閱讀教學(xué)相關(guān)設(shè)計(jì)初中Contents閱讀課設(shè)計(jì)的基本原則教材解析與閱讀活動(dòng)設(shè)計(jì)閱讀教學(xué)中的問(wèn)題與探究

閱讀課設(shè)計(jì)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(dòng)模式）閱讀課的主要活動(dòng)ReadingListeningSpeakingWritingTeachersshouldhavestudentsdoactualreadingduringthelessonandnotjusttalk,orwriteaboutreading.基于學(xué)生經(jīng)驗(yàn)的閱讀設(shè)計(jì)TheroleofstudentsK-W-L模式WhatdoIknow?WhatdoIwanttoknow?WhathaveIlearned?閱讀課設(shè)計(jì)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(guò)程Pre-readingWhile-readingPost-reading教材解析與閱讀活動(dòng)設(shè)計(jì)語(yǔ)篇題材、體裁及語(yǔ)言特色閱讀策略篇章結(jié)構(gòu)教學(xué)重難點(diǎn)文化內(nèi)涵與背景教材解析(案例1:七下Unit11Howwasyourschooltrip?)語(yǔ)篇題材、體裁及語(yǔ)言特色題材：學(xué)校組織的郊游活動(dòng)體裁：日記語(yǔ)言特色：一般過(guò)去時(shí),描述性形容詞（褒義、貶義）閱讀策略ActivatingpriorknowledgeScanningSkimmingOrganizinginformationMakingcomparisonsMakinginferencesGuessingmeaningofunknownwordsSummarizingthemainidea篇章結(jié)構(gòu)DateWheredidtheygo?Howwastheplace?Howdidtheygothere?Whatdidtheysee?/Whatdidtheylearn?Whatdidtheydooverthere?Howdidtheyfeelaboutthetrip?教學(xué)重難點(diǎn)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(xué)英語(yǔ)教師發(fā)展叢書：詞匯教學(xué)設(shè)計(jì)Preteach/Quicklygivethemeaning:exciting,expensive,cheap,slow,fast,lovely,interestedrobot,guide,giftGuessthemeaningofunknownwords:everything,dark,hearallinall文化內(nèi)涵與背景閱讀活動(dòng)設(shè)計(jì)

(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