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Tutorial Week 2

The document discusses strategies for promoting bottom-up and top-down reading in the classroom. Bottom-up reading focuses on individual language elements like sounds, words, and grammar structures, while top-down reading emphasizes understanding the overall meaning without worrying about smaller components. Some bottom-up strategies mentioned are exploiting word analogies, coding vowels, and teaching complex sounds. Top-down strategies include using prior knowledge, making predictions, and associating new topics with background information through activities like word associations, making lists, examining pictures, and questioning.

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107 views14 pages

Tutorial Week 2

The document discusses strategies for promoting bottom-up and top-down reading in the classroom. Bottom-up reading focuses on individual language elements like sounds, words, and grammar structures, while top-down reading emphasizes understanding the overall meaning without worrying about smaller components. Some bottom-up strategies mentioned are exploiting word analogies, coding vowels, and teaching complex sounds. Top-down strategies include using prior knowledge, making predictions, and associating new topics with background information through activities like word associations, making lists, examining pictures, and questioning.

Uploaded by

miszja29
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

TSL 3106 TUTORIAL 2

TAQIUDDIN ASMIDAR SYAUQI

Discuss how the activities that promote bottom-up and top-down reading can be promoted in class.
Bottom-up:
Language learning that proceeds from the most basic blocks of language, such as words, and then proceeding to more complex structures, and finally to meaning. Listening for exact phrases and words, studying individual grammatical structures or sentence structures would be consider a bottom-up activity.

Focused on.
Sounding Pronunciation skill Understanding punctuation marks Word recognition Spelling

1. Exploiting Analogy
Encourage students to see similarities between words with the same sound/spelling pattern. Teacher focuses on a single sound that the students have problems coding.
The sounds //and //.
A Cat Hat Mad Sadden B Cut Hut Mud Sudden

2. Coding simple vowel


Get students to focus on how the particular word sounds when different vowel are added.
abcehinorstu

sit bit bet set sat cat cut rut rat ran can con cot not hot hit sit Students can identify the meaning of each at the same time.

3. Coding complex sounds


Explain how adding an 'e' to a three letter word often changes the sound of the first vowel.
Vowels Hat /ht/ Diphthongs Hate /het/

Pin /pn/ Hop /hp/

Pine /pan/ Hope /hp/

The teacher gives the students the sounds of the words instead of the letter names. the teacher says /m/ /e/ /s/ and the students pronounce the word "mace.

Top-down:
Studying language as a whole. Trying to understand the meaning of a reading or listening selection without worrying about the individual components of language. Listening for the gist and reading for the gist are two types of top-down activities.

Top-down learning is thought to be important for producing automatic processing.

Students are required to


Sharing background knowledge on a topic Making predictions about a topic based on past experience Sharing life stories and opinions related to a given topic Making connections between different cultures and their customs.

1. Words Association Tasks


It helps to determine what prior knowledge students bring to the new topic before they listen to the passage.
"Crimes are harmful to the society."

Individually, students can write down as many words and phrases as possible related to this topic. Students are then require to write a passage related to the topic in groups using the words that they had listed down.

2. Making Lists
It is often a good idea to use list making if the text given contain short lists of possibilities /ideas /suggestions or whatever. While the students make the list, they can use the words and phrases they have already known, or they can ask their partners to help. It would be better for students to work in pairs or in groups. Students can work it in a relaxed atmosphere because there is no right answer as to what should be on the list.

3. Looking at the pictures


Younger learners are good at reading pictures. This is very good for narrative or descriptive passages.

School is about more than test

4. Questioning
Teachers can ask students questions before or after they finish listening or reading. From the questions, students might build up their own expectation on the topic that they are about to go through. Evaluate whether the students understand the passage well or not.

THANK YOU FOR YOUR ATTENTION ^__^

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