School of Foreign Languages Southwest University

1. Objectives, process and result —— Efficient and Effective Listening andReading Teaching in terms of the NECS School of Foreign Languages Southwest University 杨晓钰

2. 联合国教科文组织（UNESCO）曾对外语教学质量提出了“5个因素和一个公式” 教学质量（？分）=〔学生（1分）+ 教材（2分）+ 环境（4分）+教法（3分）〕×教师素质（？）

3. Goal,aim or objective? A goal refers to an overall purpose that a teacher should attempt to accomplish by the end of the class period. An aim An objective iswhat the students will be able to do at the end that they are not be able to do at the beginning. Objective must be specific and clear.

4. 情感态度 国际视野祖国意识合作精神自信意志兴趣动机 文化意识 学习策略 跨文化交际 文化理解 文化知识 交际策略资源策略调控策略认知策略 综合语言运用能力 语言技能 语言知识 话题功能语法词汇语音 写读说听

5. 义务教育阶段英语的课程目标 激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们终身学习和发展打下良好的基础。

6. Teaching goals of 2001 National English Curriculum for Nine-year Compulsory Education The main task is to —stimulate and cultivate students’ interest and their confidence in learning the language, help them develop good learning habits and form effective learning strategies, facilitate autonomy and cooperative spirit in learning;

7. —enable students to master basic English language knowledge and skills in listening, speaking, reading and writing so that they form sufficient competence in using the language; —cultivate students’ abilities to observe, to memorise, to think, to imagine and to create;

8. — increase their awareness of the cultural differences between the East and the West, enlarge their vision, cultivate their patriotic spirit, and help them form healthy views about life. On the basis of all the above, we lay basis for their life-long learning.

9. How to understand integrated skills 综合技能

10. How can we integrate the four skills? 1）简单综合 (Simple integration) The easiest form of integration is within the same medium (either oral or written), from receptive to productive skills.

11. 接受性技能 产出性技能 receptive productive Oral Medium 听 说 Written Medium 读 写 A receptive language skill serves as a model for a productive language skill. In other words, we use a listening text as a model for the students’ speaking, and a reading text as a model for the students’ writing.

12. 2）复杂综合(Complex integration) Complex integration is a combination of activities involving different skills, linked thematically. It involves constructing a series of activities that use a variety of skills.

13. 对话课目标分析 与案例

14. Analyze the objectives of a listening and speaking class (dialogue) 1) Instructional objectives A. Language knowledge a. A particular topic b. Vocabulary c. A structure d. Functions e. Pronunciation B. Skills Listening, speaking, reading, writing

15. 2) Educational objectives A. Affect confidence, motivation，healthy views about life B. Learning strategy Communicative, resourcing, meta-cognitive (self-management) , cognitive C. Cultural awareness knowledge, understanding, awareness 3) Personal objectives Aspects of our own teaching we want to develop or improve.

16. What? • How? • Why? • Whether? Achievement of objectives?

18. Layout of a lesson plan School_____ Junior or Senior Section______ Class ________ Grade ________ Size _________ Time________ Date ______ Materials ________ Type of lesson______ Contents: 1. Vocabulary 2. Structure/grammar/phonetics 3. Dialogue/Reading/Writing

19. Objectives: 1. Instructional objectives (language knowledge and language skills) 1) 2) … 2. Educational objectives (affect, learning strategy and cultural awareness) 1) 2) … 3. Personal objectives Focal points: Difficult points: Aids:…

20. Procedures and Time Allotment 1. Getting ready for learning 2. Revision ( … minutes) 3. Pre-stage (… minutes) 4. While-stage (… minutes) 4.  Practice (… minutes) 5. Production/Consolidation (… minutes) 1) Oral work 2) Written work 6. Assigning homework 1) Conclusion 2) Homework Self- evaluation

21. 阅读课目标分析 与案例

22. What is reading? Is reading passive or active?

23. People construct meaning based on their own experience and knowledge. Therefore, we may get very different impression about the same picture we are looking at.

24. How do you read? Read the following descriptions, tick those which suit your situation. A. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text.

25. B. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole.

26. C. I think the meaning of the text is more than the sum of the individual words and sentences. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That’s to say, I combine the above 2 ways in my reading.

27. A. 自下而上的模式 (the bottom-up model) The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text. 阅读者从最小的单位：字母和单词识别开始，逐步弄懂较大的语言单位：短语、分句、句子和语篇的意义。这就是阅读理解自下而上的模式。依照这个模式去理解阅读过程，教师在教授阅读时，主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。这个模式低估了阅读者的主动作用。

28. B. 从上而下的模式 (the top-down model) The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then these predictions are checked by reading and trying to understand the text.

29. 阅读者在阅读过程中，是主动的参与者，他们并不是逐字逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。这就是从上而下的模式。按照这个模式，阅读不但需要语言知识，而且需要有关客观世界的背景知识。一些学者认为从上而下的模式强调用某些背景知识或文中的提示来对意义进行预测，而对较低层次的能力如快速、准确地对词汇和语法结构等别的能力有所忽视。

30. C. 相互作用的模式 (the interactive model) The reader uses bottom-up and top-down ways together, and the two ways interact with each other in the understanding of a text. The reader may shift from one focus to another during the process. That means he might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom –up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.

31. 相互作用的模式也可称图式理论模式(the schema theory model)。它认为在阅读过程中，人们运用两种方式进行信息处理，一种是自下而上的方式，另一种是从上而下的方式。无论在哪一个阶段、在哪一个层次里，两种信息处理的方式总是同时进行的。

32. What are the aims when using a reading text 1. To promote vocabulary development; 2. To reinforce (or even present) certain grammatical features( language structures); 3. To improve students’ reading skills 1) To teach basic reading comprehension skills; The ability to “read the lines”—to understand the plain sense of what is stated in the text. The ability to “read between the lines”— to draw inferences from what is in the text.

33. The ability to “read beyond the lines”. This involves the ability to relate the reading passage to real life. 2) Real-life reading skills such as reading for gist, reading for information and reading for study 3) Flexible reading skills, varied according to purpose

34. 4. To enhance writing and speaking ability in the English language 5. To enlarge general knowledge 6. To foster awareness of cultural understanding 7. To promote moral values

35. Discuss the major reading skills practised in your reading class and share the ideas with your group members. Prediction 2. Skimming 3. Scanning 4. Reading for details

36. 5.Inferring — Inferring the meaning of lexical items; — Inferring attitude and opinion; — Inferring the purpose of the article; — Understanding implied information.

37. 6.Recognising rhetorical structures Rhetorical structures refer to the complex network of relationships within a text. The most common text structures are chronological order; cause and effect; comparison and contrast; classification; process; definition

38. 7. Recognising discourse markers: e.g. therefore + conclusion; however + contrast; that is + paraphrase; e.g + example. 8. Understanding relations within the sentence and the text

39. The three stages of teaching reading 1. Pre-reading stage 1) The aims of the pre-reading stage a. Arousing the students’ interest in the topic or type of text; b. Motivating students to read the text by providing a purpose for reading; c. Preparing the students for the content of the text. 2) The skillpractised in the stage is prediction.

40. 3) The activities done in the pre-reading stage. ◆examine the accompanying visual information ◆ reflect on the title or the topic

41. ◆ guess the topic by looking at key words from the text ◆ state what they already know about the topic ◆ state what they would like to know about the topic ◆ putting the events in the correct order

42. ◆answer the teacher’s general questions about the text type or topic ◆ True or false

43. 2. While-reading stage 1) The aims of the while-reading stage a. To help the reader understand the content and structure of the text. b. To help the reader understand the author’s purpose in writing the text.

44. 2) The skills practised in the stage skimming, scanning, reading for detail, drawing inferences, etc. 3) Theactivities done in the while-reading stage

45. ◆ skim to get the gist (main idea) of the text ◆ locating specific information ◆ putting the events in the correct order ◆ transferring information from the text to a diagram, table, form, map, graph or picture

46. ◆ answering factual questions on the text ◆ answering inference questions on the text (reading between the lines) ◆questions for personal response ◆ True or false ◆ working out the meaning of words and phrases from the context

47. ◆ examining referents in the text and stating what they refer to ◆ putting the paragraphs of a jumbled text back in the correct order ◆ giving the text an appropriate title

48. 3. Post-reading stage 1) The aims of the post-reading stage a. To consolidate or reflect on what has been read in the text. b. To relate the text to the students’ own knowledge, interests, or views. c. To give the students the chance to consolidate that language by using it freely.

49. 2) The skills practised in the stage The development of all the language skills. 3) The activities done in the post-reading stage ◆gap-filling ◆ retelling the story of the text from the prompts ◆ correct the summary

50. ◆ writing a summary of the main content of the text (based on the prompts); ◆ oral discussion ◆ role-play ◆ writing a dialogue based on the text