《小学英语教学理论与实践》课件-Unit8 TeachingReadingandWriting

Unit8TeachingReadingandWriting

8.1TeachingReading(I)SessionobjectivesBytheendofthissession,we’llbeabletounderstand:WhyreadingisimportantandwhatisreadingThreemodelsofreadingApproachesusedforteachingreadingPrinciplesofteachingreadingtochildrenI.UnderstandingofReadingWhyreadingisimportant?Weliveinarapidlychangingworld,whereboththequantityandtypeofwrittenmaterialsareincreasingandwheremoreandmorepeopleareexpectedtousethesematerialsinnewandsometimesmorecomplexways.Itisnowgenerallyacceptedthatourunderstandingof“readingliteracy”evolvesalongwithchangesinsocietyandculture.(PISA2015:5)Readingcanbedefinedsimplyasmakingmeaningfromprint.Fourkeyelementscombineintheprocessofmakingmeaningfromprint:thereader,thetext,readingstrategies,andfluency.(DavidNunan,2013)whatisreading?6stagesofReadingdevelopment1.PrereadingConceptsofprintMockreading2.InitialreadingordecodingPhonemicawarenessPhoneticawarenessSightwords3.ConfirmationandfluencyReadingsimple,familiarstoriestobuildfluency.Buildspeed.Increasingcontrolofdecodingskills.Buildingtowardsa‘flow’experience.4.ReadingtolearnReadingnotonlytodecodeandunderstandEnglish,buttolearnsthnew.Speed(readingrate)decreases.Readingallowsstudentstolearnnewideas,values,andhasunfamiliarvocabularyandgrammar.II.ModelsofReadingTheBottom-upModelTheTop-downModelTheInteractiveModelThebottom-upmodelThetop-downmodelTheinteractivemodelIII.ApproachesusedforteachingreadingIntensiveReadingvsExtensiveReading

IntensiveReadingExtensiveReading

materialshortlongpurposelanguageknowledgeandskillenjoymentandinformationcommoncontributetoSs’languageenhancementIV.PrinciplesforTeachingReadingTherearefiveprinciplesforteachingreadingtobeginningproficiencylevellearners.Selectappropriatereadingmaterials.Balancebottom-up,top-down,andinteractivereadinginstruction.Explicitlyteachreadingstrategies.Focusattentiononvocabularydevelopmentskills.Providebothintensiveandextensivereadinginstruction.References4.徐锦芬，刘文波（2019）.

实用英语教学法教程.北京：中国人民大学出版社.5.王蔷.（2009）.小学英语教学发教程（第2版）.北京：高等教育出版社.1.Harmer,J.(2007).ThepracticeofEnglishlanguageteaching(4thed.).PearsonEducation.2.Linse,C.(Ed.).(2013).PracticalEnglishlanguageteaching:Younglearners.McGraw-HillEducation(Asia)&TsinghuaUniversityPress.

3.Nunan.D.(2013).

PracticalEnglishlanguageteaching.McGraw-HillEducation(Asia)&TsinghuaUniversityPress.

SummaryThissessionhasbeentofocusontheconceptsofreading.Thestagesofreadingdevelopmentwasalsodiscussed.Wethenexploredtheconceptsofbottom-up,top-down,andinteractivereading.Then,weexaminedintensiveandextensivereadingandidentifiedhowbothcanbeintegratedintoareadingcurriculum.Unit8TeachingReadingandWriting

8.1TeachingReading(II)SessionobjectivesBytheendofthissession,we’llbeableto:Understandwhatdochildrenlearninreadingclass.learnsomereadingactivitiesforchildrenwithdemoclasses.I.WhatdoChildrenlearninReadingclass?Recognizingthescriptofthelanguage,eg,title,coverpage,conceptofasentence,punctuation,capitalandsmallletters,etc.Buildinglinksbetweenwords,soundsandtheirmeanings.raisingphonemicawarenessthroughreading.Understandingmainideas.Understandingrelationsbetweenpartsofthetext.Predictingthecontentorending.ThingstolearnII.ReadingActivitiesforChildren

Canyouthinkofotherkindsofreadingactivitiesbesidesthese?readandcolourreadandmatchreadandcirclereadandfillreadandmakeReadingclassactivities@3stagesPre-readingDuring/whileAfter/postBackgroundPicpredictingSequenceKeywordsUnknownwordspredictingSummaryorretellPredictionDetailssearchingmindmapTitle&authorinformationFastreadingMakinganinterview/poster/ad/plan/mapetc.Q&Atolinktexttotext/self/worldQsearchingdiscussionSkimmingorscanningtogetsomeideasIntensivereadingdebatePicturesorvideotosetthesceneStructureanalysisWritingafterreadingWereadtogainpleasureorgetinformation.Forchildren,readingforpleasureisperhapsthemostimportantelement.Howtoraiseandkeeptheirinterestinreadingisabigchallengeforteachers.Thekeyissueteachersneedtokeepinmindisthatweteachreadingnottotestchildrenbuttohelpthemloveitandknowhowtoread.ConclusionReferences4.徐锦芬，刘文波（2019）.

实用英语教学法教程.北京：中国人民大学出版社.5.王蔷.（2009）.小学英语教学发教程（第2版）.北京：高等教育出版社.1.Harmer,J.(2007).ThepracticeofEnglishlanguageteaching(4thed.).PearsonEducation.2.Linse,C.(Ed.).(2013).PracticalEnglishlanguageteaching:Younglearners.McGraw-HillEducation(Asia)&TsinghuaUniversityPress.

3.Nunan.D.(2013).

PracticalEnglishlanguageteaching.McGraw-HillEducation(Asia)&TsinghuaUniversityPress.

Unit8TeachingReadingandWriting

8.2TeachingWriting(I)TeachingObjectivesBytheendofthesession,youwillbeabletotellthecomponentsofteachingwritingtochildren.telltheobjectivesofteachingwritingtochildren.Makealistofdifferenttypesofwritingactivitiesforchildren.I.ComponentsofTeachingWritingtoChildrenComponentsHandwritingLanguageaccuracySpellingVocabularychoiceWritinggrammaticallycorrectphrases,joiningsentencesandparagraphsCommunicationCreativityWhenchildrenwrite,they--developfingercontrolandbetidy.--payattentiontoformofletters.--becomefamiliarwiththerelationshipbetweensoundandspellinginEnglish.--keepthepictureofthelettersintheirminds.--learnwhentousecapitallettersandhowtopunctuate.III.TypesofWritingActivitiesforChildrenScaffoldingTheoryScaffoldingTheoryWritingactivitiesForyoungerchildrenMakingashoppinglistWritinganinvitationWritingacardMakingalabelMakingatimetableMakingaposterSpellinggames……ForelderchildrenWritingaletterWritingpoems/songs…KeepingadiaryMakingacartoonstoryWritinganoticeWritinganadvertisement……OtherinterestingactivitiesPalm-writingBack-writingRememberingvocabularysetsandspellingMemorychallengegameRun-and-dictategameDictaglossPalm-writing:feeltheshapeandsaythe

letter.--Letchildrenworkin

pairs.--Thefirstchildhasthe

letter.--Thesecondchildcloseshis/her

eyes.--Thefirstchilddrawstheletteroutlineon

thepalmofthesecondchild's

hand.--Thesecondchildsaysthe

letter.学生呈现otherinterestingactivitiesBack-writing:feeltheshapeandwritethe

letter.--Letchildrenworkin

pairs.--Thefirstchildhastheletter/short

word.--He/Shedrawstheoutlineonthesecondchild's

back.--Thesecondchildwritesdowntheletterorshort

word.--Theycheck

together.学生呈现amemorychallenge

game.--Writethewordsontheboardinseparatelists,forexample,food,

thingstheycandoattheparty,

etc.--Askthechildrentolookcarefullyatthelistsandtrytoremember

them.--Ruboutthelists(orjustsomeofthewordsfromeach

list).--Askthechildrentoworkingroupsofthreeorfourandwriteoutas

manywordsastheycanrememberfromaparticular

list.Arun-and-dictategamePrepareapieceofpaperonwhichanuncompletedstory/poemiswritten.Stickenoughcopiesofitonthewall.Dividetheclassintogroupsofmorethan6.Askmembersofeachgrouptotaketurnstoruntoreadthestory,recitecertainpartofitandthenrunbacktodictateittotheothers.Thosewhofinishtheuncompletedstoryfirstwin.(Youmayendthegamehere)Askstudentstodiscusstheendofthestoryingroups.Eachgroupcreatesitsowncompletedstory.Tellthechildrenthattheyaregoingtohearapassageabout…(tellthemthetopic).Askthemtoraisequestionsaboutitorguesswhattheywillhear.Readthepassagetwice.Childrenlistencarefullyandtrytorememberthemainidea(allowthemtotakenotesiftheywantto).Askthemtoworkinpairstoreconstructthepassageascloselytotheoriginaloneaspossible.Givethemthecopyofthepassageforchecking.Askthemtoretellthepassagetoadifferentpartner(oraskthemtoactitout).dictaglossPrinciplesbehindGetchildrenactivelyinvolvedandinterestedConnectwritingwithchildren’sdailylifeexperienceHelpchildrenexperiencethecharmofwrittenlanguage.Stimulatetheircreativityinusingthelanguage……Childrenalwayshavetothinkaboutthemeaningofwhattheyare

writing.

Andwhateverthelessonfocusis,

childrenshouldenjoytheactivityandfeel

successful.References4.徐锦芬，刘文波（2019）.

实用英语教学法教程.北京：中国人民大学出版社.5.王蔷.（2009）.小学英语教学发教程（第2版）.北京：高等教育出版社.1.Harmer,J.(2007).ThepracticeofEnglishlanguageteaching(4thed.).PearsonEducation.2.Linse,C.(Ed.).(2013).PracticalEnglishlanguageteaching:Younglearners.McGraw-HillEducation(Asia)&TsinghuaUniversityPress.

3.Nunan.D.(2013).

PracticalEnglishlanguageteaching.McGraw-HillEducation(Asia)&TsinghuaUniversityPress.

Unit8TeachingReadingandWriting

8.2TeachingWriting(II)LearningobjectivesBytheendofthissession,we’llbeableto.recognizecommonproblemsinwritingtasks.designsuitableandeffectivewritingactivitiesforchildrenwithprocessapproach.motivatestudentstowrite.I.CommonprobleminWritingtasksMainlyaccuracy-based.Designedtopractisecertaintargetstructures.Insufficientpreparationbeforethewritingstage.Lackofsenseofaudienceandsenseofauthenticity.Ideasaregivenratherthaninvented.Littleopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.Mostofthemaretest-oriented.CommonproblemsinwritingtasksTosolvetheproblemsWhendesigningwritingactivities,weneedtoconsiderthefollowingquestions:WhydoIaskmychildrentowritethis?Whatstrategiesareinvolvedinthiskindofwriting?HowcanIcreateawritingtaskthatissimilarinreallifesituations?HowcanIarousemypupils’interestinwriting?HowcanIhelpthemwritebetter?……II.ProcessapproachindesigningwritingactivitiesFocusontheprocessofwritingthatleadstothefinalwrittenproduct;Strategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;Givestudentsfeedbackthroughoutthecomposingprocess(notjustonthefinalproduct)toconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedbackbothfromtheinstructorandpeers;AprocessapproachtowritingBrown(1994:320-21)

stepsactivitiespre-writingmotivatinginterests;readingsamples;languagespreparation;discussingtopics;brainstorming;

mindmappingWhileWritingoutlining&draftingpost-writingediting;revising;proofreading;conferencingPre-writingstudentsbuildingsandroomsfriendsmyfeelingsclassesteachersintroduce

schoolwhile-writingpost-writingPeerandselfeditingRevisingProofreadingConferencingIII.MotivatingstudentstowriteTaskCan

youmaketheabovewriting@MYSCHOOLmoremotivating?Writingforsomeoneelse,notjusttheteacher,is

important.Forexample,childrencanwriteabouttheirschoolandpublishthemintheschooladmissionposter.sendthesetoothergroups

intheirschoolandinotherschools.Thisgivesapurposeto

writing.HintsVariation1:HavingfunmakingaposterWhenchildrenmakethingsforotherstosee,they--havearealaudiencesowanttowritesomethinginteresting--havearealreasontobeneatandtidy,tohaveclearhandwriting,tochecktheirspellingandgenerallyt