阅读板块分析与阅读活动设计 （阅读教学案例）

Presentation on theme: "阅读板块分析与阅读活动设计 （阅读教学案例）"— Presentation transcript:

1 阅读板块分析与阅读活动设计 （阅读教学案例）
郴州市教育科学研究院 李青云

2 阅读板块内容分析 阅读任务链 读前，读中，读后 阅读文本 题材体裁、内容信息、文化内涵、 篇章结构、语言特色 阅读活动
阅读策略、活动形式、难度、可操作性

3 以九年级Unit 2 Section B (2a-2e)为例
Pre-reading

4 While-reading

5 While-reading

6 Post-reading

7 阅读文本分析 题材：圣诞节与小说《圣诞欢歌》 体裁：小说评介 文化内涵：圣诞节习俗、圣诞节的精神实质 篇章结构：总分结构 语言特色：讲故事

8 相关词汇 课标词汇：Christmas, lie, novel, dead, business, punish, warn, end up, present, warmth, spread 人名： Santa Claus, Charles Dickens, Scrooge, Jacob Marley 拓展词汇：birth of Jesus, decorate the Christmas tree, stocking, turkey, Christmas carols … 关注单元词汇，话题词汇（所学词汇积累），根据学生程度和活动需要拓展相关词汇（度、量）

9 重难点句型 (一） Many would agree that when we think of Christmas, we probably think of gifts, Christmas trees and Santa Claus. It is about an old man named Scrooge who never laughs or smiles. He just cares about whether he can make more money and he hates Christmas. Marley used to be just like Scrooge, so he was punished after he died. He warns Scrooge to change his ways if he doesn’t want to end up like him.

10 重难点句型（二） First, the Ghost of Christmas Past takes him back to his childhood and reminds Scrooge of his happier days as a child. Then the second spirit, the Ghost of Christmas Present, takes him to see how others are spending Christmas this year. He is so scared that he wakes up in his bed and finds out it is only the next morning — Christmas Day! He now treats everyone with kindness and warmth, spreading love and joy everywhere he goes.

11 阅读活动分析（一） 活动 2a: 活动 2b-2d: 激活背景知识，激发学生学习兴趣，呈现部分新词汇，为接下来的阅读做好铺垫。
通过阅读获取信息，关注文章细节，透过字里行间推理言外之意 （2b 第一段，2c第三段、2d第二、三、四段）

12 阅读活动分析（二） 活动 2e: 在充分理解语篇的基础上，学生充分发挥想象力，根据篇章提供的信息和所学语言，实现语言输出，进行自主表达。

13 Pre-reading Activities
阅读策略与活动选择 Pre-reading Activities Activity 1: Let Ss brainstorm what they know about Christmas and then create a mind map Activity 2: (Showing pics) Introduce Christmas and presenting words and expressions about Christmas Activity 3: Let Ss make predictions about the reading passage

14 While-reading Activities
Activity 1: Skimming Activity 2: Jigsaw reading Activity 3: Scanning: 2b Activity 4: Scanning: 2c Activity 5: Recalling details: Ask and answer questions Activity 6: Inferring: 2d Activity 7: Summarizing the main idea Activity 8: Analyzing sentence structures …

15 After-reading Activities
Activity 1: Retelling the story Activity 2: Role-play: 2e Activity 3: Project (Competition: comics, PPT, performance)

16 Pre-reading Activities
阅读策略与活动选择 Pre-reading Activities Activity 1: Let Ss brainstorm what they know about Christmas and create a mind map Activity 2: (Showing pics) Introducing Christmas and presenting words and expressions Activity 3: Let Ss make predictions about the reading passage

17 While-reading Activities
Activity 1: Skimming Activity 2: Jigsaw reading Activity 3: Scanning: 2b Activity 4: Scanning: 2c Activity 5: Recalling details: Ask and Answer questions Activity 6: Inferring: 2d Activity 7: Summarizing the main idea Activity 8: Analyzing sentence structures …

18 After-reading Activities
Activity 1: Retelling the story Activity 2: Role-play: 2e Activity 3: Project (Competition: comics, PPT, performance)

19 Possible teaching procedure
I. Lead-in: Activating the students’ prior knowledge and presenting new words 1. Show a list of some important dates to the Ss and let them speak out the names of the festivals.

20 What are the festivals? January 1st the lunar January 15th
April 13th-15th June 1st the lunar August 15th October 1st October 31st December 25th New Year’s Day Lantern Festival Water Festival Children’s Day Mid-autumn Festival National Day Halloween Christmas

21 2. Let Ss talk about the festivals by asking these questions:
What do you know about this festival? What do people usually do during this festival? 3. Let Ss get into groups and brainstorm the words and phrases related to Christmas based on the mind map in 2a.

22 II. Pre-reading: Making predictions
Let Ss look at the title of the reading passage and predict what it might be about. Ss are supposed to use I believe/think/guess … to answer this question: What do you think the reading passage is about?

23 III. While-reading 1. Scanning: Let Ss read the passage quickly to check whether their predictions are right and pick out all the names from the passage and explain who they are. Charles Dickens, A Christmas Carol, Scrooge, Jacob Marley, the Ghost of Christmas Past, the Ghost of Christmas Present, the Ghost of Christmas Yet to Come T introduces the background or present some new words.

24 2. Reading for the details 1) Let Ss read paragraph 1 and answer some questions. 2) Let Ss read paragraph 2 and finish a table about A Christmas Carol. 3) Let Ss read paragraph 3 and finish the table in 2c. 4) Let Ss read paragraph 4 and talk about Scrooge’s changes.

25 3. Reading for the author’s writing purpose Let Ss read and find out the sentences that explain the spirit of Christmas. Encourage Ss to use their own words to summarize the author’s purpose of writing this passage.

26 4. Reading and inferring Let Ss read between the lines and give their own answers to the questions in 2d. Ss are supposed to use the expressions: I guess … I believe … I think … I suppose …

27 5. Reading for learning the vocabulary
Let Ss find out the important words and phrases based on the meanings that T provides. T provides some sentences or a short summary about the reading passage. Let Ss use the correct words to fill in the blanks.

28 6.Reading for the difficult and important sentences 1) Let Ss underline the difficult sentences or the important sentences worth memorizing and discuss what they really mean or why they are important. 2) T writes on Bb the sentences that Ss mostly feel difficult to understand and gives necessary explanations.

29 7. Reading aloud Play the tape and ask Ss to read after the tape and pay attention to the sense groups. Choose some students to read aloud the passage to check whether they have problems. Correct their mistakes in pronunciation if necessary.

30 IV. Post-reading Role-play: Divide the Ss into groups and let them make up conversations between Scrooge and the three ghosts. When Ss are ready, ask several groups to present their conversations to the class.

31 课堂教学活动与练习设计自查参考： PURPOSE: Is the purpose clearly defined?
TYPE: Does the type of exercise/activity effectively and economically accomplish the purpose? CONTENT: Is the ratio of language given/learner task economic? Are instructions to learners clear? INTEREST: Is it interesting? AUTHENTICITY: Is it a meaningful task? Is it challenging? DIFFICULTY: Does it contain distracting difficulty? (Moore J, 1980)

32 附： 阅读教学中的问题与探究

33 《2011版义务教育 英语课程标准》语言技能分级标准对“读”的五级目标要求：
1．能根据上下文和构词法推断、理解生词的含义。 2．能理解段落中各句子之间的逻辑关系。 3．能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。 4．能读懂相应水平的常见体裁的读物。 5．能根据不同的阅读目的运用简单的阅读策略获取信息。 6．能利用词典等工具书进行阅读。 7．课外阅读量应累计达到15万词以上。

34 阅读教学中的常见问题（1） 课前预习或扫清新词汇 刻板的阅读教学流程 完全遵照/抛弃教材活动与练习 技能与策略培养缺乏引导步骤
阅读活动形式单一、缺少层次 阅读活动之间缺乏逻辑延续性 回避重难点讲解或讲解过多过滥 读后的语言输出要求过高 小组活动流于形式，缺少铺垫与支持

35 阅读教学中的常见问题（2） 预设问题控制性太强，束缚学生思维 对学生的课堂反馈缺少应对措施 指令语不够明确清晰
多媒体或录音使用的时机或时长掌握不当 …

36 改进教学的建议： 合理取舍教材内容，发挥自身创造性 紧扣教学目的，为各项活动精心铺垫 激活背景知识，尊重学生的观点和思维
联系学生实际、兴趣爱好或时事热点 活动形式操作简便省时，有趣味，有内涵 合理运用传统和现代的教学手段 总结反思，共同摸索有效教学的道路