新竹市國小英語輔導團
(103.12.17)
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英語課堂中的閱讀教學與策略運用
Part 1. Super Six Reading Comprehension Strategies
Part 2. Super Six Reading Class Example
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Super Six Reading Comprehension Strategies
Making connections
Predicting
Questioning
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Super Six Reading Comprehension Strategies
Monitoring
Visualizing
Summarizing
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1. Making connections
text
Me
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1. Making connections
e.g.
This makes me think
about…
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2. Predicting
1. Use graphics, text and experiences to
anticipate what will happen next.
2. Adjust comprehension while reading.
e.g.
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2. Predicting
e.g. Speech bubbles
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2. Predicting
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3. Questioning
• Questions can be generated by the teacher or
the learner.
• Learners ask or answer questions to clarify
meaning and promote deeper understanding.
e.g.
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4. Monitoring
(1) Stop and think about the text.
I understand
I don’t understand.
I fixed it up.
(2) Fix-up strategies:
re-read, keep reading, picture and text clues
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4. Monitoring
(2)
e.g.
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5. Visualizing
• Learners create a mental
image from a text read/heard.
• The image changes as
learners read, like a movie
playing in learners’ brain.
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5. Visualizing
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6. Summarizing
• Learners use their own words to retell the main
idea.
• E.g.
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6. Summarizing
Making
Connections
Predicting
Predicting
Questioning
Making Connections
Questioning
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6. Summarizing
Monitoring
Visualizing
Summarizing
Visualizing
Summarizing
Monitoring
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Super Six Reading Class Example
• G3/G4 students
• Goals: Students are able to
(1) comprehend the reading
by using the super-six
strategies.
(2) point out the main idea and
details of the reading.
• Materials: Hess ebook Go to the Dentist
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1. Preparation- Making Connections
• Ask students their
experiences of going
to a dentist.
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2. Presentation-Predicting
(1) Class Predicting
• Show story pics 1~3
and stimulate logical
predictions.
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2. Presentation-Predicting
• What do you see?
How do they feel?
Why?
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2. Presentation-Predicting
• Where is Max
going?
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2. Presentation-Predicting
(2) Pair predicting(I)
• Pair discussion (in English or Chinese)
Beginning
Middle
End
ˇ
﹖
﹖
Middle: Max is _______ because__________.
End: Max is _______ because____________.
• Prediction sharing (English)
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2. Presentation-Predicting
(3) Pair predicting (II): picture sequencing
• Give out worksheets.
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2. Presentation-Predicting
(3) Pair predicting (II):
picture sequencing
•Discuss in pairs.
•Share predictions.
•Watch E-book and
adjust predictions.
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2. Presentation-Predicting
Scaffolded / more controlled instruction.
(1)
(2)
Beginning
Middle
End
ˇ
﹖
﹖
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3. Practice-Monitoring
• Self-read and mark (ˇ/?).
• Pair Ss (明星 & 教練) and explain
scoring systems.
• Pair-read and solve problems.
• Reading relay.
Students’ limitless potential.
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3. Practice-QAR Questioning
Question-Answer Relationship
In the Book
In My Head
Right There
Author and You
The answer is easily found in the text.
The exact words for the questions and
answers are located in the same
sentence.
The answer is not in the text. The
reader combines previous knowledge
with text information to create a
response.
Think and Search
On My Own
The answer is in the text, but requires
gathering information from different
places in the selection.
The answer is not in the text. The
reader uses previous experience to
respond.
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Questioning
QAR
Are you afraid of going to see
the dentist?
What time is Max’s
appointment?
What is Max’s feeling from the
beginning to the end?
Right there
Think and Search
Author and me
On my own
If you were Max, would you
think the doctor is a monster?
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3. Practice
(3) Summarizing
• Pair work
discussion.
Class:
No:
– Book title
– Character
– Setting
– Plot: beginning,
middle & end.
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clinic
scared
Max
happy
dentist
nervous
nurse
Go to the Dentist
Max, nurse, dentist
Clinic
scared
nervous
happy
terrific
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3. Practice
(4) Follow-up activities
– Story worksheet
– Read and circle the correct words (pair work)
(5) HW: write down and draw your favorite
sentence.
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Go To the Dentist
Nurse: Hello, I am Jan. What’s your name?
Max: My name is Max.
Nurse: Sit down, Max.
Girl: Look!
Boy: Listen!
Nurse: Go on, Max!
Dentist: Sit down, Max. How are you?
Max: N…N… Not bad, th… th… thank you.
Dentist: How old are you?
Max: I… I… I am ten.
Dentist: O.K., be quiet, Max. Let’s start.
One, two, three, four, five, six, seven, eight, nine, ten.
You are fine, Max. Stand up.
Max: Thank you.
Dentist: Goodbye, Max.
Boy and Girl: How are you?
Max: I’m terrific!
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3. Practice
Go to the Dentist
Max goes to visit the _________ (dentist,
nurse). People are __________ (sitting, dancing) in
the waiting _________ (school, room).
The
_________ (nurse, teacher) says “hello” to him, but
Max is very scared.
Now, it’s Max’s turn. He climbs onto the
_________ (chair, desk). The dentist wears a
__________ (hat, mask) over his face. He looks into
Max’s mouth. Max opens his ____________(eyes,
mouth) as wide(張大) as he can.
The doctor checks his __________(teeth,
tooth) carefully(小心地). Max is very___________
(scared, happy). He tries (試著)not to ________ (cry,
sleep). He thinks the dentist is a ___________
(monkey, monster).
“You are fine.” “Remember(記 得 ) to
brush ____________(your, my) teeth.” Max is
________(happy, sad) now. He smiles at everyone!
Group work or pair
work
1.輪流依顏色寫出答
案。
#1回答
問題
#2回答
問題
#3回答
問題
#4回答
問題
2.分組唸 、組內輪流
唸、組內一起唸
3.S1唸,S2 finger
reading，唸完交換角
色。
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3. Practice
What’s your favorite part of the story? Write down the sentence
and draw a picture. 你最喜歡故事的哪一部分?請寫出句子並
畫出來
_____________________________________________________
_____________________________________________________
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3. Practice
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結論與建議
1.增進學習動機
•貼近生活經驗、題材廣泛、喜歡小組討論
2.延伸基礎課程
•學生能力A+1，跳出課本的單調。
3.善用現有資源
•課文改寫、ebook故事書、聽力練習文本、
網路。
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結論與建議
4.提早訓練學生
•訓練學生閱讀習慣與技巧，習慣純文字閱讀。
5.需要長期經營
•讓學生習慣活動的型態與閱讀策略的運用。
6.依學生能力調整
•調整閱讀活動設計與架構。
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