整理的教学法课件

Discourses Sentences/ Phrases Words Morphemes Phonemes
Linguistic Knowledge & Background Knowledge
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The Interactive Model
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Visual signal
Writer’s m
Reader’s knowledge
Reader’s reconstruction
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单项选择题
（共35小题，每小题1分，共35分）
例： 1. Reflecting on how people learned a language, we can find that people learn languages in ____ways. A. different B. similar C. the same D. no 2. Because no textbooks are written for any particular class, it is necessary for teachers to ___ materials. A. throw away B. adapt C. use D. use no
C. Informal, non-rehearsed不排练, and interactive between 2 speakers D. Multiple-choice question, dictation, and interview
填空题
（10小题，每小题1分）
注意，要在答卷上写出整个单词。 例： 1. One of the general views on language is that l___ is a set of symbols. 2. In traditional pedagogy, listening and speaking were treated as skills different from what takes place in r__. 3. Introduction to phonetic rules should be a__ at the beginning stage of teaching pronunciation.
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The Bottom-up Model
Discourses Sentences/ Phrases Words Morphemes Phonemes
Linguistic knowledge is used.
本页内容在工作室的“课件浏览” 中的 Unit Ten 有讲解。
The Top-down Model
Sophisticated Input (SI) Transition Device (TD)
Output (OP)
Transition devices can be used to make information in text form effectively processed and retained.
Strategies needed in reading (2nd ed.:181)
1. 2. 3. 4. 5. 6. 7. 8. Specifying a purpose for reading Planning what to do/what steps to take Previewing the text Predicting the contents of the text Checking predictions Skimming the text for the main idea Scanning the text for specific information Distinguishing main ideas from supporting details
18. Using discourse makers to see relationships 19. Checking comprehension 20. Identifying difficulties 21. Taking steps to repair faulty comprehension 22. Critiquing the author 23. Critiquing the text 24. Judging how well objectives were met 25. Reflecting on what has been learned from the text
配对题
（共15题，每小题2分，共30分 ）
分A、B、C、D、E五个组。例： Cluster A：
41. A telephone conversation about business A. Identifying pictures, discovering missing information, and following directions
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• Conclusion: Helping our students to develop the ability of automatic word recognition is the basis for developing their reading skills.
42. Ethic devotion, 道德信仰 professional qualities and personal style of a teacher 43. Functional communicative activities
44. Language testing
B. Process-oriented and conditionoriented 重过程的教、学模式 和重情景环境的教、学模式
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Post-reading activities
• Post-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel. • In addition, post-reading task should enable students to produce language based on what they have learned. • e.g. 本页内容在工作室的“课件浏览”
Schemata to be activated the schema of language;
the schema of content;
the schema of forms
Discourses Sentences/ Phrases Words Morphemes Phonemes
本页内容在工作室的“课件浏览” 中的 Unit Ten 有讲解。
9. Posing questions about the text 10. Finding answers to posed questions 11. Connecting text to background knowledge 12. Summarizing information 13. Make inferences 14. Connecting one part of the text to another 15. Paying attention to text structure 16. Rereading 17. Guessing the meaning of a new word from context
写作题（撰写教案撰写教案）
四、教案设计（20分）
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Skills/Strategies (2 ed.) involved in reading comprehension
nd
Two broad levels in reading: • Visual signal from the eyes • A 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.
The role of vocabulary in reading
• “The lack of vocabulary may be the greatest single impediment of fluent reading.” (Brabe, 1988:63) • A moderate L1 reader can recognize about 50,000 words. • Efficient reading begins with a lighteninglike automatic recognition of words. • The ratio of unknown words suggested is less than 3% in a reading text to enable smooth, meaningful, and enjoyable reading.
本页内容在工作室的“课件浏览” 中的 Unit Ten 有讲解。