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1、基于文本的英语阅读教学基于文本的英语阅读教学案例分析案例分析周诗杰周诗杰2012.7 武汉Warm-up exercisespA chant: Who stole the cookies from the cookie jar?IntroductionAfter the session, the trainees will be able to1) understand the importance of reading for a purpose2) experience some prediction tasks for reading3) reflect on the design of
2、 their own reading lessons4) build the activity into a task-based framework阅读理解的万能模式p阅读前p阅读中p阅读后任务阅读模式？任务阅读模式？pHello, Ive just jumped off the Empire State Building! Task 1 ListingpHow could someone who has just jumped off the Empire State Building possibly be alive to tell the tale? lWork in groups
3、to think of as many explanations as you can. lYou can use simple drawings to help with your explanations.Possible responses?Possible responses1.He was wearing a parachute;2.He was abseiling;3.He only jumped from the ground floor;4.He was bungee-jumping;5.He had a safety net.6.He have thing on his ba
4、ck, like rubber, or like elastic.7.He jump like this.p(Teacher can use pictures or gestures to help Ss with their prediction)Task 2 Prediction task1.Here are some words and phrases taken from the article. They appear in the same order here as in the article.lWorksheet A2.Work in groups to decide wha
5、t happened and try to include information from as many of the clues as possible.Stage 2 Prediction taskpHere are some words and phrases taken from the article. They appear in the same order here as in the article: lAll alone in New York decided to kill himself the 86th floor held on to the safety fe
6、nce over 1000 feet below a narrow ledge the offices of a television station the strong wind poured myself a stiff drink a great ChristmaspWork in groups to decide what happened. Try to include information from as many of the clues as possible.Stage 2 Prediction taskpAll alone in New York decided to
7、kill himself the 86th floor held on to the safety fence over 1000 feet below a narrow ledge the offices of a television station the strong wind poured myself a stiff drink a great Christmas.Stage 3: Preparing for reportpAsk learners to choose and help one member of their group to tell the story they
8、 have decided on, that student should then tell that story to the whole class.Stage 4: ReportpTarget task: storytellingpMembers from two or three groups tell their story to the whole class who listen in order to compare stories.Stage 4：Report1.StorytellinglChoose one group member to tell your story
9、to the whole class.2.ComparinglRead the text. Which story is the most closest to original story? Comment p这个阶段任务的核心是 to involve meaning-focused language use. p学生自己根据提示预测故事，或者列出问题等。p通过这个任务，教师可以有效地实施语言教学，教师可以在这个阶段给学生教授一些必要的语言知识，激活学生的背景知识。p有了教师的提示，学生会更加注意到文本中的语言现象Stage 5: ReadingpComment：学生阅读的目的和过程非常真实
10、。他们带着强烈的好奇心来阅读故事，正如现实生活中的读者读报纸或杂志的文章一样。阅读目的性非常强：验证自己的猜测，或者满足自己的好奇心，这样阅读就成了任务中的任务了。pRead pComment: 似乎阅读本身的过程需要的时间不长，但是，这种方式符合所有的语言学习的理念。教师可以问学生猜测是否正确，还是部分正确？接着，他们可以重复任务，一遍让学生对词汇和语法更加熟悉，意义也更加清楚。最后，他们可以仔细研究文本的词汇、语法和文本特征等。Comment p因为学生要给全班讲述这个故事，所以讲述的人必须同时兼顾准确性和流畅性。要想做得最好，就必须流利。p每一位肯定用自己认为最好的和最有效的语言来讲述故
11、事，即便是已达成了最佳最佳版本还会争论下去，这就是准确了。p教师此时要给学生提供语言帮助和协调学生就小组表述的争论。Comment1.每个讲故事的人得到了很好的语言操练；故事真实性强。2.学生在听故事时，教师要注意给学生足够听的理由，经常问的问题是：pListen carefully to Xs story. Is it the same as yours? Does X miss anything important out?pNow listen carefully to Y as he tells the story. Is it different from Xs story in a
12、ny way? Does it have any more details? Does Y miss anything out?1.教师可以把故事再讲一遍，在讲的过程中更正学生在讲解故事时的语言错误。还可以提醒学生注意这些语言错误。从更加积极的方面来看，教师可以强调学生已经用的比较好的语言，这个就需要教师在听学生讲解时记录下学生使用比较成功的、得体的语言。2.下一步就是学生回去把故事重新构思，然后写出来当做家庭作业。下次课拿着这个故事和真正的故事对照。Stage 3: ReadingpComment：学生阅读的目的和过程非常真实。他们带着强烈的好奇心来阅读故事，正如现实生活中的读者读报纸或杂志
13、的文章一样。阅读目的性非常强：验证自己的猜测，或者满足自己的好奇心，这样阅读就成了任务中的任务了。pRead pComment: 似乎阅读本身的过程需要的时间不长，但是，这种方式符合所有的语言学习的理念。教师可以问学生猜测是否正确，还是部分正确？接着，他们可以重复任务，一遍让学生对词汇和语法更加熟悉，意义也更加清楚。最后，他们可以仔细研究文本的词汇、语法和文本特征等。Stage 6: Focus on formp教师可以让学生划出这些表示地点的表达法。另外还有一个结构很重要，即I took the from to ，还有一个语法现象是关于反身代词的用法，如表强调的反身代词：Jim Burney
14、 himself，反身代词作直接宾语：to kill himself, threw himself off, found himself on a narrow ledge，还有一个反身代词作间接宾语的：I poured myself a stiff drink.教师也可以让学生找出这些带反身代词的句子，以便提请学生今后注意这些反身代词的用法。Stage 7: EvaluationpDid the students find the prediction task too difficult or too easy?pWould the students have liked more hel
15、p?pDid the students like the story?pDid the students need more help with vocabulary before the reading stage?pDid the students feel the language was useful?The framework of task-based readingStage 1: Priming for predictionStage 2: Prediction taskStage 3: Preparing for reportStage 4: ReportStage 5: ReadingStage 6: Focus on formStage 7: EvaluationYour comments and questions?
