杨晓钰教授的讲座ppt课件

,Objectives,processandresultEfficientandEffectiveListeningandReadingTeachingintermsoftheNECS,SchoolofForeignLanguagesSouthwestUniversity,杨晓钰,1,联合国教科文组织（UNESCO）曾对外语教学质量提出了“5个因素和一个公式”教学质量（？分）=学生（1分）+教材（2分）+环境（4分）+教法（3分）教师素质（？）,2,Goal,aimorobjective?Agoalreferstoanoverallpurposethatateachershouldattempttoaccomplishbytheendoftheclassperiod.AnaimAnobjectiveiswhatthestudentswillbeabletodoattheendthattheyarenotbeabletodoatthebeginning.Objectivemustbespecificandclear.,3,4,义务教育阶段英语的课程目标激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们终身学习和发展打下良好的基础。,5,Teachinggoalsof2001NationalEnglishCurriculumforNine-yearCompulsoryEducationThemaintaskistostimulateandcultivatestudentsinterestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearningstrategies,facilitateautonomyandcooperativespiritinlearning;,6,enablestudentstomasterbasicEnglishlanguageknowledgeandskillsinlistening,speaking,readingandwritingsothattheyformsufficientcompetenceinusingthelanguage;cultivatestudentsabilitiestoobserve,tomemorise,tothink,toimagineandtocreate;,7,increasetheirawarenessoftheculturaldifferencesbetweentheEastandtheWest,enlargetheirvision,cultivatetheirpatrioticspirit,andhelpthemformhealthyviewsaboutlife.Onthebasisofalltheabove,welaybasisfortheirlife-longlearning.,8,Howtounderstandintegratedskills综合技能,9,Howcanweintegratethefourskills?1）简单综合(Simpleintegration)Theeasiestformofintegrationiswithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskills.,10,接受性技能产出性技能receptiveproductiveOralMedium听说WrittenMedium读写Areceptivelanguageskillservesasamodelforaproductivelanguageskill.Inotherwords,weusealisteningtextasamodelforthestudentsspeaking,andareadingtextasamodelforthestudentswriting.,11,2）复杂综合(Complexintegration)Complexintegrationisacombinationofactivitiesinvolvingdifferentskills,linkedthematically.Itinvolvesconstructingaseriesofactivitiesthatuseavarietyofskills.,12,对话课目标分析与案例,13,Analyzetheobjectivesofalisteningandspeakingclass(dialogue)1)InstructionalobjectivesA.Languageknowledgea.Aparticulartopicb.Vocabularyc.Astructured.Functionse.PronunciationB.SkillsListening,speaking,reading,writing,14,2)EducationalobjectivesA.Affectconfidence,motivation，healthyviewsaboutlifeB.LearningstrategyCommunicative,resourcing,meta-cognitive(self-management),cognitiveC.Culturalawarenessknowledge,understanding,awareness3)PersonalobjectivesAspectsofourownteachingwewanttodeveloporimprove.,15,What?How?Why?Whether?Achievementofobjectives?,16,17,LayoutofalessonplanSchool_JuniororSeniorSection_Class_Grade_Size_Time_Date_Materials_Typeoflesson_Contents:1.Vocabulary2.Structure/grammar/phonetics3.Dialogue/Reading/Writing,18,Objectives:1.Instructionalobjectives(languageknowledgeandlanguageskills)1)2)2.Educationalobjectives(affect,learningstrategyandculturalawareness)1)2)3.PersonalobjectivesFocalpoints:Difficultpoints:Aids:,19,ProceduresandTimeAllotment1.Gettingreadyforlearning2.Revision(minutes)3.Pre-stage(minutes)4.While-stage(minutes)4.Practice(minutes)5.Production/Consolidation(minutes)1)Oralwork2)Writtenwork6.Assigninghomework1)Conclusion2)HomeworkSelf-evaluation,20,阅读课目标分析与案例,21,Whatisreading?Isreadingpassiveoractive?,22,Peopleconstructmeaningbasedontheirownexperienceandknowledge.Therefore,wemaygetverydifferentimpressionaboutthesamepicturewearelookingat.,23,Howdoyouread?,Readthefollowingdescriptions,tickthosewhichsuityoursituation.A.Iusuallystartreadingatextbyrecognisingwords,wordconnections,andphrasepatternsaswellassentencepatterns,thenIcanrapidlyandautomaticallygetmeaningfromthetext.,24,B.Whenreadingatext,Ifirstidentifythetopic,purposeandstructureofthetext,thenImakeguesses,predictionsduringreading.Inthisway,Icreatemeaningfromthetextasawhole.,25,C.Ithinkthemeaningofthetextismorethanthesumoftheindividualwordsandsentences.Whenreadingatext,Istartbypredictingtheprobablemeaning,thenIgettoreadandunderstandthewordsandphrasesinthetexttocheckwhetherthatisreallywhatthewritermeans.SometimesIgotheotherwayround.Thatstosay,Icombinetheabove2waysinmyreading.,26,A.自下而上的模式(thebottom-upmodel)Thereaderbuildsupthemeaningofatextonthebasisofdecodingsmallerunits:firstwords,andphrases,thensentencesandparagraphs,andfinallyworkingoutthemeaningofthewholetext.阅读者从最小的单位：字母和单词识别开始，逐步弄懂较大的语言单位：短语、分句、句子和语篇的意义。这就是阅读理解自下而上的模式。依照这个模式去理解阅读过程，教师在教授阅读时，主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。这个模式低估了阅读者的主动作用。,27,B.从上而下的模式(thetop-downmodel)Thereaderuseshisorherknowledgeofthetopicorofthetypeofthetextandmakespredictionsaboutwhatthetextwillcontain,thenthesepredictionsarecheckedbyreadingandtryingtounderstandthetext.,28,阅读者在阅读过程中，是主动的参与者，他们并不是逐字逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。这就是从上而下的模式。按照这个模式，阅读不但需要语言知识，而且需要有关客观世界的背景知识。一些学者认为从上而下的模式强调用某些背景知识或文中的提示来对意义进行预测，而对较低层次的能力如快速、准确地对词汇和语法结构等别的能力有所忽视。,29,C.相互作用的模式(theinteractivemodel)Thereaderusesbottom-upandtop-downwaystogether,andthetwowaysinteractwitheachotherintheunderstandingofatext.Thereadermayshiftfromonefocustoanotherduringtheprocess.Thatmeanshemightpredictthecontextofthetextbyusinghisknowledgeofthetopic(top-down),thenlookforkeywords(bottomup)tochecktheprediction,orgetthemaingistofthetextbyskimmingitquickly(top-down)andexaminethewriterschoiceofvocabularyforunderstandingtheimpliedmeaning.,30,相互作用的模式也可称图式理论模式(theschematheorymodel)。它认为在阅读过程中，人们运用两种方式进行信息处理，一种是自下而上的方式，另一种是从上而下的方式。无论在哪一个阶段、在哪一个层次里，两种信息处理的方式总是同时进行的。,31,Whataretheaimswhenusingareadingtext1.Topromotevocabularydevelopment;2.Toreinforce(orevenpresent)certaingrammaticalfeatures(languagestructures);3.Toimprovestudentsreadingskills1)Toteachbasicreadingcomprehensionskills;Theabilityto“readthelines”tounderstandtheplainsenseofwhatisstatedinthetext.Theabilityto“readbetweenthelines”todrawinferencesfromwhatisinthetext.,32,Theabilityto“readbeyondthelines”.Thisinvolvestheabilitytorelatethereadingpassagetoreallife.2)Real-lifereadingskillssuchasreadingforgist,readingforinformationandreadingforstudy3)Flexiblereadingskills,variedaccordingtopurpose,33,4.ToenhancewritingandspeakingabilityintheEnglishlanguage5.Toenlargegeneralknowledge6.Tofosterawarenessofculturalunderstanding7.Topromotemoralvalues,34,Discussthemajorreadingskillspractisedinyourreadingclassandsharetheideaswithyourgroupmembers.Prediction2.Skimming3.Scanning4.Readingfordetails,35,5.InferringInferringthemeaningoflexicalitems;Inferringattitudeandopinion;Inferringthepurposeofthearticle;Understandingimpliedinformation.,36,6.RecognisingrhetoricalstructuresRhetoricalstructuresrefertothecomplexnetworkofrelationshipswithinatext.Themostcommontextstructuresarechronologicalorder;causeandeffect;comparisonandcontrast;classification;process;definition,37,7.Recognisingdiscoursemarkers:e.g.therefore+conclusion;however+contrast;thatis+paraphrase;e.g+example.8.Understandingrelationswithinthesentenceandthetext,38,Thethreestagesofteachingreading1.Pre-readingstage1)Theaimsofthepre-readingstagea.Arousingthestudentsinterestinthetopicortypeoftext;b.Motivatingstudentstoreadthetextbyprovidingapurposeforreading;c.Preparingthestudentsforthecontentofthetext.2)Theskillpractisedinthestageisprediction.,39,3)Theactivitiesdoneinthepre-readingstage.examinetheaccompanyingvisualinformationreflectonthetitleorthetopic,40,guessthetopicbylookingatkeywordsfromthetextstatewhattheyalreadyknowaboutthetopicstatewhattheywouldliketoknowaboutthetopicputtingtheeventsinthecorrectorder,41,answertheteachersgeneralquestionsaboutthetexttypeortopicTrueorfalse,42,2.While-readingstage1)Theaimsofthewhile-readingstagea.Tohelpthereaderunderstandthecontentandstructureofthetext.b.Tohelpthereaderunderstandtheauthorspurposeinwritingthetext.,43,2)Theskillspractisedinthestageskimming,scanning,readingfordetail,drawinginferences,etc.3)Theactivitiesdoneinthewhile-readingstage,44,skimtogetthegist(mainidea)ofthetextlocatingspecificinformationputtingtheeventsinthecorrectordertransferringinformationfromthetexttoadiagram,table,form,map,graphorpicture,45,answeringfactualquestionsonthetextansweringinferencequestionsonthetext(readingbetweenthelines)questionsforpersonalresponseTrueorfalseworkingoutthemeaningofwordsandphrasesfromthecontext,46,examiningreferentsinthetextandstatingwhattheyrefertoputtingtheparagraphsofajumbledtextbackinthecorrectordergivingthetextanappropriatetitle,47,3.Post-readingstage1)Theaimsofthepost-readingstagea.Toconsolidateorreflectonwhathasbeenreadinthetext.b.Torelatethetexttothestudentsownknowledge,interests,orviews.c.Togivethestudentsthechancetoconsolidatethatlanguagebyusingitfreely.,48,2)TheskillspractisedinthestageThedevelopmentofallthelanguageskills.3)Theactivitiesdoneinthepost-readingstagegap-fillingretellingthestoryofthetextfromthepromptscorrectthesummary,49,writingasummaryofthemaincontentofthetext(basedontheprompts);oraldiscussionrole-playwritingadialoguebasedonthetext,50,finishingthestorylisteningtoorreadingsomesupplementarymaterialsaboutthetopiccommentonthecontentofthetextaninterviewifthetextissuitable,51,LayoutforreadingclassSchool_JuniororSeniorSection_Class_Grade_Size_Time_Date_Materials_Typeoflesson_Aids_Contents:1.Vocabulary2.Structure3.Reading,52,Objectives:1.Instructionalobjectives1)languageknowledge2)languageskills2.Educationalobjectives1)affect2)learningstrategy3)culturalunderstanding3.PersonalobjectivesFocalpoints:Difficultpoints:Aids:,53,ProceduresandTimeAllotment1.Gettingstudentsr