教学法第十一章

第十一章教学实施11

运用讲授法的一般要求是：（1）讲授内容要保证科学性、系统性和思想性的统一。（2）讲授要富于启发性。善于启发学生的积极思维，引导他们独立思考。（3）讲究语言艺术，力求语言清晰、准确、简练、形象，条理清楚，通俗易懂，抑扬顿挫，快慢适中，提高语言的感染力。（4）与其它教学方法配合使用，并合理使用现代化教学手段。
3．道尔顿制 • 1920年，美国的H.H 柏克赫斯特在马萨诸塞州道尔顿中学创建了一种新的教学组织形式，人们称之为道尔顿制。按道尔顿制，教师不再上课向学生系统讲授教材，而只为学生分别指定自学参考书、布置作业，由学生自学和独立作业，有疑难时才请教师辅导，学生完成一定阶段的学习任务后向教师汇报学习情况和接受考查。由于每个学生的能力和志趣不同，他们各自的学习任务和内容当然就不同，甚至彼此不相干；学习任务按月布置，完成后再接受新的学习任务。 • 道尔顿制最显著特点在于重视学生自学和独立作业，在良好的条件下，有利于调动学生学习的主动性，培养他们的学习能力和创造才能。故这种教学形式曾得到杜威的赞赏，并一度在美国流行。
2．参观法

参观法是指根据教学的需要，教师组织学生到
大自然或社会特定场所进行观察、接触客观事物或现象，以获得新知识和巩固验证已学知识的教学方法。
运用参观法的一般要求是：（1）做好参观前的准备工作。参观前要根据教学目的和要求，确定参观的地点、对象和进行的步骤，制定好参观的计划。（2）做好参观时的指导工作，要求学生集中注意力，收集有关资料，做好参观记录工作。（3）做好参观后的总结工作，指导学生系统整理有关资料，组织座谈或撰写报告，将感性认识上升到理性认识。
（二）以直接感知为主的教学方法
1．演示法
演示法是指教师展示各种实物、教具，或进行示范性实验，或采用现代化视听手段，而使学生通过观察获取对事物和现象的感性认识的教学方法。

英语教学法教程11 Teaching Reading

11.5 The role of vocabulary in
reading
Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words.
This initial process of accurate, rapid and automatic recognition of vocabulary frees one’s mind to use other resources, such as reasoning abilities, world knowledge, knowledge about the topic, etc. to construct meaning. … Slowing down and paying attention to recognizing words interfere with the construction of meaning.
Collective activity Easy to manage as it can be observed and heard
Silent reading Silent Usually fast For getting information and also for pleasure
Skimming; scanning; predicting; guessing unknown words from the context; understanding details; understanding relations between sentences and paragraphs; understanding references; making inferences; evaluating the writer’s attitudes and opinions, etc. Individual activity Difficult to manage as teachers cannot see what is going on in the ss’ mind

第十一章高等学校教学的组织与教学方法

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班级授课制是由夸美纽斯在其《大教学论》中提出并在理论上进行说明的，由此也确定了课堂教学在学校教育中的地位。
有利于扩大教学规模，充分发挥教师在教学中的主导作用，也有利于学生之间结成相互帮助和促进的集体，培养学生的协作精神，集体观念和社交能力。但过分整齐划一，也容易忽视学生的个性发展。
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2.讨论法是指以加深对所学内容认识、辨明是非或获得新的结论为目的，把学生组织起来，激发思维，各抒己见以取得共识的教学方法。
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讨论法是双向的，可以激发学生对所讨论的问题进行积极地思考，提高学生的思维能力和智力，加深学生对所学知识的理解，可以培养锻炼学生的语言表达能力和反应的灵活性。
教学评价从本质上说是一种价值判断活动，是对教学活动现实的或潜在的价值作出判断的过程。
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二、学生评价
学生评价是以学生为评价对象，对他们德、智、体、美、劳以及个性诸方面的发展情况进行综合评价。学生评价是学校教育评价的主要组成部分。
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（一）学生评价的意义 1、有助于把握学生学习起点，正确地确定教学目标，选择教学策略。诊断性评价就能使教师了解学生在学习一门新课程的知识、技能、能力与学习态度的准备情况，从而有助于教师有针对性采取适合学生特点的教学方法。
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三、大学教学方法的改革与发展在指导思想上以启发式代替注入式在功能上由教给学生知识向教会学生学习、发展在教学方法的整体结构上强调教学方法的多样性与灵活性及各种教学方法的相互配合
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四、大学教学方法优化组合的基本要求（一）大学教学方法选择的必要性选择的意识，有助于更好地完成教学任务只有个性化的选择和运用，才有最合适的教学方法
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二、教育技术在高校教学中的应用及其影响对教育决策的影响对教学模式的影响对高等教育、高校教学发展的影响：提高教育质量与效率，扩大教育规模，有利于因材施教

《英语教学法》Unit 11 Teaching Reading.ppt

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Reading aloud
Silent reading
Manner
Utterance of every word
Silent
Speed
Usually slow
Usually fast
Purposes Skills involved Form of activity
Usually for sharing infor., for appreciation or memorization sometimes Pronunciation and intonation
Collective activity
For getting information and sometimes for pleasure
skimming, scanning, predicting, understanding references, making inferences, evaluating…
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Sight vocabulary
---- Words that you can recognize with both sounds and meanings without special effort from your brain
The best way to develop vocabulary is to read a great deal since repetition of new words helps in changing newly learned words into sight vocabulary.
For developing students' reading skills, the first obstacle is often the vocabulary. Therefore, at the beginning stage, it is important for teachers to realize that helping our students to expand their sight vocabulary is quite important. In other words, only when they are able to quickly recognize the English words that comes to their sight and make a connection between these words and their meanings, can they have space in their brain to process meaning as a whole. If they have difficulty processing every new word their short term memory will be fully occupied with all the individual words, therefore leaving no space for them to process meaning.

英语教学法课件 Unit 11 Teaching Reading

Pre-reading :
• The aims of the pre-reading stage:
to arouse students’ interest in the topic or type of text; to motivate students to read the text by providing a purpose for reading; to prepare students for the content of the text.
III. Why do we read?
reading for survival
e.g. parents read the label on a medicine bottle to see if it is suitable for a sick baby and to see how much to give.
Practice
Turn to Page 191 and do Task No. 14.
whilewhile-reading stage
• This stage mainly focuses on the exploitation of the text. It aims to help the readers understand the content and structure of the text, as well as the author’s purpose in writing it.
WhileWhile-reading activities
• Examine referents in the text and stating what they refer to • Putting the paragraphs of a jumbled text back in the correct order • Giving sections of a text appropriate headings • Giving the text an appropriate title

《教学法》Unit 11 Teaching Reading 2015-12-5

OUTPUT (OP)
Types of TD
Pictures Drawings Maps Tables Tree diagrams Cyclic diagrams
Pie charts Bar charts Flowcharts Chronological sequence Subtitles (provide subtitles) Notes (taking notes while reading)
1
LOREM IPSUM DOLOR SIT
CONSECTETUR ADIPISICING ELIT
2
LOREM IPSUM DOLOR SIT
CONSECTETUR ADIPISICING ELIT
3
LOREM IPSUM DOLOR SIT
CONSECTETUR ADIPISICING ELIT
* Purpose: Familiarizing with the cultural and social background * Methods: Provoking discussion on the comparison between “other” and “home” culture, Relating, Using visual aids
Post-reading
Discussion
Activities
Role play Retelling
Focusing on the oral competence
Writing
Gap-filling
Focusing on the comprehensive understanding
CONCLUSION
LOREM IPSUM DOLOR SIT AMET

第十一章课堂教学过程、方法与技术设计设计

第十一章课堂教学过程、方法与技术设计设计一、名词解释1.教学过程：教师指导或支持学生学习的一般活动步骤。

我国五步骤教学法：组织上课、检查复习、讲授新教材、巩固新教材、布置课外作业。

组织者、比较性组织者）块。

6.讲演法：又称讲授法，可能是教育历史上最悠久的方法之一，至今仍在普遍应用。

7．小组讨论法：作为一种课堂教学方法，学生面对面交流，可以自由发言、提问，也可以立即作答。

教师也可参与讨论，教师起指导、组织和提供信息以及小结的作用。

二、简答题1.六步三阶段两分支教学模型（广义知识学与教得一般过程模型）六步：注意与预期、激活原有知识、选择性知觉、新信息进入原有命题网络、对复习与记忆提供指导、提供提取知识的线索。

三阶段：解决新知识的理解问题、知识的巩固或转化阶段、知识的提取与运用阶段2.先行组织者理论组织者在两种情况下运用①当学生面对学习任务时，倘若其认知结构中缺乏适当的上位观念可以用来同化新知识，则可以设计一个概念与包容水平高于要学习的新材料的组织者②当学生面对新的学习任务时，倘若其认知结构中已经具有同化新知识的适当观念，但原有观念不清晰或不巩固，学生难以应用，或者他们对新旧知识之间的关系辨别不清，则可以设计一个指出新旧知识异同的组织者3.先行组织者的理论及其教学含义①先行组织者用于学生不熟悉的课文中更为有效②运用具体模型作为先行组织者更有助于学习③先行组织者有助于促进学习的迁移4.符号标志理论及其教学含义理论：①符号标志是在学习材料中加入未增加实际内容的标志或词语，以强调材料的概念结构和组织的技术。

②它虽然不提供实际的信息，但使材料的结构更为清晰③它为读者选择适当的信息，并将这些信息组成一个彼此关联的整体提供了一个概念的框架含义：①对不熟练的阅读者更为有效②促进选择性的保持与迁移5.附加问题理论及其教学含义①设计附加问题，目的是从外部控制学习者的注意。

研究主要集中在两方面，一是问题的位置对学习效果的影响。

(完整版)《英语教学法》Unit11TeachingReading

What is reading？ Two types of reading practice ---- reading
aloud and silent reading The role of vocabulary in reading Model and principles for teaching reading Three stages in teaching reading
Pre-reading activities ---- Pooling together the existing knowledge about the topic, creating expectations (predicting contents) and arousing student’s interest about the topic
2020/8/9
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Interactive model The current theory views reading as an
interactive process. That is to say, the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types. During the process of reading, all these factors interact with each other and compensate for each other. One’s general knowledge about the world and about text types are known as schemas.

英语教学法教程PPTunit11

decode faster.(Stanovich,1980) 3. Good readers may have greater awareness of context, but they
do not need to use it while they are reading.(Oakhill and Garnham,1988) 4. Good readers know the language. They can decode with occasional exceptions, both the lexical and syntactic structures they encounter in texts, and they do so for the most part, not by guessing from context or prior knowledge by the word, but by a kind of automatic identification that requires no conscious effort.(Eskey D 1988)
contents
Research findings about good readers Factors affecting reading Strategies in reading comprehension Principles in teaching reading Approaches of teaching reading Three levels of reading Objectives of teaching reading
4
Guidelines for reading instruction Contents of teaching instruction Classroom activities Reading stages

王蔷英语教学法教程第二版 Unit11

第11章Teaching Reading一、The way of reading:Reading aloud and silent reading: are two types of reading practice commonly found in classrooms. Differences between reading aloud and silent reading:二、What do effective readers do:①have a clear purpose in reading;②read silently;③read phrase by phrase, rather than word by word;④concentrate on the important bits, skim the rest, and skip the insignificant parts;⑤use different speeds and strategies for different reading tasks;⑥perceive the information in the target language rather than mentally translate;⑦guess the meaning of new words from the context, or ignore them;⑧have and use background information to help understand the text.三、The content of readingESL/EFL reading textbooks should have a great variety of authentic materials.Teachers should ensure not only there is a greater variety but also we can help prepare students to meet their future needs.Besides authentic texts, ESL textbooks also employ a lot of non-authentic texts, i.e. simulated texts.四、Strategies involved in reading comprehension:1. reading and reading comprehensionReading: According to Day and Bamford, reading is the construction of meaning from a printed or written message.Reading comprehension: involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding.A characteristic: Reading is a silent and individual activity since the writer’s intention was for the text to be read rather than heard.2. Two broad levels in reading①a recognition task of perceiving visual signals from the printed page through the eyes.②a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.3. The skills involved in reading: reading strategies五、The role of vocabulary in readingA large majority of students believe that vocabulary is the main obstacle in learning to read and this has already been pointed out by Grabe.The lack of such vocabulary may be the greatest single impediment of fluent reading.Fluent reading depends on an adequate sight vocabulary, a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. According to Day and Bamford, efficient reading begins with a lightening-like automatic recognition of words. This initial process of accurate, rapid and automatic recognition of vocabulary frees one’s mind to use other resources.Less the 3% of new words in a reading text will enable smooth, meaningful and enjoyable reading. Therefore, helping students to develop the ability of automatic word recognition is the basis for developing their reading skills.Sight vocabulary: words that one is able to immediately recognize with both sounds and meanings without special effort from the brainThe best and easiest way to develop sight vocabulary is to read extensively.Through intensive and extensive reading;Keeping a vocabulary notebook;Using a dictionary;However, the materials chosen must be at the right level and a degree of monitoring should be available to keep the motivation high so that students can feel a sense of achievement by sharing their reading experiences with others.六、Principles and models for teaching reading1. Principles for teaching reading:1) The selected texts and attached tasks should be accessible to the students.2) Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test the students’ understanding of trivial details.4) Tasks should help develop student’s reading skills rather than test reading comprehension.5) Develop student’s reading strategies and reading ability in general.6) Provide enough guidance at the beginning and help them become independent reader eventually.2. Models of teaching reading（1）Bottom-up modelThe way one teaches reading always reflects the way one understands reading and the reading process. Some teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice.Reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice.In reading, information is transmitted along a linear process: letters—words—phrases—clauses—sentences—paragraphs—whole discourse.（2）Top-down model -- Schema theoryBottom-up model believes that one’s background knowledge plays a more important role than new words and new structures in reading comprehension.Teaching process: the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.Reading process: a psycholinguistic guessing game（Goodman, 1970）.（3）Interactive modelThe current theory views reading as an interactive process.Reading comprehension is based on the interactive process between visual information obtained from the reading materials and the readers’ prior knowledge.Reading process: brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types.七、Reading activitiesThe three stages are pre-reading, while-reading, and post-reading.1. Pre-reading activities(1) Definition of pre-reading activitiesPre-reading activities refer to tasks/activities that students do before they read the text in detail.(2) Purpose:To stimulate students’ interests, to facilitate while-reading activities. By:①pooling existing knowledge about the topic;②predicting the contents of the text;③skimming or scanning the text or parts of the text for certain purposes;④learning key words and structures.To sum up, the purpose is to prepare the students linguistically, thematically and affectively for the tasks in while-reading activities.(3) Pre-reading activities in details:1) Predicting—confirm or reject prediction in readingPredicting will get the mind close to the theme of the text to be read, making reading more intriguing and purposeful and resulting in better comprehension compared with the situation where the learner starts reading with a blank mind.Predictions can be done in many different ways①Predicting based on the title;②Predicting based on vocabulary;③Predicting based on the T／F questions.2) Setting the scene1) Aim: get the students familiarized with the cultural and social background knowledge relevant to the reading text.2) Ways of setting the scene:①Discussing culture-bound aspects of the text;②Relating what students know to what they want to know, and then ask the students to read the text to see if they can find what they want to know;③Using visual aids to set the scene.3) SkimmingIt means to read quickly to get the gist.4) ScanningReading for specific information, and should ignore the irrelevant parts when reading.2. While-reading activitiesThere are two ways of exploiting texts:1) Focusing on the results of reading:Multiple-choice questions; T/F; open questions, paraphrasing, translation.2) Focusing on the process of understanding:①Information transfer activities:When information in text form is transferred to another form , it can be more effectively processed and retained. Information transfer activities: The way to transfer information from one form to another is called a transition device.Purposes of transition deviceWhen using transition devices, we need to ensure that it is an appropriate form to encapsulate the main information contained in the text. We need to bear in mind the purposes of transition devices.①Focus attention on the main meaning of the text②Be able to simplify sophisticated input so that it becomes the basis for output;③Allow students to perform tasks while they are reading;④Highlight the main structural organization of a text／part of a text, and show how the structure relates to meaning;⑤Involve all the students in clearly defined reading tasks;⑥Precede one step at a time and students should do easier tasks before doing more complicated ones;⑦When a TD is completed, use it as a basis for further oral or written language practice.②Reading comprehension questionsNuttall’s classification of reading questions①Questions of literal comprehension;②Questions involving reorganization or reinterpretation;③Questions for inferences;④Questions for evaluation or appreciation;⑤Questions for personal response.③Understanding referencesAll natural language, spoken or written, uses referential words such as pronouns to refer to people or things already mentioned previously in the context. Understanding what these words refer to is crucial forcomprehension.④Making inferencesIt requires the reader to use background knowledge in order to infer the implied meaning of the author. Making inferences is actually the process of relating the given information to what we have known about the world. 3. Post-reading Activities(1) Objectives①To check the fulfillment of reading tasks;②To evaluate the application of reading strategies;③To apply what has been learned;④To integrate reading with other skills.(2) RequirementsPost-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel.Post-reading tasks should enable students to produce language based on what they learned.(3) Types of post-reading activitiesRole play, Gap-filling, Discussion, Retelling and Writing.。

(完整版)《英语教学法》Unit_11_Teaching Reading

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Could not see the wood for the trees
top
Could not see the the trees
Extensive Reading Intensive Reading
bottom
Models for teaching reading
Three different models: 1. Bottom-up model 2. model
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Strategies involved in reading comprehension
5. Deducting the meaning of unfamiliar lexical items 6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
in teaching reading
2
Why should we know the nature of reading?
To students: appropriate and effective reading strategies To teachers: help the students to develop effective reading strategies Exercise: discussion on Task 2

音乐教育与教学法-第十一章音乐教师教育(第一节)

途径进行学习
学生通过多种
3. 学生将学习体验融入到社会实践中。（隐）
实践体验与文献阅读相结合（隐）
学生主动参与各种社会实践，并将社
会
第十一章音乐教师教育
《音乐教育基础》
第一节音乐教师角色的转变和教师专业化
一、音乐教师角色的转变
《音乐教育基础》
第十一章音乐教师教育
《音乐教育基础》
《对话何以产生》——双回路课程模式图：
2. 2.
4. 4.
1. 老师与学生都主动创造各种社会实践的机会（隐）
社会实践主体进行地多元评价（隐）
1. 教师和学生共同探讨布置文献（显）
进行对多课元堂评主价体
3. 布置文献的同学进行组织，研一的同学进行演讲，所有听课人员参与讨论。
ቤተ መጻሕፍቲ ባይዱ
4、师生关系由居高临下向平等融洽的转变
传统教学中，学生接受教师的灌输，教师处于居高临下的地位，师生之间的关系是不平等的。随着教师角色的转变，教师与学生不再是支配与被支配的关系，而是建立平等的交流与对话，教学成为师生共同的生命体验。
在平等和谐的师生关系中 ,教师会发现学生自身也是宝贵的教育资源，教师常常会被学生的创造精神感动，不断地会有惊喜。教师也是学习的参与者，教学中能够与学生分享自己的想法和情感，能够承认自己的不足或过失，这更能带来学生的理解和尊重。
第十一章音乐教师教育
《音乐教育基础》
第一节音乐教师角色的转变和教师专业化
一、音乐教师角色的转变
3、由重教师“教”向重学生“学”的转变
传统教学是以教师讲课为中心的教学，学生要配合和适应教师的教学。教师的工作应更侧重于指导学生形成良好的学习习惯,掌握学习策略，发展元认知能力，创设丰富的教学情境，培养学生的学习兴趣，激发学生的学习动机，为学生创设一个接纳的、鼓励性的、宽容的课堂气氛。所谓“授人以鱼不如授人以渔”，新课程理念要求教师不再是只传授现成的教科书上的知识,而是要指导学生如何获取所需要的知识，掌握获取知识的工具和处理各种信息的能力。对于教师来讲，最重要的是“教会学”，而对于师范生来讲，最重要的是“学会学”和“学会教”。

《英语教学法》Unit-11-Teaching-ReadingPPT课件

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Interactive model The current theory views reading as an
But remember, possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension.
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Hale Waihona Puke Some principles for teaching reading (p.184) Models for teaching reading
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Efficient reading begins with a lightening-like automatic recognition of words. (Day and Bamford, 1998)
For developing students' reading skills, the first obstacle is often the vocabulary. Therefore, at the beginning stage, it is important for teachers to realize that helping our students to expand their sight vocabulary is quite important. In other words, only when they are able to quickly recognize the English words that comes to their sight and make a connection between these words and their meanings, can they have space in their brain to process meaning as a whole. If they have difficulty processing every new word their short term memory will be fully occupied with all the individual words, therefore leaving no space for them to process meaning.

以听为主的练习实例
4）听对话填表 5）听-绘图 6）填空，如诗，英文歌
Make by 308
第三节以说为主的练习实例
• 要有效地提高学生的口头表达能力，首先应鼓励学生敢于开口。 • 对于学生在练习中出现的问题要用循循善诱的态度加于引导。 • 要注意评价和纠正的方式方法。 • 暗示法往往可以在不损害学生自尊心的情况下，达到纠正毛病的目的。
• 7、创设情境，供学生开展对话练习。 • 8、口头报告。（该练习可由当天值日生负责，内容可分两部分，一般情况，像日期、星期、天气及学校当天的常规活动和学生的考勤情况等。另一部分可以包括前一天有意义的活动和当天要做的事，可为个体也可以为集体活动，新闻或通知也可以包括在内。）
以说为主的练习
以说为主的练习
• 5、口头作文接龙。（由每位学生按命题与规格每人讲一句话，以连成一篇作文。每句话的内容应体现相互间的逻辑关系。教师可以预先将提纲告诉学生，使思维指向较为统一。 • 6、句型转换练习。（如将句子的单数形式转换为复数形式；以及改变语态，将直接引语与间接引语互换等）
以说为主的练习
• 4.教师在组织教学以及讲课时使用的语言，不应是学生难以理解的语言，可多借用直观的手段。 • 5.要激发学生留心听和开口说的愿望。 • 6.听说训练不但要目的明确，而且要常做检查，以便了解学生听的效果，发现问题，改进工作。 • 7.全身反应法也是训练听所能力的好方法。
• 8.运用“独白”，培养口头连贯表达能力。 • 9.以对话为体裁的教学内容也是提高听说技能的好材料。 • 10.组织一些竞争性的练习能激起儿童的学习兴趣，满足他们的好胜心理。 • 11.利用听，开展判断有利于提高学生的辨音能力。

王蔷英语教学法教程第二版 Unit11

第11章Teaching Reading一、The way of reading:Reading aloud and silent reading: are two types of reading practice commonly found in classrooms. Differences between reading aloud and silent reading:二、What do effective readers do:①have a clear purpose in reading;②read silently;③read phrase by phrase, rather than word by word;④concentrate on the important bits, skim the rest, and skip the insignificant parts;⑤use different speeds and strategies for different reading tasks;⑥perceive the information in the target language rather than mentally translate;⑦guess the meaning of new words from the context, or ignore them;⑧have and use background information to help understand the text.三、The content of readingESL/EFL reading textbooks should have a great variety of authentic materials.Teachers should ensure not only there is a greater variety but also we can help prepare students to meet their future needs.Besides authentic texts, ESL textbooks also employ a lot of non-authentic texts, i.e. simulated texts.四、Strategies involved in reading comprehension:1. reading and reading comprehensionReading: According to Day and Bamford, reading is the construction of meaning from a printed or written message.Reading comprehension: involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding.A characteristic: Reading is a silent and individual activity since the writer’s intention was for the text to be read rather than heard.2. Two broad levels in reading①a recognition task of perceiving visual signals from the printed page through the eyes.②a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.3. The skills involved in reading: reading strategies五、The role of vocabulary in readingA large majority of students believe that vocabulary is the main obstacle in learning to read and this has already been pointed out by Grabe.The lack of such vocabulary may be the greatest single impediment of fluent reading.Fluent reading depends on an adequate sight vocabulary, a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. According to Day and Bamford, efficient reading begins with a lightening-like automatic recognition of words. This initial process of accurate, rapid and automatic recognition of vocabulary frees one’s mind to use other resources.Less the 3% of new words in a reading text will enable smooth, meaningful and enjoyable reading. Therefore, helping students to develop the ability of automatic word recognition is the basis for developing their reading skills.Sight vocabulary: words that one is able to immediately recognize with both sounds and meanings without special effort from the brainThe best and easiest way to develop sight vocabulary is to read extensively.Through intensive and extensive reading;Keeping a vocabulary notebook;Using a dictionary;However, the materials chosen must be at the right level and a degree of monitoring should be available to keep the motivation high so that students can feel a sense of achievement by sharing their reading experiences with others.六、Principles and models for teaching reading1. Principles for teaching reading:1) The selected texts and attached tasks should be accessible to the students.2) Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test the students’ understanding of trivial details.4) Tasks should help develop student’s reading skills rather than test reading comprehension.5) Develop student’s reading strategies and reading ability in general.6) Provide enough guidance at the beginning and help them become independent reader eventually.2. Models of teaching reading（1）Bottom-up modelThe way one teaches reading always reflects the way one understands reading and the reading process. Some teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice.Reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice.In reading, information is transmitted along a linear process: letters—words—phrases—clauses—sentences—paragraphs—whole discourse.（2）Top-down model -- Schema theoryBottom-up model believes that one’s background knowledge plays a more important role than new words and new structures in reading comprehension.Teaching process: the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.Reading process: a psycholinguistic guessing game（Goodman, 1970）.（3）Interactive modelThe current theory views reading as an interactive process.Reading comprehension is based on the interactive process between visual information obtained from the reading materials and the readers’ prior knowledge.Reading process: brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types.七、Reading activitiesThe three stages are pre-reading, while-reading, and post-reading.1. Pre-reading activities(1) Definition of pre-reading activitiesPre-reading activities refer to tasks/activities that students do before they read the text in detail.(2) Purpose:To stimulate students’ interests, to facilitate while-reading activities. By:①pooling existing knowledge about the topic;②predicting the contents of the text;③skimming or scanning the text or parts of the text for certain purposes;④learning key words and structures.To sum up, the purpose is to prepare the students linguistically, thematically and affectively for the tasks in while-reading activities.(3) Pre-reading activities in details:1) Predicting—confirm or reject prediction in readingPredicting will get the mind close to the theme of the text to be read, making reading more intriguing and purposeful and resulting in better comprehension compared with the situation where the learner starts reading with a blank mind.Predictions can be done in many different ways①Predicting based on the title;②Predicting based on vocabulary;③Predicting based on the T／F questions.2) Setting the scene1) Aim: get the students familiarized with the cultural and social background knowledge relevant to the reading text.2) Ways of setting the scene:①Discussing culture-bound aspects of the text;②Relating what students know to what they want to know, and then ask the students to read the text to see if they can find what they want to know;③Using visual aids to set the scene.3) SkimmingIt means to read quickly to get the gist.4) ScanningReading for specific information, and should ignore the irrelevant parts when reading.2. While-reading activitiesThere are two ways of exploiting texts:1) Focusing on the results of reading:Multiple-choice questions; T/F; open questions, paraphrasing, translation.2) Focusing on the process of understanding:①Information transfer activities:When information in text form is transferred to another form , it can be more effectively processed and retained. Information transfer activities: The way to transfer information from one form to another is called a transition device.Purposes of transition deviceWhen using transition devices, we need to ensure that it is an appropriate form to encapsulate the main information contained in the text. We need to bear in mind the purposes of transition devices.①Focus attention on the main meaning of the text②Be able to simplify sophisticated input so that it becomes the basis for output;③Allow students to perform tasks while they are reading;④Highlight the main structural organization of a text／part of a text, and show how the structure relates to meaning;⑤Involve all the students in clearly defined reading tasks;⑥Precede one step at a time and students should do easier tasks before doing more complicated ones;⑦When a TD is completed, use it as a basis for further oral or written language practice.②Reading comprehension questionsNuttall’s classification of reading questions①Questions of literal comprehension;②Questions involving reorganization or reinterpretation;③Questions for inferences;④Questions for evaluation or appreciation;⑤Questions for personal response.③Understanding referencesAll natural language, spoken or written, uses referential words such as pronouns to refer to people or things already mentioned previously in the context. Understanding what these words refer to is crucial forcomprehension.④Making inferencesIt requires the reader to use background knowledge in order to infer the implied meaning of the author. Making inferences is actually the process of relating the given information to what we have known about the world. 3. Post-reading Activities(1) Objectives①To check the fulfillment of reading tasks;②To evaluate the application of reading strategies;③To apply what has been learned;④To integrate reading with other skills.(2) RequirementsPost-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel.Post-reading tasks should enable students to produce language based on what they learned.(3) Types of post-reading activitiesRole play, Gap-filling, Discussion, Retelling and Writing.。

英语教学法 Unit 11 Teaching Writing

What do we write in reality? (Brainstorm)
We write letters, journals, notes, instructions, posters, essays, reports, poems, stories, menus, etc. mostly for communication, to reflect our inner thoughts or feelings. So we should realize that there is a great variety of things we write in reality.
In real life
Authenticity/real Real writing, ideas authentic, motivation
In order to motivate students, we should advocate authentic writing. If writing tasks focus on the product rather than on the process, they do not help students to develop real writing skills.
Activity 2 Letter Writing

A friend is coming to visit your hometown/village. Unfortunately you will be away. Writing a short letter to your friend and makes some suggestions about sightseeing and other activities in your area. Activity 2 can be considered as “writing for communication” though the situation is an imagined one.