Incorporating Mindmapping into EFL Classrooms

Integrating Mindmapping into English Classroom 吳倖誼 Sandra Wu 台北縣國中英語專任輔導員台北縣立義學國中 [email_address]

Today’s Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Integrating Mind-mapping in Memorizing Vocabulary

About Reading… ,[object Object],A combination of top-down and bottom-up processing, or what has come to be called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important. (Brown, Teaching by Principles ) In practice, a reader continually shifts from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. (Nuttall, 1996, p.17)

Pre-reading Activities ,[object Object],A reader will rely on knowledge about a known topic to sort out word meaning; conversely, a reader who has a mastery of the text’s vocabulary but is unfamiliar with the topic will rely on word knowledge in order to comprehend a text. (Mikulecky, What is Reading? )

While-reading activities- semantic map/graphic organizer ,[object Object]

Why Use Semantic Maps / Graphic Organizers? ,[object Object],[object Object],[object Object]

Graphic Organizer of Joy, Book 5, Unit 8

Graphic Organizer ,[object Object],[object Object],[object Object]

http:// www.enchantedlearning.com/graphicorganizers /

Graphic Organizers Enhance Writing

The End Thank you! Sandra’s Blog: http:// blog.yam.com/doggerwu

Incorporating Mindmapping into EFL Classrooms

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Incorporating Mindmapping into EFL Classrooms