I like "Cougar town!!!!!!!!!"

Nowadays, I'm falling in Cougar town which is the American Sitcom.

The series focuses on a recently divorced woman who reenters a dating scene filled with younger men (making her a "cougar", hence the series title) while living with her 18 year old son and embarks on a journey to self-discovery while surrounded by fellow divorcees. from wikipedia.

I enjoy it when I go to school and I come back my home in the subway! It can help to get out of boring time. It is really amusing!!!!! You ought to see this one. I strongly recommended!

Just supplement posting!

How To Speed Read

http://www.videojug.com/film/how-to-speed-read

Have you ever wanted to learn how to read faster? Now you can with these amazing speed reading techniques .

Step 1: Test Yourself
Start by testing your current reading rate. This is done through a simple formula. Use a timer with a second hand to read a piece of material. Once you have completed the reading and have your time, take the whole number and multiply it by 60, then add any seconds to that number. Next, divide the total seconds into the number of words read. Round this number and you have your words per second total; multiply that number by 60 and there you have your words per minute total.

Step 2: Scanning
Not every word is important to understanding, so train your eyes to read groups of words. Ignore articles and words like, "the", "a", and, "or". Focus on the action words or verbs. Practice quickly scanning groups or chunks of words.

Step 3: Subvocalization
I bet you don’t even know it, but you probably subvocalize or quietly pronounce every word you read. Don't worry, you're not alone…almost everyone does it. Concentrate by keeping your mouth shut.

Step 4: Use Your Hand
Evelyn Wood, The Pioneer of Speed Reading, invented the pointer method. But before now you had to buy her books! Today at Videojug it's completely FREE! OK...Start by pointing your index finger and running it along each line of text. When your finger comes to the end of a line pick up your finger half an inch then quickly bring it back down to the next line. Even if your teachers told you NOT to read like this, it will keep you focused.

Step 5: Regression
Regression is when you go back and read a line you've already read. To break this habit, simply take a piece of paper and drag it down over the page as you read, covering each line you've just read. Pens are also great tools to train your eyes not to look back.
Step 6: Practice Makes Perfect
Speed reading is not like riding a bike; you NEED to practice, otherwise you will go back to the habits you developed when you first learned to read. Time yourself often to see what your improvements are.

Self-Access Reading Resources for L2 Readers

1.Target student

– High school 1st grader


2. Curriculum

– High school English 1 <금성출판사>


3. Purpose

Self-Access Reading Resources for L2 Readers can be help to supply reading materials that is parts of lack in the class. It can be use for out-of class and student's performance assessment.

1) ESL reader need to contact with target language as much as they can. So, This resources construct that students can read the reading materials not only intensively, but also extensively when they come in contact reading.

2) Providing background knowledge each chapter, students can read the main textbook more easily.

3) Students can improve to play a leading role when they encounter unfamiliar reading materials.

4) Students can apply the knowledge that connect authentic material to their own thinking to the activity.


4. Categories

Categories are classified according to chapter-based. And if I become a teacher, I make every chapter Self-Access Reading Resources for L2 Readers to use for out-of class and student's performance assessment. Every chapter include Background, Grammar and Activity. And according to chapter's characteristics, it includes Tresure Hunter, Video-clip , Vocabulary and so on. Words in parenthesis refer to subject of the categories. Students comment or reply all of the contents, and it will be reflected 10% of exam score.


Ch.1 I Do It for Myself
Background(volunteering)
Treasure Hunter
Video-clip(wise-saying)
Grammar(past-perfect)
Activity

Ch.2 No Time for Exercise?
Background(exercise)
Vocabulary
Treasure Hunter
Grammar(relative pronoun)
Activity

Ch.8 A Vision of the Future
Background(future job)
In Textbook
Vido-clip(top careers of the future)
Grammar(auxiliry-verb)
Activity

Ch.10 The Stolen Jewels
Background(detective)
Treasure Hunter
Video-clip(detective story)
Grammar(present perfect)
Activity


Ch.12 Kimchi: How It Evolved
Background(kimchi)
Treasure Hunter
Video-clip(how to make kimchi)
Grammar(active/passive voice)
Activity

May 11, 13 Schema and Background Knowledge in L2 Comprehension

Option 1: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.

I choose Option 1.
There are two different schema, one is content schema that relevant to the content area and cultural knowledge, and the other is formal schema that represent the background knowledge the reader has regarding how syntax is used to structure text, cohesive relations, and the rhetorical organization of different text types.

I think I activate more content schema than formal schema when I read the book. For example, when I studied for entering the university, I read English script in the workbook. I could easily read the script when I accustomed that subject. I was interested in environment and social science, but when I contacted with art or economy, I usually made a mistake. Knowledge of the background help to read the book quickly and easily.

April 27, 29 Strategies and Metacognitive Skills

Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?

Before Reading
I think about the cover, title, and what I know about the topic (my prior knowledge).
I skim, looking at and thinking about illustrations, photos, graphs, and charts.
I read headings and captions.
I read the back cover and/or print on the inside if the jacket.
I use the five-finger method to see if the book is just right for me.
I set a purpose or goal for my reading this text.
I ask questions.
I make predictions.

During Reading
I make mental pictures.
I identify confusing parts and reread them.
I use pictures, graphs, and charts to understand confusing parts.
I identify unfamiliar words and use context clues figure out their meanings.
I stop and retell to see what I remember. If necessary, I reread.
I predict and adjust or confirm.
I raise questions and read on to discover answers.
I jot down a tough word and the page its on and ask for help.

After Reading
I think about the characters, settings, events, or new information.
I discuss or write my reactions.
I reread parts I enjoy.
I skim to find details.
I reread to find support for questions.

According to the checklist, my reading strategies focused on 'Before Reading', and strategies got worse as it went on. I think that the reason is my curiosity. First I pick up the book, I wonder what the contents included and how the contents develops. For inferring these things, I concentrate in pre-reading strategy.

Overtly I think my reading strategy is very poor by checking my list. Actually, I forget almost plots after two weeks or three weeks when I read the book because I don't use reading strategies during while-reading and post-reading.

So, I become a good reader, I have to identify the main idea and think overall reading skill development during while-reading. And I use post-reading strategies to be task, purpose, and affect determined.

March 30, April 1 Reading for Plain Sense

Summarize what you have learned about discourse markers. Tell us how much do you care discourse markers (consciously, unconsciously)when you read English texts?

First, discourse markers show signal the sequence of events by reference to other events mentioned in the text. Second, discourse markers show signal discourse organization by using lexical items or meta-statements. Lastly, discourse markers show signal the writer's point of view. it is that the relationships the writer perceives between the facts or ideas about which she writes.

In my case, I much care about discourse markers because I demand to focus on discourse markers when I study Korean SAT. And that habit is connected nowadays such as expressing triangle when "however' is appear and expressing circle when "in conclution" is appear. It is very helpful to see the overall context structure.

March 23, 25 Word Attack Skills

Think about how well you have trained word attack skills to effectively use three strategies (p.66-73) in English class throughout your secondary school years. What strategies were more highlighted? Or what strategies were ignored? Tell us how you want to teach word attack skills to your students in the future.

I think that structure clue is most important strategies and using a dictionary can be ignored for advanced students, but intermediate students are not. They need to use a dictionary at first, then move on structure clue. The reason why the strategy is different according to student's level is that intermediate students have not words knowledge and vocabulary information. So, they easy to be tired and forgive reading text. First of all they have to know some vocabularies meaning and base words.

when they cultivate their word ability, they can inference from context. It can help to arrive at a more satisfactory interpretation of unfamiliar words. Finally, structural clues is needed. If Inference from context is amateur inference skill, Structural clues is more professional.

So, I want to teach student using inference from context like P. 70. I think that it is suitable in Korea English classroom.