楊曉鈺教授的講座課件

Objectives,processandresult

——EfficientandEffective

Listeningand

ReadingTeachingintermsoftheNECS

SchoolofForeignLanguagesSouthwestUniversity

楊曉鈺1聯(lián)合國教科文組織（UNESCO）曾對外語教學(xué)質(zhì)量提出了“5個因素和一個公式”

教學(xué)質(zhì)量（？分）=〔學(xué)生（1分）+教材（2分）+環(huán)境（4分）+教法（3分）〕×教師素質(zhì)（？）2

Goal,

aimorobjective?

Agoalreferstoanoverallpurposethatateachershouldattempttoaccomplishbytheendoftheclassperiod.

Anaim

Anobjectiveis

whatthestudentswillbeabletodoattheendthattheyarenotbeabletodoatthebeginning.

Objectivemustbespecificandclear.

3綜合語言運用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際視野祖國意識合作精神自信意志興趣動機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識話題功能語法詞匯語音寫讀說聽4義務(wù)教育階段英語的課程目標(biāo)

激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力和合作精神；使學(xué)生掌握一定的英語基礎(chǔ)知識和聽、說、讀、寫技能，形成一定的綜合語言運用能力；培養(yǎng)學(xué)生的觀察、記憶、思維、想象能力和創(chuàng)新精神；幫助學(xué)生了解世界和中西方文化的差異，拓展視野，培養(yǎng)愛國主義精神，形成健康的人生觀，為他們終身學(xué)習(xí)和發(fā)展打下良好的基礎(chǔ)。5Teachinggoalsof2001NationalEnglishCurriculumforNine-yearCompulsoryEducation

Themaintaskisto—stimulateandcultivatestudents’interestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearningstrategies,facilitateautonomyandcooperativespiritinlearning;

6—enablestudentstomasterbasicEnglish

languageknowledgeandskillsinlistening,speaking,readingandwritingsothattheyformsufficientcompetenceinusingthelanguage;—cultivatestudents’abilitiestoobserve,tomemorise,tothink,toimagineandtocreate;7—increasetheirawarenessoftheculturaldifferencesbetweentheEastandtheWest,enlargetheirvision,cultivatetheirpatrioticspirit,andhelpthemformhealthyviewsaboutlife.Onthebasisofalltheabove,welaybasisfortheirlife-longlearning.

8Howtounderstandintegratedskills

綜合技能9Howcanweintegratethefourskills?1）簡單綜合(Simpleintegration)

Theeasiestformofintegrationiswithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskills.

10

接受性技能產(chǎn)出性技能

receptiveproductiveOralMedium聽說WrittenMedium讀寫

Areceptivelanguageskillservesasamodelforaproductivelanguageskill.Inotherwords,weusealisteningtextasamodelforthestudents’speaking,andareadingtextasamodelforthestudents’

writing.112）復(fù)雜綜合(Complexintegration)Complexintegrationisacombinationofactivitiesinvolvingdifferentskills,linkedthematically.Itinvolvesconstructingaseriesofactivitiesthatuseavarietyofskills.

12對話課目標(biāo)分析與案例13Analyzetheobjectivesofalisteningandspeakingclass(dialogue)

1)Instructionalobjectives

A.Languageknowledgea.Aparticulartopicb.Vocabulary

c.Astructure

d.Functions

e.PronunciationB.Skills

Listening,speaking,reading,writing

142)EducationalobjectivesA.Affectconfidence,motivation，healthyviewsaboutlife

B.Learningstrategy

Communicative,resourcing,meta-cognitive(self-management),cognitiveC.Culturalawareness

knowledge,understanding,awareness3)PersonalobjectivesAspectsofourownteachingwewanttodeveloporimprove.15What?How?Why?Whether?Achievementofobjectives?16StageTimeTasks(Teacher)Tasks(Students)InteractionpatternsPurposeskills,etcCommentsImprovement

1TSsST

2SsT

3SSSsSs17

Layoutofalessonplan

School_____JuniororSeniorSection______Class________Grade________Size_________Time________Date______Materials________Typeoflesson______Contents:1.Vocabulary2.Structure/grammar/phonetics3.Dialogue/Reading/Writing18Objectives:

1.Instructionalobjectives(languageknowledgeandlanguageskills)1)2)…2.Educationalobjectives(affect,learningstrategyandculturalawareness)1)2)…3.PersonalobjectivesFocalpoints:Difficultpoints:Aids:…19ProceduresandTimeAllotment

1.Gettingreadyforlearning2.

Revision(…minutes)

3.

Pre-stage(…minutes)4.

While-stage(…minutes)

4.

Practice(…minutes)5.

Production/Consolidation(…minutes)1)Oralwork2)Writtenwork6.Assigninghomework1)Conclusion2)Homework

Self-evaluation

20閱讀課目標(biāo)分析與案例21Whatisreading?Isreadingpassiveoractive?22Peopleconstructmeaningbasedontheirownexperienceandknowledge.Therefore,wemaygetverydifferentimpressionaboutthesamepicturewearelookingat.

23Howdoyouread?Readthefollowingdescriptions,tickthosewhichsuityoursituation.A.Iusuallystartreadingatextbyrecognisingwords,wordconnections,andphrasepatternsaswellassentencepatterns,thenIcanrapidlyandautomaticallygetmeaningfromthetext.

24B.Whenreadingatext,Ifirstidentifythetopic,purposeandstructureofthetext,thenImakeguesses,predictionsduringreading.Inthisway,Icreatemeaningfromthetextasawhole.

25

C.Ithinkthemeaningofthetextismorethanthesumoftheindividualwordsandsentences.Whenreadingatext,Istartbypredictingtheprobablemeaning,thenIgettoreadandunderstandthewordsandphrasesinthetexttocheckwhetherthatisreallywhatthewritermeans.SometimesIgotheotherwayround.That’stosay,Icombinetheabove2waysinmyreading.26A.自下而上的模式(thebottom-upmodel)

Thereaderbuildsupthemeaningofatextonthebasisofdecodingsmallerunits:firstwords,andphrases,thensentencesandparagraphs,andfinallyworkingoutthemeaningofthewholetext.

閱讀者從最小的單位：字母和單詞識別開始，逐步弄懂較大的語言單位：短語、分句、句子和語篇的意義。這就是閱讀理解自下而上的模式。依照這個模式去理解閱讀過程，教師在教授閱讀時，主要任務(wù)就是幫助學(xué)生解決語言上的障礙，即弄清詞、短語和句子的意義。這個模式低估了閱讀者的主動作用。27

B.從上而下的模式(thetop-downmodel)

Thereaderuseshisorherknowledgeofthetopicorofthetypeofthetextandmakespredictionsaboutwhatthetextwillcontain,thenthesepredictionsarecheckedbyreadingandtryingtounderstandthetext.

28

閱讀者在閱讀過程中，是主動的參與者，他們并不是逐字逐句地去理解，而是結(jié)合自己的預(yù)測，在文章中找出有關(guān)的信息，來驗證自己的預(yù)測。這就是從上而下的模式。按照這個模式，閱讀不但需要語言知識，而且需要有關(guān)客觀世界的背景知識。一些學(xué)者認(rèn)為從上而下的模式強(qiáng)調(diào)用某些背景知識或文中的提示來對意義進(jìn)行預(yù)測，而對較低層次的能力如快速、準(zhǔn)確地對詞匯和語法結(jié)構(gòu)等別的能力有所忽視。29

C.相互作用的模式(theinteractivemodel)

Thereaderusesbottom-upandtop-downwaystogether,andthetwowaysinteractwitheachotherintheunderstandingofatext.Thereadermayshiftfromonefocustoanotherduringtheprocess.Thatmeanshemightpredictthecontextofthetextbyusinghisknowledgeofthetopic(top-down),thenlookforkeywords(bottom–up)tochecktheprediction,orgetthemaingistofthetextbyskimmingitquickly(top-down)andexaminethewriter’schoiceofvocabularyforunderstandingtheimpliedmeaning.

30相互作用的模式也可稱圖式理論模式(theschematheorymodel)。它認(rèn)為在閱讀過程中，人們運用兩種方式進(jìn)行信息處理，一種是自下而上的方式，另一種是從上而下的方式。無論在哪一個階段、在哪一個層次里，兩種信息處理的方式總是同時進(jìn)行的。31Whataretheaimswhenusingareadingtext1.Topromotevocabularydevelopment;2.Toreinforce(orevenpresent)certaingrammaticalfeatures(languagestructures);3.Toimprovestudents’readingskills1)Toteachbasicreadingcomprehensionskills;Theabilityto“readthelines”—tounderstandtheplainsenseofwhatisstatedinthetext.Theabilityto“readbetweenthelines”—todrawinferencesfromwhatisinthetext.32Theabilityto“readbeyondthelines”.Thisinvolvestheabilitytorelatethereadingpassagetoreallife.2)Real-lifereadingskillssuchasreadingforgist,readingforinformationandreadingforstudy3)Flexiblereadingskills,variedaccordingtopurpose334.ToenhancewritingandspeakingabilityintheEnglishlanguage5.Toenlargegeneralknowledge6.Tofosterawarenessofculturalunderstanding7.Topromotemoralvalues34Discussthemajorreadingskillspractisedinyourreadingclassandsharetheideaswithyourgroupmembers.Prediction2.Skimming3.Scanning4.Readingfordetails

35

5.

Inferring—Inferringthemeaningoflexicalitems;—Inferringattitudeandopinion;—Inferringthepurposeofthearticle;—Understandingimpliedinformation.366.

RecognisingrhetoricalstructuresRhetoricalstructuresrefertothecomplexnetworkofrelationshipswithinatext.Themostcommontextstructuresarechronologicalorder;causeandeffect;comparisonandcontrast;classification;process;definition377.Recognisingdiscoursemarkers:e.g.therefore+conclusion;however+contrast;thatis+paraphrase;e.g+example.8.Understandingrelationswithinthesentenceandthetext38Thethreestagesofteachingreading1.Pre-readingstage1)Theaimsofthepre-readingstagea.Arousingthestudents’interestinthetopicortypeoftext;b.Motivatingstudentstoreadthetextbyprovidingapurposeforreading;c.Preparingthestudentsforthecontentofthetext.2)Theskill

practisedinthestageisprediction.

393)Theactivitiesdoneinthepre-readingstage.

◆examinetheaccompanyingvisualinformation◆reflectonthetitleorthetopic

40◆guessthetopicbylookingatkeywordsfromthetext◆statewhattheyalreadyknowaboutthetopic◆statewhattheywouldliketoknowaboutthetopic◆puttingtheeventsinthecorrectorder

41◆answertheteacher’sgeneralquestionsaboutthetexttypeortopic◆Trueorfalse

42

2.While-readingstage

1)Theaimsofthewhile-readingstagea.Tohelpthereaderunderstandthecontentandstructureofthetext.b.Tohelpthereaderunderstandtheauthor’spurposeinwritingthetext.

43

2)Theskillspractisedinthestageskimming,scanning,readingfordetail,drawinginferences,etc.3)The

activitiesdoneinthewhile-readingstage

44

◆skimtogetthegist(mainidea)ofthetext◆locatingspecificinformation◆puttingtheeventsinthecorrectorder◆transferringinformationfromthetexttoadiagram,table,form,map,graphorpicture

45◆answeringfactualquestionsonthetext◆answeringinferencequestionsonthetext(readingbetweenthelines)◆questionsforpersonalresponse◆Trueorfalse◆workingoutthemeaningofwordsandphrasesfromthecontext46◆examiningreferentsinthetextandstatingwhattheyreferto◆puttingtheparagraphsofajumbledtextbackinthecorrectorder◆givingthetextanappropriatetitle473.Post-readingstage

1)Theaimsofthepost-readingstagea.Toconsolidateorreflectonwhathasbeenreadinthetext.b.Torelatethetexttothestudents’ownknowledge,interests,orviews.c.Togivethestudentsthechancetoconsolidatethatlanguagebyusingitfreely.

482)TheskillspractisedinthestageThedevelopmentofallthelanguageskills.3)Theactivitiesdoneinthepost-readingstage◆gap-filling

◆retellingthestoryofthetextfromtheprompts

◆correctthesummary

49◆writingasummaryofthemaincontentofthetext(basedontheprompts);◆oraldiscussion◆role-play◆writingadialoguebasedonthetext50◆finishingthestory◆listeningtoorreadingsomesupplementarymaterialsaboutthetopic◆commentonthecontentofthetext◆aninterviewifthetextissuitable51Layoutforreadingclass

School_____JuniororSeniorSection______Class________Grade________Size_________Time________Date______Materials________Typeoflesson______Aids_______

Contents:1.Vocabulary2.Structure3.Reading52Objectives:

1.Instructionalobjectives1)languageknowledge2)languageskills2.Educationalobjectives1)affect2)learningstrategy3)culturalunderstanding3.Personalobjectives