阅读教学讨论2.pptVIP

阅读教学实例分析 Helen Keller 文本分析： 长 记叙文体：符合其特征：P1-2 ，P3-12 两条线： 1教学四个字 2 学习的意义 做课教师： 教材编写主要成员，博士 要解决的问题： 长篇？ 两节课教学，层次如何划分？每节课如何完整？ 输出词汇的选择及多层次的学习 学生情感的唤起，体验 教学中的现象 教学中只解读教参，不解读语篇本身 只看语篇主题，不看语篇内容 语篇内容分析不到位，或者直接用教材中的活动设计、或者设计出的活动实效性不高。 案例分析 Example: Unit 1 Lifestyles (Of Module I) Lesson 4 City and Country (First Period) Reading Speaking Step3 Ask the students to describe city life and country life with words they can think of.E.g. City life can be busy… Country life can be boring… 讨论内容定位的改变，本设计是否能与课文内容有更紧密的结合，从主题内容宽泛地切入，转向对课文内容的讨论, 以使学生对篇章的框架和主要内容有所预测，激活相关的经验，为阅读做更直接的准备，从而提高有效性： 课文内容是什么？写作特点是什么？从哪些具体方面说明城市生活和农村生活的不同?  Do you live far from school? How do you go to school every day？ What do you ( your friend, parents)d in your spare time? What does your father do ? Busy? Travel a long way to work? Busy ? My uncle lives in the countryside , he … Is there a big difference between city life and country life? In what aspects is city life different from country life/ ( work , entertainmnet, transportation) Module 2 Unit 4 学习与梳理的内容： 主题内容 主线 结构 写作手法 Topic: nature: endangered animals 题目：key : protect wildlife process；how to learn to do it who: Daisy 主线：Daisy with the flying carpet learn to do it step by step 结构：P1 ：strong wish to help ---seen antelope –want to know how wildlife protected P2 example of wildlife protection P3 balance of the nature: importance of Wildlife protection P4: learned a lot 写作手法：imagination—to make it more vivid, attractive and impressive Discussion on how to design reading activity for Unit 4, Module 2 Lesson 1 Life-long Learning example 1 Step 1Lead-inLook at pictures and answer questions.What are they doing?What are the middle-aged people doing? Step 2DiscussionDo you think life-long learning necessary? Why? Possible ideas: developing technology the requirement of jobs Vocabulary: status, suspect, qualification, secure, lay off, blank, swell, throat（　如何处理？） Skim for the three people mentioned in