阅读教学设计

1. 阅读教学设计 樊柳

2. 阅读教学的重要性 阅读不仅是学习者需要掌握的重要语言技能之一，而且也是学习者获得语言输入的主要途径。阅读教学是中学英语教学的重要部分。

3. 阅读教学目标设定 1.学生英语语言的有效输入与学习 2. 学生阅读策略与阅读能力的培养 3. 学生人文精神与素养的培养与熏陶

4. 阅读教学设计过程 1.研读文本, 理解把握教材(内容特点, 重点和难点) 2. 根据课程标准和教材, 确定教学目标(知识, 阅读策略和能力, 情感) 3. 根据教学目标设计教学过程设计 4. 根据学生学情和需求, 设计阅读过程各阶段的阅读教学活动

5. 阅读文本的关键 文本特点(体裁, 题材, 主题, 语言 …) 文本特征(字体, 标题, 颜色, 排版,图片…) 学生阅读所需的阅读策略方法 学生阅读理解的困难预测 (背景知识, 语言障碍…)

6. 教学案例(文本特征) 高中教材 Oxford English *Places of interest *Spiders, *Very vegetarian *What should I do?

7. 教学案例(文本特征) 高中教材 New Century English *Making friends *Holidays and Festivals in the UK *A Brief Look at Two Metroplises *People from all walks of life (teacher/ surgeon/ secretary/ fashion model)

8. 教学案例(文本特点) 高中教材 Oxford English *Fashion *Big business *Tutorial centre *Penang *A woman’s place is in the home?

9. 如何清晰地描述教学目标: Objectives should be stated in terms of what students will do. The objectives should be statements of what you want the students to gain from the lesson. Consequently action words should be used to state these objectives. Vague expressions should be avoided. --- Thomas S.C. Farrell

10. 试比较: • Students will practice reading skills. • Students will learn vocabulary. • Students will underline the topic sentence in each paragraph. • Students will write three factual questions for the passage that is presented. • Students will be able to skim to find the main idea of the passage.

11. 教学案例 A Geography Lesson • Knowledge objectives: • To review the new words and expressions • To learn how to describe a natural disaster • To talk about how to help victims of a natural disaster • Ability objectives: • To improve the Ss’ ability in listening and speaking • To enable the Ss to express themselves clearly in English and draw the right conclusion themselves • To develop the Ss ability to co-operate with others • Moral objectives: • To learn one should be strong and helpful whenever • To encourage the Ss to speak English freely

12. 教学案例 • Open day (1st period) • Language objectives: • 1. To let the students know more about their school activities by teaching new vocabulary. • 2. To teach the simple future tense. • 3. To guide the students to learn the adverbs of time by teaching “first, next, then, after that and finally”. • Ability objectives: • To develop the students’ ability of making a plan with the simple present tense and the adverbs of time “first, next, then, after that and finally”. • To develop the students’ skills of speaking, listening and writing.

13. 教学案例 • Emotion objectives: • To arouse the students’ interest in learning English. • To help the students to deepen their love to their school. • To make the students know more about their hometown and then cultivate the feelings of pride of their hometown.

14. 读前活动设计pre-reading activity

15. 教学案例 • 新世纪 B2 Unit 2 The Sydney Harbour Bridge • Talk about the reasons for travelling • Talk about the benefits from travelling • Talk about the tips for travelling

16. 读前活动目的 • 1. 激发学生阅读的动机 • 2. 激活和提供必要的背景知识 • 3. 引出话题 • 4. 扫除进一步阅读理解的语言障碍

17. 如何激活背景知识 阅读教学的过程实际上就是读者把印刷在书本上的文字所代表的知识与读者已有的知识联系起来的过程。

18. 教学案例 How good are your social skills?读前活动 青岛二中 烟台一中 以一个陌生教师的身份，用聊天的方式进行自由问答谈论当地的天气、土特产、两地学生学习的情况，逐渐转入主题。 • 播放一首名为“Small Talk” 的英语歌曲的片段，截取了其中两句关于small talk的歌词让学生听，后在电子屏幕上呈现引入本次主题。

19. 教学案例 Oxford English Hair care • Pre-reading activity • Talk about reading strategies: What should we pay attention to when we read an advertisement? • What are the features of an advertisement?

20. Exploring Second Language Reading Issues and Strategies Meaning does not rest solely in the printed word, but that the reader brings certain knowledge to the reading that influences.

21. 教学案例 Three Gorges Dam Pre-reading activity Look at the pictures and tell me what place is it. (山东) Picture ： The HK airport

22. 教学案例 • 新世纪 B2 Unit 2 The Sydney Harbour Bridge • Could you name some of the famous bridges in the world? • Draw a bridge on the board and then ask Ss “Could you name some of the famous bridges in Shanghai?”

23. 读前活动设计的关键 • To improve the effectiveness of pre-reading activities, what should be put into our consideration? • Anything special about the text? • What help do the students need when they read the text? What do they know already? • What is the easiest way to lead students into the topic quickly and efficiently?

24. 读前活动设计的关键 • 是否符合学生阅读文本的需求(背景知识, 语言知识)? • 是否注重了阅读文本的特征? • 是否能有效激发学生阅读文本的兴趣?

25. 常见读前活动 • Review the text we’ve learned • Brainstorm • Introduce background knowledge • ……

26. 读中活动设计while-reading activity

27. 教师的困惑 • 是测试学生的阅读理解还是帮助学生的阅读理解? • 是结构的梳理还是文本内容的理解? • 学生真正阅读活动的时间和空间? • 学生阅读思维能力如何培养?

28. Are you a teacher of reading or a teacher of testing? Example: Twas brilling and the swithy toves did gyre and gimble in the wabe. Q: What did toves do? Ss: Toves did gyre and gimble in the wabe.

29. While-reading： *以学生阅读为主； *所设计的活动以帮助学生的阅读理解和训练学生的阅读技能为目标。 The major activity of the reading lesson is students reading texts. Every class should have a reading period of actual reading where writing, speaking and listening should take a back seat. Teachers should have students do actual reading during the lesson and notjust talk or write about reading.

30. 教学案例八A Dealing with trouble While-reading 活动设计 Read the text and fill in the blanks. Paul’s Diary One day my father and I ___ (be) waiting for the ferry. We ___(hear) a big argument. Two women tourists ___ (be) shouting at a big man. He ___ (hold) out a bag and ___ (show) everyone that it ___ (be) empty. The crowd ___ (stare) at the three people. One of the women ___ (say), “We ___ (be) down in the bookshop, buying post-cards. Three young men ___ (start) talking to us.

31. 教学案例 Big Business • Scanning • In paragraph 1,why was Ray Kroc surprised? • Try to find what happened in these years. • 1948/ 1954/ 1955/ 1956/ 1956/ 1959/ 1961/ 1972/ 1974/ 1975/ 1990/ 1992/ 2005

32. When What happened • 1948 McDonald’s was a small business in California，the USA. • Ray Kroc visited McDonald’s. • Kroc opened his first McDonald’s near Chicago. • McDonald’s adopted the motto “Q.S.C.&V.” • 1959 The 100th McDonald’s was opened. • 1961 Kroc took over the complete ownership. • 1972 A new McDonald’s was being opened every day. • There were over 3,000 restaurants. • McDonald’s came to Hong Kong. • 1990 McDonald’s was introduced into Shenzhen, and established its largest ever restuarnt in Moscow. • 1992 The first McDonald’s in Beijing was opened. • 2005 McDonald’s had over 30,000 outlets round the world.

33. 教学案例 牛津 Independent learning Independent learning is one ____ for those who want to continue their ____, but have ____ time for it. It is often ____ as ‘a class of one’ because you work ____. You study at your own ____, at a time and place ____ for you. These courses can help you get a ____, help your ____, or help you learn what ____ you.

34. 教学案例 Einstein’s theories also predicted that solid objects can be changed into pure energy. This did lead to the development of nuclear power and the atomic bomb. However, Einstein himself protested against nuclear weapons, and became involved in the peace movement after the First World War. • What did these theories predict? • What did this prediction lead to later on? • What was Einstein’s attitude and reaction tonuclear weapons？ 新世纪 B4 Unit 5 The Father of Modern Physics

35. 读中活动设计常见问题（一） Read for testing OR Read for understanding

36. 读中活动设计常见问题（二） Vocabulary Learning in Reading Language-centered learning OR Content-centered learning

37. 教学案例 新世纪 B4 Unit 3 Making Friends 文本内容：Jamie was like a magnet – she always had a crowd around her.

38. magnet • piece of iron, often in a horseshoe shape, which can attract iron, either naturally or because of an electric current passed through it, and which points roughly north and south when freely suspended 磁铁; 磁石 • (fig 比喻) person or thing that has a powerful attraction 有强大吸引力的人或物 这家迪斯科舞厅经常吸引大批年轻的顾客。 This disco is a magnet for young people. • magnetismn [U] 磁性 magnetize, -ise使（某物）磁化, 起磁

39. 教学案例 Why? magnet Jamie

40. magnet nice kind care about Jamie

41. When considering what to do about unknown vocabulary in a reading text, the teacher needs to decide what the purpose of the lesson is. * If the purpose of the lesson is to develop reading skills or to master the content of a reading test, then time spent on vocabulary will be an unwanted interruption of the lesson. Any vocabulary work should be speedy and brief so that the learners are not distracted from the purpose of the lesson.

42. *If the purpose of the lesson is to develop learner’s reading vocabulary, then the teacher can afford to spend some time on particular vocabulary and on vocabulary learning strategies

43. Aim of the lesson: Reading ↓ Deal with the vocabulary quickly withoutinterrupting the reading too much ↓ *use a dictionary *quickly give the meaning *gloss *ignore *preteach

44. Aim of the lesson: Vocabulary ↓ Spend time on useful words and strategies ↓ *guess from context *use word parts *teach as in intensive reading

45. Unit 2 Michelangelo Michelangelo was an Italian artist about 500 years ago. Today he is still remembered as a great sculptor, painter and architect. … Michelangelo left us with a great number of sculptures and paintings. …

46. Holidays and Festivals in the UK Easter The date of Easter varies each year. It usually falls in March or April. During the Easter holiday, people give each other chocolate Easter eggs. … A. be the same B. be different

47. Unit 3 On Friendship Making Friends Jamie was likea magnet ---- she always had a crowd around her. She wasn’t especially gorgeous, and she wasn’t particularly good at sports. But she was one of the most popular students at school. Everyone loves her! magnet n. 非核心词汇, 低频词 没有列入高考英语词汇手册

48. Learn to listen and talk. … When other people find out you are willing to listen, they will be talking to you! When someone is talking to you, zero in 100 percent on that person. Don’t pretend to listen but really think about something else. Q: What should we do when we listen to others? Should we listen with full attention or think about something else? How do you know?

49. Stand-up for your health! People have always enjoyed laughing, and there has always been humour. One of the most well-known and well-loved types of comedy is called stand-up. Stand-up comedy is special because the comedian is right there in front of the audience and may talk directly to audience members. A stand-up comedian may make fun of an audience member, or he or she might decide to tell different jokes in response to the reactions of an audience.

50. Language-focused learning: Focus on the message. This strand involves deliberate learning which is focused on language items. It includes studying vocabulary and grammar.