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1、教材解析与阅读课设计 以人教版Go For It!教材为例人民教育出版社英语室 肖菲Contentso阅读课设计的基本原则o教材解析与阅读活动设计o阅读教学中的问题与探究 阅读课设计的基本原则阅读模式 Top-down model（自上而下模式） Bottom-up model（自下而上模式） Interactive model （互动模式）阅读课的主要活动 Reading Listening Speaking Writing Teachers should have students do actual reading during the lesson and not just talk,
2、 or write about reading. 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 Objectives Vs SWBATsTeacher StudentsThe foundation of any lesson plan is its objectives and SWBATs. Objectives: Activate students background knowledge about the topi
3、c 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 topic of the text skim the text to find the main sentence of each paragraph. scan to find specific information i
4、n the textActivities Activities are the tools for achieving objectives and SWBATs. (Students Vs teacher) Students needs, interest, and abilities Variety Materials Homework Assessment methods阅读理解与阅读策略 The role of the teacherAre you a coach or a referee? Testing Ss abilityHelp Ss improve their ability
5、Some strategies can be taught Activating prior knowledge Predicting Skimming Scanning Guessing meaning of unknown words Recognizing text types Identifying topics and main ideasHow to teach reading strategy Model the strategy Inform the students about when and how to use it Remind them to use the str
6、ategy Repeat the strategy with lots of practice Outline the strategys usefulness by giving feedback frequently Reassess the students performance as a result of using the strategy Stress strategy importance阅读过程 Pre-reading While-reading Post-reading教材解析与阅读活动设计 语篇题材、体裁及语言特色 阅读策略 篇章结构 教学重难点 文化内涵与背景教材解析
7、 (案例1:七下 Unit 11 How was your school trip?)语篇题材、体裁及语言特色l题材：学校组织的郊游活动l体裁：日记l语言特色： 一般过去时,描述性形容词（褒义、贬义 ）阅读策略lActivating prior knowledgelScanninglSkimminglOrganizing informationlMaking comparisonslMaking inferenceslGuessing meaning of unknown wordslSummarizing the main idea篇章结构lDatelWhere did they go?lH
8、ow was the place?lHow did they go there?lWhat did they see? / What did they learn? lWhat did they do over there?lHow did they feel about the trip?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 interes
9、ted in lit is difficult to do sth lnot at allHow to deal with vocabulary in an intensive reading textJustifying procedures Reasons: 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
10、. 5.It is not important for the message of the text. 6.It has useful parts. 7.It is easy to guess from context. 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, 8 Preteach146 Replace it in the text befo
11、re giving the text to the learners34, 5Put it in a glossary1，34, 5 Put it in an exercise after the text14, 56, 8 Quickly give the meaning34, 58 Do 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 dictionar
12、y1, 2, 34, 5Break it into parts and explain1, 2, 34, 56Spend time looking at its range of meanings and collocations1, 24, 5Paul Nation, Managing Vocabulary Learning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, gift Gu
13、ess the meaning of unknown words:leverything, dark, hearlall in all文化内涵与背景阅读活动设计 (案例1:七下 Unit 11 How was your school trip?) 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 go
14、od 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 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 t
15、o list some description words that they have learned before. nStudents will be able to pronounce some new adjectives that they have learned from 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 readi
16、ng 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 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:
