Posted by: g73596zhangli | May 18, 2008

The fifth reflection

The fifth reflection

This week we have a presentation.

I am the first presenter, our group present very well.

In the presentation, we should give a lesson as a teacher and uses the infusion approach to teach thinking skills. I uses the infusion approach teach thinking skills which includes the Bloom’s revised Taxonomy.

Teacher said that we present very well. And through my friends’ presentations, I also pay attention to their advantages and think about what we do not have.

Posted by: g73596zhangli | May 18, 2008

The forth reflection

The forth reflection

In this week, Dr. Kamisah gave us a lot of materials to read. Because it is not easy to understand, I went to library borrowing some books.

In the materials and books, I learnt 3 main methods to teach thinking.

1. Direct teaching method

2. Infusion approach to teach thinking

3. Immersion approach to teach thinking

Next week we have a group presentation, maybe I will present as the representative of our group, so I feel a little nerves. However I will prepare well with courage.

Posted by: g73596zhangli | May 18, 2008

The Third reflection

The Third reflection
this week, we have already learnt the “critical thinking and the creative thinking”
now, I can know the definations of critical thinking and creative thinking, and what are the roles of each thinking. I also can give out the componets and the characteristic of each thinking. I have already recognize some examples of critical thinking and creative thinking. nevertheless, I can say the differences of the two kinds of thinking skills.
I think I have already gained a lot of knowledge; I am very happy this week and I would like to use and prictise these knowledge in the daily life and real world.

Posted by: g73596zhangli | May 18, 2008

Second reflection

Second reflection
this week, our topic is “guiding and supporting students’ thinking”.
after this lecture, I learnt to use the techniques to guide and support students’ thinking–questioning, checklist, graphic organization, instruments in thinking.
we also learnt “how to creat a thoughtful classroom”
I find I know what is the thinking classroom and recognize the characteristic of the classroom. a lot of things are affecting the thinking classroom–the physical arrangement of the classroom, teaching aid and teaching meterial or tools, even includes the pauses which are produced by the teachers.

Posted by: g73596zhangli | May 18, 2008

First reflection

First reflection
During this lecture, our teacher gave us a lot of directions about building a BLOG with 8 examples which comes from our own work. One of the examples is mine. I am much honored to be the example. That makes me know what error I have done in my assignment and I can correct in time.
After the teacher explained, I know how to make the blogroll and how to use the write page; the most important thing is I get to know how to let the common appear in the BLOG.
After this lecture, I did some changes in my BLOG; I think it become better now.

Posted by: g73596zhangli | February 10, 2008

What Do We Test When We Test Reading Comprehension?

article by:

Akmar Mohamad
a_mohamad [at] hotmail. com
Universiti Sains MalaysiaAs ESL/EFL teachers, we are aware that the primary objective of reading is comprehension–being able to find meaning in what is read. Thus, we give our students reading assessments in order to test their reading abilities. When we are preparing these assessments, we may go through some of the following:

  • We ensure that we select an appropriate text.
  • We make sure that the language used in the text is suitably pitched to our students’ proficiency.
  • We carefully scrutinise the text to ensure that the information in each paragraph is tested.

However, some teachers may not be aware that the comprehension questions they formulate only test students’ ability to understand and recall ideas and information directly stated in the given text. It is indeed unfortunate if comprehension assessments do not go beyond this level of comprehension. The purpose of this article is to provide ESL/EFL teachers with some guidelines when preparing reading assessments.Teachers need to be aware that there are actually three main levels or strands of comprehension–literal, interpretive and critical comprehension.

  • The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. According to Karlin(1971), “being able to read for literal meanings ie stated ideas is influenced by one’s mastery of word meanings in context’.
  • The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following:
    • Re-arrange the ideas or topics discussed in the text.
    • Explain the author’s purpose of writing the text.
    • Summarize the main idea when this is not explicitly stated in the text.
    • Select conclusions which can be deduced from the text t!hey have read.
  • Finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills:
    • The ability to differentiate between facts and opinions.
    • The ability to recognize persuasive statements .
    • The ability to judge the accuracy of the information given in the text.


Although comprehension takes place at several levels, mastery at any one level is not a prerequisite to comprehension at another level. Furthermore, the reading skills for each level or strand cut across ages; they are relevant to young readers in primary schools, secondary school students right up to students at tertiary level. EFL/ESL teachers also need to keep in mind that the three levels are not distinct . Dividing comprehension into literal, referential and critical strands is only intended as a guide for teachers when preparing reading assessments. Studies have shown that teachers tend to ask their students mainly literal comprehension questions. They need to be aware that there is more to reading than just the basic skills of reading and recalling information.


  • Karlin, Robert. (1971) Teaching Elementary Reading:Principles and Strategies. Harcourt Brace and Jovanovich, Inc.
  • Potts, John. (1976) Beyond Initial Reading. London:George Allen and Unwin Ltd.
  • Quandt, Ivan J. (1977) Teaching Reading: a Human Process . Rand McNally College Publishing Co.
Posted by: g73596zhangli | February 10, 2008

Happy Chinese New Year!

Happy Chinese New Year!

Selamat Tahun Baru Cina!

These days are our chinese new year. We are so happy!!! from February 6th we got our chinese new year eve, then 7th is the new year in chinese old calendar, and the celebration of the new year will last 15 days untill 22nd of this month. Even though we can not go home in the important holiday, and even we miss home and family very much, we are still happy here. We become to do anything by ourselves and become more mature. We make dumplings by ourselves and happy together! because we have friends here……

We are growing up with chinese new year, and at the same time, we are growing up turely mentally.

happy new year to all my friend, and May you happy everyday!