閱讀教學相關設計初中Contents閱讀課設計的基本原則教材解析與閱讀活動設計閱讀教學中的問題與探究

閱讀課設計的基本原則閱讀模式Top-downmodel（自上而下模式）Bottom-upmodel（自下而上模式）Interactivemodel（互動模式）閱讀課的主要活動ReadingListeningSpeakingWritingTeachersshouldhavestudentsdoactualreadingduringthelessonandnotjusttalk,orwriteaboutreading.基于學生經驗的閱讀設計TheroleofstudentsK-W-L模式WhatdoIknow?WhatdoIwanttoknow?WhathaveIlearned?閱讀課設計的基本要素ObjectivesVsSWBATs

TeacherStudentsThefoundationofanylessonplanisitsobjectivesandSWBATs.Objectives:Activatestudents’backgroundknowledgeaboutthetopicofthetext.Teachthestudentstoskimtofindthemainideaofthepassage.RecallsomeofthecontentofthereadingSWBATs:Studentswillbeabletodescribewhattheyknowaboutthetopicofthetextskimthetexttofindthemainsentenceofeachparagraph.scantofindspecificinformationinthetextActivitiesActivitiesarethetoolsforachievingobjectivesandSWBATs.(StudentsVsteacher)Students’needs,interest,andabilitiesVarietyMaterialsHomeworkAssessmentmethods閱讀理解與閱讀策略TheroleoftheteacherAreyouacoachorareferee?TestingSs’abilityHelpSsimprovetheirabilitySomestrategiescanbetaughtActivatingpriorknowledgePredictingSkimmingScanningGuessingmeaningofunknownwordsRecognizingtexttypesIdentifyingtopicsandmainideasHowtoteachreadingstrategyModelthestrategyInformthestudentsaboutwhenandhowtouseitRemindthemtousethestrategyRepeatthestrategywithlotsofpracticeOutlinethestrategy’susefulnessbygivingfeedbackfrequentlyReassessthestudents’performanceasaresultofusingthestrategyStressstrategyimportance閱讀過程Pre-readingWhile-readingPost-reading教材解析與閱讀活動設計語篇題材、體裁及語言特色閱讀策略篇章結構教學重難點文化內涵與背景教材解析(案例1:七下Unit11Howwasyourschooltrip?)語篇題材、體裁及語言特色題材：學校組織的郊游活動體裁：日記語言特色：一般過去時,描述性形容詞（褒義、貶義）閱讀策略ActivatingpriorknowledgeScanningSkimmingOrganizinginformationMakingcomparisonsMakinginferencesGuessingmeaningofunknownwordsSummarizingthemainidea篇章結構DateWheredidtheygo?Howwastheplace?Howdidtheygothere?Whatdidtheysee?/Whatdidtheylearn?Whatdidtheydooverthere?Howdidtheyfeelaboutthetrip?教學重難點goonatripbytrain/takethetrainalongthewayplaychesswithsb.teachsb.howtodosth.buysth.forsb.takephotosAllinallbeinterestedinitisdifficulttodosthnot…atallHowtodealwithvocabulary

inanintensivereadingtextJustifyingproceduresReasons:Itisahighfrequencywordorwilloccurinothertexts.Itisausefultechnicalword.Itisalowfrequencyword.Itisimportantforthemessageofthetext.Itisnotimportantforthemessageofthetext.Ithasusefulparts.Itiseasytoguessfromcontext.Itislikeafirstlanguageword.JustificationsforProceduresforDealingwithWordsinTextsWaysofdealingwithwordsReasons1,2,34,56,7,8Preteach146Replaceitinthetextbeforegivingthetexttothelearners34,5Putitinaglossary1，34,5Putitinanexerciseafterthetext14,56,8Quicklygivethemeaning34,58Donothingaboutit357,8WaysofdealingwithwordsReasons1,2,34,56,7,8Helpthelearnersusecontexttoguess1,2,347Helpthelearnersuseadictionary1,2,34,5Breakitintopartsandexplain1,2,34,56Spendtimelookingatitsrangeofmeaningsandcollocations1,24,5PaulNation,ManagingVocabularyLearning

中小學英語教師發展叢書：詞匯教學設計Preteach/Quicklygivethemeaning:exciting,expensive,cheap,slow,fast,lovely,interestedrobot,guide,giftGuessthemeaningofunknownwords:everything,dark,hearallinall文化內涵與背景閱讀活動設計

(案例1:七下Unit11Howwasyourschooltrip?)

Pre-reading(1)(2)While-reading:1,2,3,4Post-reading(1)(2)GoodBadPre-reading(1)1LetSsgetintogroupsandbrainstormtheadjectivesthatcanbeusedtodescribegoodorbadthings.Sswillmaketwowordlistsandbereadytoreporttotheclass.2Tintroducessomenewadjectivesbyshowingsomepicsorphotos.3TreadsaloudthenewwordsandSsrepeataftertheteacher.Newwords:

lovely,expensive,exciting,cheap,slow,fastSWBATsStudentswillbeabletolistsomedescriptionwordsthattheyhavelearnedbefore.Studentswillbeabletopronouncesomenewadjectivesthattheyhavelearnedfromthislesson.

Pre-reading(2)1(Booksclosed)TtellstheSsthattheywillreadaboutschooltripsandletthempredictwhatmightbeincludedinthereadingpassage.Questions:

Imagineyouaregoingtowriteaboutyourschooltrip,whatkindofthingswillyouwrite?Whatadjectiveswillyouusetodescribeyourtrip?Time…(place,people,weather,transportation,activities/things,shopping,feelings)When…(where,who,what,how,why)Place:beautiful,…People:friendly,lovely,…Weather:nice,cool,cold,terrible,rainyTransportation:clean,dirty,slow,

fast,…Activities:interesting,boring,…Shopping:expensive,cheap,…Feelings:excited,happy,interested,angry,…Trip:interesting,excellent,exciting,terrible…SWBATnouncesomeofthenewadjectivestheyhavelearnedfromthislesson.Strategies:predicting,activatingpriorknowledge,buildingupvocabularysystem

1(Booksopen)LetSsreadthediaryentriesandcheckwhethertheirpredictionsareright.Ticktheonesthatarementionedinthediaryentries.()time()place()people()weather…While-reading2LetSsreadagainandanswerthequestion.Whatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelenorJiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedidtheydoduringthetrip?Didtheybuyanything?Whatdidtheybuy?Didtheyenjoythetrip?Howdoyouknow?Whatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelenorJiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedidtheydoduringthetrip?Didtheybuyanything?Whatdidtheybuy?Didtheyenjoythetrip?Howdoyouknow?

3LetSsreadthediaryentriesforthethirdtimeandfindoutthedifficultsentences.Thentheguidetaughtushowtomakeamodelrobot.Allinall,itwasanexcitingday.EverythingwasaboutrobotsandI’mnotinterestedinthat.Ididn’tlikethetripatall.Texplainsthedifficultsentencesorphrasesifnecessary.4LetSsfindoutthepastformofalltheverbsfromthetext.ThenaskSstoputthemintodifferentcategories.went,visited,was,got,saw,learned,taught,took,bought,wereIrregularverbs:gowentRegularverbs:visitvisitedLetSsreadaloudthepairofverbs.5LetSsreadagainandsummarizethemainideaofeachdiaryentry.Howtosummarizethemainidea:

When,where,who,what,how,whyExamples:HelenvisitedthesciencemuseumduringherschooltripinJuneandshereallyenjoyedit.HelenwentonaschooltriponJune15th.Shevisitedthesciencemuseumwithherclassmates.Shelearnedalotaboutrobotsatthemuseumandshelikedthetripverymuch.1LetSsfindouttheusefulverbphrasesbasedonthelistofverbstheymadepreviously.SstakenotesandgetreadytoretellHelen’sorJim’sschooltrip.Post-reading(1)Example:wentonaschooltrip,visited,…

HelenwentonaschooltriponJune15th.Shevisitedthesciencemuseumanditwas…SWBATs:

StudentswillbeabletoretellHelen’sorJim’sschooltripusingthepasttenseandsomeverbphrasesfromthedairyentries.2Task:ImagineyouareHelenandJim’sfriendandyouaskthemabouttheirschooltrip.Usetheinformationinthediaryentriestomakeupaconversation.Addmoredetailsifyoucan.Questions:DidyougoonaschooltripinJune?Howwasyourtrip?Didyougoanywhereinteresting?Didyougotherebytrain/bus?Didyouseeanythinginteresting?Didyoudoanythingfun?Didyoutakeanyphotos?Didyoubuyanything?Weretheyexpensive?…Answers:Yes,(Idid.)I…No,(Ididn’t.)I…Itwasinteresting/exciting/boring/terrible……SWBATs:

StudentswillbeabletomakeupaconversationaboutHelen’sorJim’sschooltripandrole-playit.Strategies:ScanningDrawingconclusionsMakingcomparisonsMakinginferencesGuessingthemeaningofunknownwordsIn