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1、A,1,初中英語(yǔ)閱讀教學(xué) 設(shè)計(jì)與評(píng)析,太原師范學(xué)院 周繼青,A,2,一、初中閱讀教學(xué)中的問(wèn)題 二、閱讀的三種模式 三、初中閱讀教學(xué)的設(shè)計(jì) 1、閱讀前 2、閱讀中 3、閱讀后 四、閱讀課設(shè)計(jì)案例分析,A,3,The motivation to success comes from the burning desire to achieve a purpose. Napolean Hill wrote,” Whatever the mind of man can conceive and believe, the mind can achieve.” A burning desire is the

2、 starting point of all accomplishment. Just like a small fire cannot give much heat, a weak desire cannot produce great result. 成功的動(dòng)機(jī)來(lái)自于渴望實(shí)現(xiàn)目標(biāo)的強(qiáng)烈欲望。拿破侖曾寫到：“成功的意念能夠到達(dá)個(gè)人的構(gòu)想與信念所能到達(dá)任何地方?！睆?qiáng)烈的欲望是一切成功的起點(diǎn)，正如小火苗不能釋放很多熱量一樣，微小的愿望也不能促成偉大的成就。,A,4,初中教與學(xué)指導(dǎo)原則 聽說(shuō)讀寫 強(qiáng)化閱讀 學(xué)會(huì)應(yīng)用 自主發(fā)展,A,5,language spoken written listenin

3、g speaking reading writing receptive skills productive skills communication Language is by communication, for communication and of communication.,A,6,初中閱讀理解教學(xué)中的問(wèn)題,-語(yǔ)篇中的生詞障礙 -語(yǔ)篇涉及異域文化信息 -句子結(jié)構(gòu)復(fù)雜 -閱讀習(xí)慣不良 -教師的翻譯代替學(xué)生的理解 -測(cè)試題代替對(duì)語(yǔ)篇本身的理解 -學(xué)生缺乏閱讀技巧指導(dǎo) -學(xué)生閱讀材料不足,A,7,A,8,A,9,Three Models of Reading and Reading

4、Teaching,Bottom-up model 自下而上模式 Top-down model 自上而下模式 Interactive model 互動(dòng)模式,A,10,Bottom-up Processing,The Meaning is in the Text 意義在文本 Meaning is extracted from the text 文本出意義 Reader acts as a “decoder” 讀者解讀 Linear process線性加工過(guò)程 Letters words phrases sentences paragraphs text 語(yǔ)言單位遞增,A,11,Bottom-up

5、Processing,What problems do you see with this view?,A,12,Top-down elements,The Meaning is in the Reader意義來(lái)自讀者 What the reader brings to the text is more important than the text itself 讀者中心 Reader has an active role in the reading process讀者積極參與 Background knowledge and knowledge of the world are more

6、 important than the clues in the text.宏觀背景知識(shí)重于文本線索,A,13,Top-down elements,What problems do you see with this view?,A,14,Schema Theory,The readers knowledge or expectations influence that to which he or she pays attention, and ultimately, how the text is interpreted. 讀者的知識(shí)影響其文本期望。 New information can

7、 sometimes be assimilated into existing schemata. 文本新信息同化于已有圖式 Other times, however, existing schemata have to be altered to accommodate new information. 如果差異太大，則圖式被修改。 Thus, in successful reading, the schema and the information are compatible. 圖式與新信息的兼容與否是閱讀成功的關(guān)鍵。,A,15,Interactive Approaches to Rea

8、ding 互動(dòng)閱讀,Successful readers use both bottom-up and top-down at different times during the reading process. 兩種方式皆用 Both the text and the reader interact in a meaning creation process 文本與讀者互動(dòng)于意義建構(gòu),A,16,閱讀能力 自動(dòng)認(rèn)字技能 (automatic recognition skills) 詞匯與語(yǔ)言結(jié)構(gòu)知識(shí) (vocabulary and structure knowledge) 語(yǔ)篇結(jié)構(gòu)知識(shí) （

9、formal discourse structure knowledge) 社會(huì)文化背景知識(shí) (content and background knowledge) 分析綜合與評(píng)價(jià)技能和策略 (synthesis and evaluation skills and strategies) 監(jiān)控閱讀的元認(rèn)知知識(shí)與技能 (metacognitive knowledge and skills monitoring reading),A,17,撰寫教學(xué)目標(biāo)時(shí)要把握的ABCD法則（Mager） A-audiences: 學(xué)生。如：Students will be able to B-Behaviour/P

10、erformance: 對(duì)學(xué)生的行為、動(dòng)作或是做事的結(jié)果的預(yù)設(shè)，這種行為或結(jié)果必須是 可以觀察或者聽到的。如：mark， repeat， fill in，draw C-Condition: 在任何條件下學(xué)生做事或者展開活動(dòng)， 如：After attending a lecture; given a case study; given a specific instrument D-Degree：這個(gè)法則并非必須，如果存在的話，應(yīng)從速度、精度或質(zhì)量等方面闡明學(xué)生應(yīng)掌握到什么程度。,A,18,原教學(xué)目標(biāo)： To let students know something about Singapore

11、. 修改后： After reading the passageCondition, most Degree studentsAudiences will be able to list in written formBehaviour places of interests of New Zealand and,A,19,優(yōu)化學(xué)習(xí)的方式 學(xué)習(xí)金字塔理論,A,20,優(yōu)化教學(xué)模式 Being an efficient reader,A,21,閱讀教學(xué)過(guò)程設(shè)計(jì) PWP閱讀教學(xué)模式： Pre-reading 讀前活動(dòng) While-reading 讀中活動(dòng) Post-reading 讀后活動(dòng) （閱讀教

12、學(xué)的最佳結(jié)構(gòu)是橄欖型，兩頭小中間大）,A,22,預(yù)測(cè) 略讀 跳讀 背景介紹,轉(zhuǎn)換機(jī)制 問(wèn)答 指代 推理 猜詞 事實(shí)與觀點(diǎn),交流信息 討論共識(shí) 解決問(wèn)題 描寫與辨認(rèn) 接龍故事 辯論,讀后活動(dòng),讀中活動(dòng),讀前活動(dòng),A,23,一、讀前活動(dòng)設(shè)計(jì) 1.讀前活動(dòng)設(shè)計(jì)的目的 -興趣準(zhǔn)備 -心理準(zhǔn)備 - 背景知識(shí)準(zhǔn)備 -詞語(yǔ)準(zhǔn)備 （短小精彩，像鳳頭）,A,24,導(dǎo)入內(nèi)容與導(dǎo)入形式的選擇依據(jù) -依據(jù)課程標(biāo)準(zhǔn) 綜合語(yǔ)言運(yùn)用能力的形成建立在語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)綜合發(fā)展的基礎(chǔ)上。 -依據(jù)對(duì)教學(xué)內(nèi)容的準(zhǔn)確分析 導(dǎo)入內(nèi)容的選擇要基于對(duì)主題內(nèi)容的準(zhǔn)確定位 ，并以具體的教學(xué)內(nèi)容為依據(jù)。,A,

13、25,【案例】八下 Unit 9 Have You Been to an Amusement Park? 教學(xué)目標(biāo)應(yīng)定位在訓(xùn)練學(xué)生談?wù)撌欠袢ミ^(guò)某地的語(yǔ)言表達(dá)能力。聽力材料中提到的包括amusement park 在內(nèi)的五個(gè)地名及相關(guān)信息應(yīng)該是導(dǎo)入部分的重點(diǎn)內(nèi)容。,A,26,導(dǎo)入環(huán)節(jié)的重要功能之一是使學(xué)生了解一節(jié)課的教學(xué)重點(diǎn)和化解教學(xué)中的難點(diǎn)。,A,27,【案例】 Unit 8 A hobby 讀前活動(dòng)： 詞匯：Collecting stamps， climbing mountains，dangerous 課文結(jié)構(gòu)： Para1-2： what is a hobby? Para 3: hobbi

14、es of the family memebers Para 4: importance of hobbies,A,28,-對(duì)學(xué)生整體情況的分析 要分析與確定教材主題內(nèi)容、語(yǔ)言知識(shí)內(nèi)容和技能要求與學(xué)生現(xiàn)有認(rèn)知水平之間的差距。如何消除這個(gè)差距是以及可教學(xué)設(shè)計(jì)要解決的問(wèn)題。 -對(duì)教學(xué)目標(biāo)的綜合分析,A,29,【案例】 Go For It 8下 Unit 9 Have You Ever Been to Singapore? T/F Singapore is a big country in Europe. The population of Singapore is larger than that

15、 of Beijing. The capital of Singapore is Singapore. Singapore is one of the Four Tigers in Asia, and the other three are Japan, Korea and Taiwan.,A,30,時(shí)間過(guò)長(zhǎng)，內(nèi)容偏離閱讀材料（問(wèn)題都是課文中未涉及的內(nèi)容， 對(duì)幫助學(xué)生理解課文內(nèi)容， 順利開展閱讀活動(dòng)意義不大）,A,31,頭腦風(fēng)暴式導(dǎo)入： T：When you hear the word Singapore, what do you think of ? ( clean, small, Chin

16、ese, English, fine weather, beautiful ) -教師有選擇性的把單詞寫到黑板上，并適時(shí)穿插詞匯教學(xué) -要求學(xué)生將黑板上的單詞按風(fēng)景、人文、環(huán)境等分類，并引導(dǎo)學(xué)生了解文章的整體結(jié)構(gòu)。 （激活學(xué)生原有的背景知識(shí)，有助于進(jìn)行發(fā)散性思維。體現(xiàn)了學(xué)生的主體性）,A,32,競(jìng)賽式導(dǎo)入 【案例二】 Unit 6 Ive Been Studying History in China T: Lets have a Chinese history competition. Please read the questions carefully and tell me the an

17、swers immediately.(in groups) 1. Which year was the beginning of the Ming Dynasty? A. 660 B. 960 C. 1360 D. 1560 2. Who was the first emporer of the Tang Dynasty? A. Zhao Kuangyin B. Li Yuan C. Zhu Yuanzhang D. Cao Cao,A,33,3. Which city was once the capital city of the Qing Dynasty? A. Beijing B. S

18、uzhou C. Xian D. Kaifeng (小組競(jìng)賽調(diào)動(dòng)了學(xué)生參與學(xué)習(xí)活動(dòng)的積極性； 答題過(guò)程中適時(shí)引入新單詞，為后面的閱讀掃清了詞匯障礙 ）,A,34,分享經(jīng)歷式導(dǎo)入 【案例三】 Unit 2 Maybe You Should Learn to Relax T: I know most of you are very busy having different lessons on the weekends. How do you find these lessons? Do you want to take them,or do your parents want you to?

19、Please share with your parnters. (同伴交流周末補(bǔ)課的經(jīng)歷和感受，并在教師的指導(dǎo)下與全班分享),A,35,評(píng)析： -分享的方式激發(fā)學(xué)生用英語(yǔ)表達(dá)的欲望。也能培養(yǎng)學(xué)生運(yùn)用語(yǔ)言有效溝通的能力,A,36,預(yù)測(cè)式導(dǎo)入 【案例四】 Unit 7 Would You Mind Keeping Your Voice Down？ -利用插圖 T:Look at the picture in the book. WHere are these people? (On the bus). WHat are they doing? (Spitting, talking loudly,

20、 littering, etc.) (引出新詞） Are these polite behaviors? ( Of course not),A,37,-利用標(biāo)題 T: What can you say to stop them from behaving like this? Please list as many ways as possible.(復(fù)習(xí)已學(xué)知識(shí)） Possible answers: Would you please not Please dont You mustnt Could you please not T:We can also say “Would you min

21、d not doing”, which seems more polite.,A,38,-通過(guò)問(wèn)題設(shè)置懸念，使學(xué)生在閱讀前對(duì)文章內(nèi)容產(chǎn)生好奇 -引導(dǎo)學(xué)生預(yù)測(cè)過(guò)程中滲透詞匯教學(xué)，為閱讀理解掃清障礙,A,39,背景鋪墊式 Unit 3 Do You Remember What You Were Doing? Marin Luthe King 多媒體導(dǎo)入 Unit 1 DoYou Think You Will Have Your Own Robot? -Watch a video about robot .,A,40,二、讀中活動(dòng)設(shè)計(jì) 1. 讀中活動(dòng)設(shè)計(jì)的目的 -提高快速閱讀理解能力 -通過(guò)閱讀感知

22、和學(xué)習(xí)語(yǔ)言知識(shí) （充實(shí)豐富，像豬肚：應(yīng)該把主要精力放在如何使用恰當(dāng)?shù)拈喿x策略獲取主要事實(shí)和觀點(diǎn)上）,A,41,2.讀中活動(dòng)設(shè)計(jì)中存在的問(wèn)題 【案例】八下 Unit 4 She said helping others changed her life A: skim the text and then fill in the table after reading,A,42,評(píng)析： 第一遍閱讀就進(jìn)入細(xì)節(jié),A,43,案例二 北師大版 初一下 Unit 12 We Visited the Great Wall 活動(dòng)1 T/F -John went to the Great Wall in MArch

23、. -John went there by bus. -It was hot that day. 活動(dòng)2 Answer the questions: -When did John go to the Great Wall? -How did he go there? -What was the weatherlike that day?,A,44,評(píng)析： -讀中活動(dòng)層次性不強(qiáng) -內(nèi)容重復(fù)，難以實(shí)現(xiàn)新的閱讀目標(biāo) -學(xué)習(xí)效率低,A,45,A,46,Predicting,A,47,strong wind,sand,dangerous,get lost,hot,small population,cam

24、el,47,A,48,A,49,A,50,50,A,51,Animals: tiger rabbit elephant panda dolphin description: brave lovely interesting strong dangerous,matching games,A,52,A,53,讀中活動(dòng),Surname given name Sex male female Age _ Marital status_ Nationality_ Profession_ Experience: Achievements:,A,54,A,55,Guessing unknown words

25、1.根據(jù)定義猜詞 Now she works free-lance-that is,shes self-employed, working for herself and not for a garage or a company. 2.根據(jù)經(jīng)驗(yàn)和常識(shí)猜詞 The mouse gnawed a hole in the box with its sharp teeth.,A,56,3.根據(jù)對(duì)照和比較猜詞 Doctors believe that smoking cigarettes is detrimental to your health. They also regard drinking

26、as harmful. 4.根據(jù)實(shí)例猜詞 Every country has its favorite beverage. Italians like to drink coffee after dinner.The English prefer tea.,A,57,三、讀后活動(dòng)設(shè)計(jì) 1.讀后活動(dòng)設(shè)計(jì)的目的 -鞏固和運(yùn)用閱讀材料中的新學(xué)詞匯和語(yǔ)言結(jié)構(gòu) -提高圍繞閱讀材料的主題內(nèi)容進(jìn)行表達(dá)的能力 -強(qiáng)化文化差異意識(shí)，培養(yǎng)學(xué)生健康向上的品德和情感 -提高學(xué)生的思維能力 （剛健有力，像豹子尾：厚積薄發(fā)，步步為營(yíng)扎實(shí)完成閱讀中的各項(xiàng)任務(wù)）,A,58,存在的問(wèn)題 -忽略或簡(jiǎn)化讀后活動(dòng)，將其變成詞匯學(xué)習(xí)活

27、動(dòng) -讀后活動(dòng)過(guò)量 -讀后活動(dòng)與教學(xué)內(nèi)容和目標(biāo)脫節(jié)，沒有進(jìn)一步練習(xí)和運(yùn)用所學(xué)語(yǔ)言知識(shí) -不符合學(xué)生認(rèn)知特點(diǎn)與知識(shí)水平 -語(yǔ)言輸出缺少必要的支架，活動(dòng)開展前的鋪墊不足,A,59,教學(xué)建議： 閱讀后的拓展活動(dòng)為學(xué)生提供了運(yùn)用所學(xué)語(yǔ)言的機(jī)會(huì)。有了閱讀中的文本理解和語(yǔ)言積累，拓展活動(dòng)的設(shè)計(jì)要注意梯度，語(yǔ)言輸出就水到渠成。 -基于文本的拓展 -聯(lián)系生活實(shí)際的拓展,A,60,【案例】Unit 9 Have You Ever Been to Singpore？ 讀中： -從population, language, food, temperature, animal 介紹新加坡。 讀后（拓展延伸部分）： -

28、閱讀短文Singapore in our eyes，鞏固所學(xué)內(nèi)容。 -仿寫： * in my eyes (有了前面的鋪墊，能很好地運(yùn)用所學(xué)詞匯）,A,61,閱讀教學(xué)中的詞匯教學(xué) 方式一：閱讀前單獨(dú)教學(xué)詞匯 優(yōu)點(diǎn)：閱讀中詞匯障礙減少，整體理解文章 變得更容易。 問(wèn)題：聽寫成績(jī)不理想； 聽寫單詞枯燥費(fèi)力； 單詞容易忘記； 學(xué)生產(chǎn)生畏懼和厭倦心理； 疑問(wèn)： 如果課堂教學(xué)這樣處理生詞再進(jìn)入閱讀環(huán)節(jié)，學(xué)生在獨(dú)立閱讀時(shí)遇到生詞怎么辦？先把生詞劃出來(lái)，查了字典再閱讀？,A,62,方式二：通過(guò)語(yǔ)境引出教學(xué)詞匯 優(yōu)點(diǎn)：具體的情景中呈現(xiàn)詞匯，詞不離句，句不離文，有助于理解；文章分解成片段能降低學(xué)生理解文章的難度

29、疑問(wèn)：學(xué)生在接觸整篇文章之前，教師先分段講解與分析，是否會(huì)影響學(xué)生對(duì)整片材料的感知？ 是否有利于培養(yǎng)學(xué)生獨(dú)立閱能力？,A,63,方式三：在學(xué)生獨(dú)立閱讀文章后的檢測(cè)練習(xí)中教學(xué)詞匯 優(yōu)點(diǎn)：有助于全體學(xué)生理解與掌握新詞匯，面向全體，且注重基礎(chǔ)，訓(xùn)練形式多樣；在各種練習(xí)中呈現(xiàn)系會(huì)再講解，讓學(xué)生感覺不是專門學(xué)單詞，而是為了理解和表達(dá)的需要。 疑問(wèn)：如果不事先教學(xué)詞匯，學(xué)生在理解上就會(huì)產(chǎn)生障礙，這樣是否會(huì)影響閱讀的速度與效果？在練習(xí)中呈現(xiàn)生詞是否也影響監(jiān)測(cè)的效果？,A,64,分階段落實(shí)詞匯教學(xué) 閱讀前：教師對(duì)閱讀材料與詞匯的分析到位 -對(duì)沒有一定背景知識(shí)就難以理解的材料，教師有必要先補(bǔ)充有關(guān)背景知識(shí)。 -

30、借助一定的情景引出新詞匯，并進(jìn)行解釋和領(lǐng)讀。 【案例】八下 Unit 8 Why Dont You Learn English Songs? -課前聽歌猜明星的活動(dòng)，引出stage, winner, modest, interested,A,65,2. 閱讀中：指導(dǎo)學(xué)生運(yùn)用詞匯學(xué)習(xí)策略到位 -構(gòu)詞推斷法 前后綴： return, recall, review disappear, dislike kindness, darkness, illness 合成詞： playground， outstanding skateboard,A,66,-語(yǔ)境理解法 一個(gè)詞或詞組，在詞典里是孤立的，但一旦用

31、于具體的語(yǔ)篇中，它就形成了整個(gè)語(yǔ)篇結(jié)構(gòu)的一部分并與其他詞語(yǔ)構(gòu)成一個(gè)有機(jī)的編碼系統(tǒng)及上下文，并和特定的語(yǔ)境相關(guān)聯(lián)。 【案例】 Her village was 2000 meters above sea level, and at first the thin air make her feel sick.,A,67,-英語(yǔ)釋義法 通過(guò)近義詞，反義詞或英語(yǔ)語(yǔ)句解釋，有利于培養(yǎng)學(xué)生用英語(yǔ)思維與表達(dá)的習(xí)慣。 【案例 】八下 Unit 3 Do You Remember What You Were Doing? be killed by someone unknown: murder fortunate

32、ly: luckily (復(fù)現(xiàn)以前學(xué)過(guò)的詞匯； 訓(xùn)練了根據(jù)上下文猜詞的能力）,A,68,3. 閱讀后： 學(xué)生鞏固所學(xué)詞匯到位 -復(fù)述課文既可以檢查學(xué)會(huì)僧發(fā)音以及對(duì)所學(xué)詞匯的運(yùn)用情況，使學(xué)生深刻理解課文內(nèi)容，又可以訓(xùn)練學(xué)生書寫與記憶單詞的能力。 【案例】八下 Unit 7 Would You Mind Keeping Your Voice Down? Would you mind , drop litter, feel uncomfortable,take care, pick up -選詞造句；小組合作編對(duì)話或故事,A,69,-讀后續(xù)寫 對(duì)課文進(jìn)行改寫、縮寫或擴(kuò)寫能培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力、創(chuàng)新

33、思維和想象能力。,A,70,閱讀課的焦點(diǎn)與層次設(shè)計(jì) 【教學(xué)案例】八下 Unit 8 3a The trendiest kind of pet these days is the pot-bellied pig. David Smith of North London has a pot-bellied pig named Connie. “Pot-bellied pigs make the best pets,”said David. “She watches TV on the sofa with me every night. She is my best friend.” However

34、, life with a pig isnt always perfect. “When I got my pig, she was small,”said David, “but she eats a lot. Now shes too big to sleep in the house, so I made her a special pig house. Also, pigs need a lot of love. Sometimes I dont have enough time to spend with her.”,A,71,I.Lead-in (3 m) Step 1 :展示po

35、t-bellied pig的圖片，引導(dǎo)學(xué)生談 一談對(duì)這種寵物的看法。 -Whats this? - What do you think of this animal? -Will you keep such a pet? Why？ II. While-reading (18m) Step 2: What is the text mainly talked about?(1st reading , 1 m.) Read the text again and complete the table.(2nd reading , 6 m.),A,72,完成信息搜索和信息處理、轉(zhuǎn)換，對(duì)后續(xù)的深層次挖掘閱

36、讀材料和模仿性寫作有益；,A,73,Step3： Read the text closely and then paraphrase some imp. words and expressions ( 3rd reading, 3 m.) most fashionable,called, 100% good, unusual (采用替換解釋進(jìn)行詞匯教學(xué)，幫助學(xué)生從思維層面認(rèn)知詞匯，并在寫作時(shí)逐步提高用詞的豐富性和準(zhǔn)確性；學(xué)生感興趣， 能積極思考） Step 4： Learn to use some words and structures in the text (6m) 對(duì)一些重要詞匯和結(jié)構(gòu)

37、進(jìn)行更細(xì)致的點(diǎn)撥式教學(xué),A,74,I dont have enough time to spend with her. T: Look at the word “spend”.Can you use the word to make some sentences? What other words can you think of? Can you ues “take” and “cost” to make some sentences? Can you tell me how these three words are used? (先了解學(xué)生對(duì)語(yǔ)言點(diǎn)理解的程度，然后有針對(duì)性地進(jìn)行知識(shí)點(diǎn)補(bǔ)充

38、，最后引導(dǎo)學(xué)生運(yùn)用各所學(xué)語(yǔ)言知識(shí)）,A,75,Step 5： Listen to the tape and read the text aloud to improve your pronunciation and understanding ( 4th reading, 3 m.) (模仿朗讀有益于培養(yǎng)語(yǔ)感，改善發(fā)音） III. Post-reading Step 6 : Group words and expressions about hamsters into two columns: advantages and disvantages(2 m) (控制性寫作的鋪墊。設(shè)計(jì)與Step

39、2中相同形式的表格，引導(dǎo)學(xué)生分類提煉倉(cāng)鼠的優(yōu)缺點(diǎn)）,A,76,Step 7： Read the text again very quickly and find out how the writer connects advantages and “disadvantages”. (5th reading, 1 m.） (再次瀏覽，尋找銜接手段。是文本結(jié)構(gòu)進(jìn)行分析的點(diǎn)睛之筆） Step 8： Write an article (50+ words) about hamster.( 5 m.) (完成一個(gè)控制性寫作練習(xí)，安排在詞匯和文本結(jié)構(gòu)教學(xué)之后，學(xué)生完成效果好）,A,77,Step 9： R

40、ead and highlight a writing sample (3 m) ( 提供寫作范文非常必要，教師需在這個(gè)步驟標(biāo)出關(guān)鍵的信息， 幫助學(xué)生反思和評(píng)價(jià)自己的作文，如表達(dá)優(yōu)缺點(diǎn)的詞匯的使用與分布情況 連接詞however的使用 以及文章的開頭和結(jié)尾） Step 10： Interview: -What is your favorite pet? -What are the advantages and disadvantages of keeping it ?( 6 m) (結(jié)對(duì)互問(wèn)；轉(zhuǎn)述同伴話語(yǔ)，體會(huì)語(yǔ)言形式對(duì)內(nèi)容觀點(diǎn)的影響）,A,78,Step 11：Reading the tex

41、t again quickly and find out if the writer uses direct or indirect speech? Why? (6th reading, 2m) ( 引出文章風(fēng)格的問(wèn)題，啟發(fā)學(xué)生思考直接引語(yǔ)和間接引語(yǔ)在傳遞意義時(shí)的不同作用。直接引語(yǔ)生動(dòng)，間接引語(yǔ)相對(duì)呆板） Step 12：Ask students to write an article (60+ words) about their neighbours favorite pet after class. Direct speech is encouraged. (布置作業(yè)，鼓勵(lì)使用生動(dòng)的語(yǔ)言

42、通過(guò)文本與讀者“對(duì)話”）,A,79,Step 13： Explain how to do peer editing.(2m) (教師向?qū)W生講授在互助編輯加工時(shí)需要注意的語(yǔ)言問(wèn)題，如連接詞，大小寫，詞匯搭配，單三等） IV. 課堂總結(jié)階段（2m） Step 14：Summarize what has been learned in this class (學(xué)生參與總結(jié)能反映他們是否真正理解了教學(xué)重點(diǎn)，培養(yǎng)學(xué)習(xí)習(xí)慣和學(xué)習(xí)策略，比教師總結(jié)效果好）,A,80,Step 15：homework（ Use handouts） -Finish the writing and peer editing. -R

43、ead more for practice and fun. (作業(yè)緊扣閱讀教學(xué)的焦點(diǎn)，即“為了寫作的閱讀教學(xué)”，讓學(xué)生運(yùn)用課堂上所學(xué)范文中的語(yǔ)言結(jié)構(gòu)，結(jié)合實(shí)際完成寫作和互助編輯。發(fā)給學(xué)生與本單元話題和語(yǔ)言難度相匹配的閱讀材料，作為課后泛讀）,A,81,-閱讀課焦點(diǎn)的選擇 -teaching reading for reading -teaching reading for writing -閱讀課的層次設(shè)計(jì) “意義”層次：分析文章大意，中心思想，所陳述的事實(shí)和作者的觀點(diǎn) “形式”層次：認(rèn)知并掌握材料中的重要語(yǔ)言形式，及語(yǔ)言知識(shí)點(diǎn)：詞匯，語(yǔ)法，句型等 “運(yùn)用”層次：謀篇布局，閱讀賞析,A,82,外語(yǔ)教學(xué)的過(guò)程,act activity activate 知 能 熟 活 知識(shí) 技能 能力,A,83,Tell me, Ill forget; Show me, Ill remember; Involve me, Ill learn.,A,84,Thank you ! email: prettyzhoujiqing Tele: 0351-2279354 code: 030012,