Teaching 3rdYear Intermediate English Reading

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Teaching 3rd-Year Intermediate English Reading

• Susu Hung
• ???

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Beliefs

• Its necessary to teach EFL reading comprehension
  skills.
• Nothing bores students more than a talkative
  language teacher.
• Sometimes peer teaching is more effective than
  professional teaching.
• Students need guidance and monitoring.

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Reading Comprehension Skills

• ?Activating background knowledge
• ? Grasping the main idea
• (Identifying main ideas within paragraphs)
• ? Using context clues
• (Identifying meaning from context)
• ? Increasing reading speed
• (Developing reading fluency)

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Activating Background Knowledge

• ?Answering questions
• Example The questions in the box of Getting
  Ready on page 37 of Active Skills for Reading 3
• ?Brainstorming with the article title
• Example Endangered Species (page 38)
• Making questions
• Example What animals have been endangered?

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Grasping the Main Idea

• 1st, read the entire article once.
• 2nd, share comprehension in groups and to the
  whole class.
• Then, read a paragraph and write down its main
  idea in no more than 3 words.
• Example Endangered Species (Chapter 1 of Unit 4)

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Endangered Species

• 1Endangered species
• 2Three categories
• (i) vulnerable
• (ii) threatened
• (iii) endangered
• 34Factors (Causes)
• 3(i) environmental destruction

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Endangered Species

• (ii) exploitation of animals
• (iii) demand for animal parts
• 4A foreign species
• 5Life-saving medicines
• 6Organizations

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Using Context Clues

• ?Have students tell new words.
• ? Demonstrate how to decode it.
• ?Word form
• ? Available clues
• ? Logical thinking
• ? Guessing
• Example estimate (line 1 on page 38)
• ? Have students practice with other words.

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Increasing Reading Speed

• Ideal speed(according to research) at least 200
  words per minute
• ? Time students while they read a new text.
• ? Record on board at the intervals of 15 minutes.
• ? Instruct students to fill in the chart on page
  202.

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Increasing Reading Speed

• ? Have students share comprehension with
  neighboring classmates.
• After several times of practice (about 4 times),
  have students answer the comprehension questions
  without referring back to the text.

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Make them work!

• Have them share ideas and discuss in groups.
• Randomly call individuals to report to the whole
  class.
• To avoid repeatedly calling the same students,
  keep track on pieces of paper.

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Peer Teaching Learning

• ?Groups of Learning Assistants (LA)
• ? Responsible for Ch. 2 of every unit
• ? Work with the teacher to understand the article
  and related exercises.
• ? In class, one LA works with one group.
• Notice Conference to have teachers
  guidance
• Defect Time consuming

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Guidance Monitoring

• GUIDANCE
• Give an example.
• Have students practice.
• Guide them to examine their work so that they
  know how to improve it.

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Guidance Monitoring

• MONITORING
• Designs ways that make EVERYONE work!
• ?Randomly call students to give response.
• ? Give participation scores.
• ? Make every LA take full responsibility by
  independently leading a group discussion.
• ? Stop anyone from not following instructions
  in class.