英语阅读教学教案与活动设计

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英語閱讀教學教案與活動設計

(Lesson Plans and Activities in Teaching Reading)

一. 前言(Introduction)

The goal of teaching reading is not just to facilitate students to understand

the texts in the classroom. Teachers also need to instruct students how to approach and consider different types of texts. These reading skills and strategies can help students become independent and effective readers and continue to read beyond the classroom. The carryover is more important and useful for students in real life.

However, teachers in Taiwan usually spend too much time in interpreting

the texts in order to make students understand the texts. For gifted students, interpreting the texts is not enough. Teachers must be more creative and provide them opportunities to try predicting the contents and inferring the meanings and structures of the texts. Through these ways, gifted students can experience using different reading skills to approach and explore diverse texts, can acquire better reading comprehension and will be able to read independently and actively.

In the book “Developing Reading Skills”, Grellet ( 2003) describes and classifies a lot of various types of reading comprehension activities and exercises to develop students' different reading skills, like skimming, scanning, anticipation, predicting, inference and reference skills. The book can give teachers many ideas when they design reading activities and worksheets. The following lesson plans are some examples for gifted students to practice different reading skills. The procedure will follow three stages: pre-reading, while-reading and post-reading and the subject

is the friendly city-Kaohsiung. Based on students' needs and competence, teachers can adapt these examples and design more creative exercises and activities for their gifted students. Through the reading instruction, gifted students will be able to apply ）））））s

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suitable reading skills, comprehend different texts effectively and read texts more independently and actively.

對於資優學生而言，英語閱讀教學的目的不只是老師在課堂上幫助他們理解文章內容和增加文章內容的深度與廣度，老師更需要引導學生善用閱讀技巧和策略，以使他們在課堂外也能有效率地進入和探索不同類型的文章。閱讀技巧和策略的培養可以增強資優學生對文章內容的理解能力，並可以使他們成為獨立自主和主

動的閱讀學習者，有助於他們獲取高深廣博的知識。

在「發展閱讀技巧」一書中，Grellet ( 2003)介紹了許多不同類型的閱讀理解活動

以發展各種閱讀技巧(如預測、參與、略讀、精讀、推論、歸納…..等)，老師在設計閱讀活動和學習單時可加以參考。以下所列舉的教案所包含的活動和學習單將依照閱讀教學活動三階段(閱讀前、閱讀中、閱讀後)，並針對不同的閱讀

技巧來設計。希望透過這些閱讀活動和學習單的實施，資優學生能靈活運用實用的閱讀技巧，有效率地理解和吸收更廣更深的資料與文章。

本閱讀教案和活動設計的主題是：友善的都市-高雄。老師們可以參考這些活動設計範例，並根據學生的需要與能力加以改編，以進行更有效的英語閱讀教學。

*參考書目(Reference)：

Grellet, F. (2003). Developing reading skills. Cambridge, UK: Cambridge University Press.

(Lesson Plans and Worksheets)教案與學習單二.

*Objectives:

(1) Students will be able to use the title and pictures to get an idea about

what the reading text is about.

(2) Students will be able to point out the main idea by skimming through

the text.

(3) Students will be able to find out specific information from the text by ）））））s

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scanning.

(4) Students will be able to identify and summarize the main points from

the text.