对高三教学的思考.ppt

对高三教学的思考,常州市教研室 宋德龙 ,当前高三教学中的主要困惑,基础知识屡讲不会，学生重复犯错现象严重 阅读讲评课如何进行，阅读试题当做精读上还是仅仅答疑解惑？ 词汇学习如何有效，默写还是不默写？拓展、累积的词汇如何检测与巩固？ 听力如何训练 书面表达的投入与回报如何匹配？ 。 。,有关词汇的解决方案-,精泛词汇分开要求，精读词汇要求在语篇表达上运用，泛读词汇要求在语篇阅读中识记 课堂上多提供运用精读词汇的机会 增加拓展类课程，增加泛读词汇,The Complex Process of Reading,Automatic recognition skills Vocabulary and structural knowledge Formal discourse structure knowledge Content / world background knowledge Synthesis and evaluation skills / strategies Metacognitive knowledge and skills monitoring (Grabe 1991, p. 379),What Happens in Reading,In reading, “an individual constructs meaning through a transaction with written text that has been created by symbols that represent language. The transaction involves the readers acting on or interpreting the text, and the interpretation is influenced by the readers past experiences, language background and cultural framework, as well a the readers purpose for reading”. (Hudelson 1994, p. 130),The mental process of reading,Recognize and get meaning of the print Form a mental notion of the topic Form hypotheses or predictions about what has been read and will be read Confirm or reject these predictions what is seen fits - go on what is seen unfits - reformulating predictions Sampling text -Making hypotheses-Confirming,When the process breaks down, reader often must reexamine the process being used and must call upon strategies to repair the process and facilitate comprehension: compensating for a lack of content or language knowledge; changing ones way of reading: slowing down, rereading or looking for key words.,Bottom up processing,Externally based processing: Proceeding from words to grammatical relationships to lexical meanings. The meaning of the message is arrived at, bottom to top, based on the incoming language data.,Top-down processing,Internal processing: A bank of prior knowledge and global expectations about language and the world. Used by readers to make predictions about what the incoming message is expected to be at any point and how the pieces fit into the whole.,Bottom up processing,Print: every letter descriminated phonemes -words -synatx(grammar, semantics) blending -meaning,Top-down processing,General specifics Reader is at the heart of the top-down processing schemata,课堂上如何帮助形成运用 “”的意识和能力？,只有在实践运用中才能形成意识，形成能力 课堂的主体是学习者，对于技能和方法的培养，教师只能为学生多提供机会，并在学生实践的过程中做“帮助者”，“点拨者”和“催化剂”。 有效地“课堂线索”是达成高效（方向正确、事半功倍）的重要方法之一,一种解决方案： 以能力达成为线索，学用结合的课堂教学， 培养综合分析能力和元认知能力,读（听）写相结合的新授式习题讲评课 进行基于语篇的教学活动 ： 读（词、句、篇、） 、写（词、句、篇） 、批、改、记、用） 充分运用各种适合的语篇（作业中，课本中，报刊杂志中）,CBA Context (Clue)-based Approach: Step 1: lead-in (10 minutes) Step 2: presentation of the task as a context for the whole procedure (10 minutes) Step 3: fast reading to decide how the text is related to the task (10 minutes) Step 4: detailed reading for specific information for the task, dealing with any difficult language points where necessary (20 minutes) Step 5: additional language learning for a better fulfillment of the task (20 minutes) Step 6: finishing up the task using the information and language picked up from the text (20 minutes),戚墅堰阅读 田中模块十,Reading strategies that work!,Recitation! Application!,如何教授词汇？,我们发现运用1：3：5的规律来分配课堂时间是比较合理的。如果将一节45分钟的课分为9份的话，九分之一左右的时间（5分钟左右）可以用在新词汇的呈现上，九分之三左右的时间（15分钟左右）用在帮助学生理解上面，而九分之五（25分钟左右）的时间应当用在创造机会让学生使用词汇之上。,如何上语法课？,流程应当与词汇相仿：1:3:5 1：设置线索，引入激趣 （5） 3：讲解知识（准确、透彻、深层）（15） a. 学习此语法项目的好处 b. 此语法项目的框架和易错点 c. 如何防止易错点（英汉表达的不同) 5: 半控制型训练；25 如何界定语境； 如何在 交际中正确使用。,基础复习课的任务和上法,了解学习者的对某一知识体系的难点（是base不够还是ability不够） 设置“线索”，帮助学习者在运用中突破难点 1-3-5模式： 1 设置线索+查漏补缺：对知识掌握不全不精 3 讲解难点：对语境不准 5 新情境中练习：体悟语境、形成解题能力,试卷讲评课的上法,重点不用只放在语言知识和语法上（单选题），应当将base的另外几个部分纳入重点内容 对单选题的讲解： 1-回顾知识结构、词汇意义 3- 挖掘为什么错误的原因。（由于基础不够的原因在高考题中不明显，特别是高三） 5- 运用类似题目或情景帮助学生运用中掌握,References:,Gibbons, P. (1991). Reading in a second language. Learning to Learn in a second language. Pp Sydney:PETA * Grabe, W. (2009) Reading in a Second Language. Moving from Theory to Practice. Cambridge: CUP. Miller, J. (2007). Diving into Texts: From Comprehension to Production. Practically Primary 12 (2). Pp 26-31 McDonough, J and C Shaw. (2003). Reading Skills. Pp 89-114. Materials and Methods in English Language teaching. A teachers guide. Malden, M.A.: Blackwell * Sutton, C. (1998). Helping the Non-Native English Speaker with Reading. In Opitz, M. (ed.) In Literacy Instruction for Culturally and Li