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1、教材解析与阅读课设计教材解析与阅读课设计以人教版以人教版Go For It!教材为例教材为例人民教育出版社英语室人民教育出版社英语室 肖菲肖菲Contentso阅读课设计的基本原则阅读课设计的基本原则o教材解析与阅读活动设计教材解析与阅读活动设计o阅读教学中的问题与探究阅读教学中的问题与探究 阅读课设计的基本原则阅读课设计的基本原则阅读模式阅读模式Top-down model（自上而下模式）（自上而下模式）Bottom-up model（自下而上模式）（自下而上模式）Interactive model（互动模式）（互动模式）阅读课的主要活动阅读课的主要活动ReadingListeningSpe
2、akingWriting Teachers should have students do actual reading during the lesson and not just talk,or write about reading.基于学生经验的阅读设计基于学生经验的阅读设计The role of studentsK-W-L模式What do I know?What do I want to know?What have I learned?阅读课设计的基本要素阅读课设计的基本要素Objectives Vs SWBATs Teacher StudentsThe foundation o
3、f any lesson plan is its objectives and SWBATs.Objectives:Activate students background knowledge about the topic of the text.Teach the students to skim to find the main idea of the passage.Recall some of the content of the readingSWBATs:Students will be able to describe what they know about the topi
4、c of the textskim the text to find the main sentence of each paragraph.scan to find specific information in the textActivitiesActivities are the tools for achieving objectives and SWBATs.(Students Vs teacher)Students needs,interest,and abilitiesVariety MaterialsHomeworkAssessment methods阅读理解与阅读策略阅读理
5、解与阅读策略The role of the teacher Are you a coach or a referee?Testing Ss abilityHelp Ss improve their abilitySome strategies can be taughtActivating prior knowledgePredictingSkimmingScanningGuessing meaning of unknown wordsRecognizing text typesIdentifying topics and main ideasHow to teach reading stra
6、tegyModel the strategyInform the students about when and how to use itRemind them to use the strategyRepeat the strategy with lots of practiceOutline the strategys usefulness by giving feedback frequentlyReassess the students performance as a result of using the strategyStress strategy importance阅读过
7、程阅读过程Pre-readingWhile-readingPost-reading教材解析与阅读活动设计教材解析与阅读活动设计语篇题材、体裁及语言特色语篇题材、体裁及语言特色阅读策略阅读策略篇章结构篇章结构教学重难点教学重难点文化内涵与背景文化内涵与背景教材解析教材解析(案例案例1:1:七下七下 Unit 11 How was your school trip?)Unit 11 How was your school trip?)语篇题材、体裁及语言特色语篇题材、体裁及语言特色l题材：题材：学校组织的郊游活动l体裁：体裁：日记l语言特色：语言特色：一般过去时,描述性形容词（褒义、贬义）阅读策略
8、阅读策略lActivating prior knowledgelScanninglSkimminglOrganizing informationlMaking comparisonslMaking inferenceslGuessing meaning of unknown wordslSummarizing the main idea篇章结构篇章结构lDatelWhere did they go?lHow was the place?lHow did they go there?lWhat did they see?/What did they learn?lWhat did they do
9、 over there?lHow did they feel about the trip?教学重难点教学重难点lgo on a triplby train/take the trainlalong the waylplay chess with sb.lteach sb.how to do sth.lbuy sth.for sb.ltake photoslAll in alllbe interested in lit is difficult to do sth lnot at allHow to deal with vocabulary in an intensive reading te
10、xtJustifying proceduresReasons:1.It is a high frequency word or will occur in other texts.2.It is a useful technical word.3.It is a low frequency word.4.It is important for the message of the text.5.It is not important for the message of the text.6.It has useful parts.7.It is easy to guess from cont
11、ext.8.It is like a first language word.Justifications for Procedures for Dealing with Words in TextsWays of dealing with wordsReasons1,2,34,56,7,8Preteach146Replace it in the text before giving the text to the learners34,5Put it in a glossary1，34,5Put it in an exercise after the text14,56,8Quickly g
12、ive the meaning34,58Do nothing about it357,8Ways of dealing with wordsReasons1,2,34,56,7,8Help the learners use context to guess1,2,347Help the learners use a dictionary1,2,34,5Break it into parts and explain1,2,34,56Spend time looking at its range of meanings and collocations1,24,5Paul Nation,Manag
13、ing Vocabulary Learning 中小学英语教师发展丛书：词汇教学设计中小学英语教师发展丛书：词汇教学设计Preteach/Quickly give the meaning:lexciting,expensive,cheap,slow,fast,lovely,interestedlrobot,guide,giftGuess the meaning of unknown words:leverything,dark,hearlall in all文化内涵与背景文化内涵与背景阅读活动设计阅读活动设计(案例案例1:七下七下 Unit 11 How was your school tri
14、p?)Pre-reading(1)(2)While-reading:1,2,3,4 Post-reading(1)(2)Good Bad Pre-reading(1)1 Let Ss get into groups and brainstorm the adjectives that can be used to describe good or bad things.Ss will make two word lists and be ready to report to the class.2 T introduces some new adjectives by showing some
15、 pics or photos.3 T reads aloud the new words and Ss repeat after the teacher.New words:lovely,expensive,exciting,cheap,slow,fastSWBATsnStudents will be able to list some description words that they have learned before.nStudents will be able to pronounce some new adjectives that they have learned fr
16、om this lesson.Pre-reading(2)1(Books closed)T tells the Ss that they will read about school trips and let them predict what might be included in the reading passage.Questions:1.Imagine you are going to write about your school trip,what kind of things will you write?2.What adjectives will you use to
17、describe your trip?nTime(place,people,weather,transportation,activities/things,shopping,feelings)nWhen(where,who,what,how,why)1.Place:beautiful,2.People:friendly,lovely,3.Weather:nice,cool,cold,terrible,rainy4.Transportation:clean,dirty,slow,fast,5.Activities:interesting,boring,6.Shopping:expensive,
18、cheap,7.Feelings:excited,happy,interested,angry,8.Trip:interesting,excellent,exciting,terrible SWBATsnpredict what the authors might write about their school trips in their dairy entries.npredict what kind of adjectives that the authors might use in their descriptions about school trips.npronounce s
19、ome of the new adjectives they have learned from this lesson.Strategies:predicting,activating prior knowledge,building up vocabulary system 1(Books open)Let Ss read the diary entries and check whether their predictions are right.Tick the ones that are mentioned in the diary entries.()time ()place ()
20、people ()weather While-reading2 Let Ss read again and answer the question.1.What was the date of the school trip?2.Did Helen and Jim go on the same trip?How do you know?3.How was the weather?4.Did they see anything interesting along the way and in the museum?5.Was Helen or Jim interested in robots?6
21、.What could they hear in the museum?7.What else did they do during the trip?8.Did they buy anything?What did they buy?9.Did they enjoy the trip?How do you know?1.What was the date of the school trip?2.Did Helen and Jim go on the same trip?How do you know?3.How was the weather?4.Did they see anything
22、 interesting along the way and in the museum?5.Was Helen or Jim interested in robots?6.What could they hear in the museum?7.What else did they do during the trip?8.Did they buy anything?What did they buy?9.Did they enjoy the trip?How do you know?3 Let Ss read the diary entries for the third time and
23、 find out the difficult sentences.nThen the guide taught us how to make a model robot.nAll in all,it was an exciting day.nEverything was about robots and Im not interested in that.nI didnt like the trip at all.T explains the difficult sentences or phrases if necessary.4 Let Ss find out the past form
24、 of all the verbs from the text.Then ask Ss to put them into different categories.went,visited,was,got,saw,learned,taught,took,bought,wereIrregular verbs:go went Regular verbs:visit visited Let Ss read aloud the pair of verbs.5 Let Ss read again and summarize the main idea of each diary entry.How to
25、 summarize the main idea:When,where,who,what,how,whyExamples:Helen visited the science museum during her school trip in June and she really enjoyed it.Helen went on a school trip on June 15th.She visited the science museum with her classmates.She learned a lot about robots at the museum and she like
26、d the trip very much.1 Let Ss find out the useful verb phrases based on the list of verbs they made previously.Ss take notes and get ready to retell Helens or Jims school trip.Post-reading(1)Example:nwent on a school trip,visited,nHelen went on a school trip on June 15th.She visited the science muse
27、um and it was SWBATs:Students will be able to retell Helens or Jims school trip using the past tense and some verb phrases from the dairy entries.2 Task:Imagine you are Helen and Jims friend and you ask them about their school trip.Use the information in the diary entries to make up a conversation.A
28、dd more details if you can.Questions:Did you go on a school trip in June?How was your trip?Did you go anywhere interesting?Did you go there by train/bus?Did you see anything interesting?Did you do anything fun?Did you take any photos?Did you buy anything?Were they expensive?Answers:nYes,(I did.)I nN
29、o,(I didnt.)I nIt was interesting/exciting/boring/terrible n SWBATs:Students will be able to make up a conversation about Helens or Jims school trip and role-play it.Strategies:ScanningDrawing conclusionsMaking comparisonsMaking inferencesGuessing the meaning of unknown wordsInterpreting the meaning
30、 of sentencesSummarizingRecalling detailsSynthesizing 八上八上 Unit 8 How do you make a banana milk shake?ParadeNew words:Thanksgiving,traditional,autumn,celebrate,traveler,England,plate,turkey阅读教学中的问题与探究阅读教学中的问题与探究阅读教学中的常见问题（阅读教学中的常见问题（1 1）课前预习或扫清新词汇课前预习或扫清新词汇刻板的阅读教学流程刻板的阅读教学流程完全遵照完全遵照/抛弃教材活动与练习抛弃教材活动与
31、练习技能与策略培养缺乏引导步骤技能与策略培养缺乏引导步骤阅读活动形式单一、缺少层次阅读活动形式单一、缺少层次阅读活动之间缺乏逻辑延续性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，缺少铺垫与支持小组活动流于形式，缺少铺垫与支持阅读教学中的常见问题（阅读教学中的常见问题（2 2）预设问题控制性太强，束缚学生思维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对学生的课堂反馈缺少应对措施指令语不够明确清晰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多媒体或录音使用的时机或时长掌握不当
32、不当 改进教学的建议：l合理取舍教材内容，发挥自身创造性合理取舍教材内容，发挥自身创造性l紧扣教学目的，为各项活动精心铺垫紧扣教学目的，为各项活动精心铺垫l激活背景知识，尊重学生的观点和思维激活背景知识，尊重学生的观点和思维l联系学生实际、兴趣爱好或时事热点联系学生实际、兴趣爱好或时事热点l活动形式操作简便省时，有趣味，有内涵活动形式操作简便省时，有趣味，有内涵l合理运用传统和现代的教学手段合理运用传统和现代的教学手段l总结反思，共同摸索有效教学的道路总结反思，共同摸索有效教学的道路课堂教学活动与练习设计自查参考：课堂教学活动与练习设计自查参考：PURPOSE:Is the purpose c
33、learly 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)欢迎批评指正！谢谢！欢迎批评指正！谢谢！Email: