中国气象局部门规章规范性文件清理工

1、February 28, 2008Gladys Wong (EDB)Iris Ng (Pui Tak Canossian Primary School)Germaine Wu (Pui Tak Canossian Primary School)雷达物位计 http:/EvaluationPlanning Implementation 3ERW1-Part 2BHKA1.9%*B72.2%C23.4%D1.7%U0.8%HKA20.9%B7.4%*C40.6%D30.4%U0.8%Locate specific informationInferencing 3ERW1-Part 2A6ERW1-

2、Part 4HKA17.6%B16.5%C26.1%*D39.2%U0.6%Inferencing HKA18.7%B22.8%*C31.7%D26.6%U0.2%Inferencing Students could identify some key words with the help of pictorialcues in a notice .students were still not capable of identifyingkey words in longer texts such as stories.Students could identify the main id

3、eas in a comic successfully.They were still unable to identify main ideas embedded in longertexts such as a postcard.Students could make simple inference with straightforward contextual clues.students were still weak in making inferencesin longer texts such as stories and postcards.(TSA report , 200

4、8)P3students were, by and large, able to locate information in a chartand extract specific information from texts, Their skills, however, did not extend to interpreting unfamiliar words or expressions in a context or extracting specific information from longer reading passages.Most students could in

5、terpret implied meaning in short, simplereading texts; however almost half the students had difficulty using inference skills to interpret the meaning of a text and deducing main ideas from supporting details.(TSA report , 2008)P6Problems in dealing with long textsProblems in tackling questions requ

6、iring higher order thinking skillsno idea as to where and how to look for clueslimited vocabHave not been taught the skillsLack experience or knowledge to interpret and/or inferInclude a variety of skill questions in daily worksheets and assessment papersTeach students the required reading strategie

7、sRead moreMake sure students read rather than merely look (at) or see booksMake sure we test what we teachMake sure we really teach the strategiesReading lesson = post-reading question-and-answer sessions (Durkin, 1978-79; Pressley, Wharton-McDonald, Hampston, & Echevarria, 1998)Are the teacher awar

8、e of the reading skills the questions are testing?Its possible that students get the right answer by chance.The explanation may not be practical for students because they often do not know where to start tackling the questions.1. Teacher designs reading comprehension questions2. Students answer the

9、questions3. If the answer is correct, teacher interprets that students possess the required reading skill.4. If the answer is incorrect, teacher explains how the answer can be arrived.Teaching? Testing?The reality:-There are so many reading skills students need to learn.-The less able students give

10、in when facing a long text.-Students are too used to direct lifting.-Problems in accommodating the reading skills trainingStart training the basic steps in tackling reading comprehension questionsDesign own reading materials to provide a pedagogical contextBegin by teaching the elementary reading sk

11、illsIntegrate reading skills training in the English curriculumA P4 exampleModule 4Fantastic Hong KongReading - Letters to and from the NET; textbook passagesListening conversation between NET and her brotherLanguage forms & functions use because to give reasons; use would like to ask for and expres

12、s preferences; add ed and ing to verbs to form adjectivesWriting reply letter to NETSpeaking discuss the itinerarybBlooms Taxonomy (the Cognitive Domain)KnowledgeRecall data or informationComprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problem

13、sApplication Use a concept in a new situation or unprompted use of an abstractionAnalysis Separates material or concepts into component parts so that its organizational structure may be understoodSynthesis Build a structure or pattern from diverse elements with emphasis on creating a new meaning or

14、structureEvaluation Judgments about the value of ideas or materialsLocate specific informationKnowledgeRecall data or informationComprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problemsPronoun reference skillsInterpret the given information to

15、 solve problems1. Read the questions carefully2. Underline the key words3. Go back to the passage and find the key words4. Read one sentence backward and one sentence forward (i.e. the immediate context)5. Check the MC optionslthe steps are explicitly taughtlstudents are required to practice and thi

16、nk aloud the stepslaim for habit formation60 (95.23%)YESNO3 (4.77%)No. of students(% of students)No. of students(% of students)YES45 (71.422%)NO18 (25.58%)Do you think the magic steps can help you tackle reading comprehension questions？Do you think you have mastered the magic steps？No. of students(%

17、 of students)YES53 (84.12%)NO10 (15.88%)Will you use the magic steps to help you tackle the reading comprehension questions in future？Teacher used questions to prompt students to think aloud the steps (magic steps) they employed to arrive at the answersTime consuming but worth devoting time to help

18、students form the habit.Students can get the correct answers easily for the elementary skills, e.g. locate specific information and pronoun reference skillThe magic steps need to be further developed to help students tackle questions on more advanced reading skills, e.g. inference skills.The trainin

19、g is especially effective in building confidence among the average and less able students.Blooms Taxonomy (the cognitive domain)KnowledgeRecall data or informationComprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problemsApplication Use a concep

20、t in a new situation or unprompted use of an abstractionAnalysis Separates material or concepts into component parts so that its organizational structure may be understoodSynthesis Build a structure or pattern from diverse elements with emphasis on creating a new meaning or structureEvaluation Judgm

21、ents about the value of ideas or materialsApplication Use a concept in a new situation or unprompted use of an abstractionAnalysis Separates material or concepts into component parts so that its organizational structure may be understoodSynthesis Build a structure or pattern from diverse elements wi

22、th emphasis on creating a new meaning or structureEvaluation Judgments about the value of ideas or materialsInference skillsHe put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So when they went inside, she bough

23、t him a large popcorn.To infer means to read between the lines and use personal experience and knowledge of the world to obtain more information and so form a better picture of the text we are reading.Who are these people? And what are their relations and relationship?Where were these people?What we

24、re they doing?Infer from daily lifeInfer from comicsInfer from texts Encourage students to employ personal experience and knowledge of the world to make inferences. All inferences must be supported by evidence found in the pictures and/or textsSuggest five areas to help students infer: people (who),

25、 place / context (where), time (when), feeling (how) and ending (what happened)Infer from comicsPart 1Infer from comicsInfer from comicsTimeStudents used personal experience and knowledge of the world to infer that the girls could be playing in the afternoon, in summer and on holidaysFeeling Student

26、s, with support from the pictures, inferred that the girl was lonely (picture 1) and felt painful (picture 2) while the rest of the girls were happy and excited.Infer from comicsPart 2Infer from comicsFeeling With more information supplied in the speech bubbles, students changed their inferences. Th

27、ey first inferred that the girl was first lonely (picture 1) and felt painful (picture 2). But then they changed the girls feeling to fun and excited.Infer from textsA:I think we should bring some snacks to the picnic.B:Yes, Ill buy potato chips and soft candies.A:And lots and lots of chocolate I li

28、ke chocolate.B:Hey, they are not good for you. See, you are getting so fat!A:You are fat! Im not! B:But Miss Chan said you were fat yesterday. Fat girl! Fat girl!C:You two are fat! I will only write the healthy snacks I want to bring in the shopping list.D:Have you finished your discussion? Put up y

29、our hands if you need more time to discuss. Remember, no Chinese, please. peopleplacetimefeeling endingInfer from textsPeople (Who are they? What are they?)Infer using personal experienceInfer using knowledge of punctuation marksTime (When did the incident happen?)Logical deduction from the textInfe

30、r using personal experienceGuess supportFeeling (How did the people feel?)Infer from textsInterpret the lines and infer from knowledge of the worldEnding (What will happen?)Logical deduction from the text using knowledge of the worldGuess supportInfer from textsX: Hello, how are you? You are new here. You have a nice skin colour.Y: Oh, thank you. It is brown. But I am yellow inside. Wha