我的教学法设计Word文件下载.docx

我的教学法设计Word文件下载.docx

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Rationalfortheoveralllessondesign

Task-BasedLanguage（TBLT）referstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.Itproposesthenotionof“tasks”asacentralunitofplanningandteaching.Thereisacommonsensicalunderstandingthatataskisanactivityorgoalthatiscarriedoutusinglanguage.

CommunicativeLanguageTeaching（CLT）emphasizestheneedtofocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.Languageisasystemfortheexpressionofmeaning.Theprimaryfunctionoflanguageistoallowinteractionandcommunication.Thestructureoflanguagereflectsitsfunctionalandcommunicativeuses.Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategorizesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.

CooperativeLanguageLearning（CLL）ispartofamoregeneralinstructionapproachalsoknownasCollaborativeLearning（CL）.CooperativeLearningmakesmaximumuseofcooperativeactivitiesinvolvingpairsandsmallgroupsoflearnersintheclassroomasashiftfromteacher-centeredtostudent-centered.

Rationalforreadingactivities/tasks

Barnett（1989）categorizesreadingmodelsintothreebasictypes:

Bottom-upmodels-thereaderessentiallybuildsupthemeaningofatextonthebasisofdecodingsmallerunits:

firstwords,andphrases,thensentencesandparagraphs,andfinallyworkingoutthemeaningofthewholetext.Theprocessingisessentially"

data-driven"

asitisevokedbyincomingdata;

Top-downmodels--thereaderusesconceptualbackgroundknowledgeandreasoningskillstogaincomprehension.Theprocessingis"

concept-driven"

;

However,moreandmorelinguistsbelievereadingisaninteractive,comprehensiveprocess（interactivewayofreading）--thereaderusesbottom-upandtop-downwaystogether,andthetwowaysinteractwithwitheachotherintheunderstandingofatext.Forexample,thereadermightpredicttheconceptofthetextbyusinghisknowledgeofthetopic（top-down）,thenlookforkeywords（bottom-up）tochecktheprediction,orgetthemaingistofthetextbyskimmingitquickly（top-down）andexaminethewriter'

schoiceofvocabularyforunderstandingtheimpliedmeaning.

Theroleofbackgroundknowledgeinlanguagecomprehensionhasbeenformalizedasschematheory（Bartlett,1932;

RumelhartandOrtony,1977;

Rumelhart,1980）,whichhasasoneofitsfundamentaltenetsthattext,anytext,eitherspokenorwritten,doesnotbyitselfcarrymeaning.Rather,accordingtoschematheory,atextonlyprovidesdirectionsforlistenersorreadersastohowtheyshouldretrieveorconstructmeaningfromtheirown,previouslyacquiredknowledge.Thispreviouslyacquiredknowledgeiscalledthereader’sbackgroundknowledge,andthepreviouslyacquiredknowledgestructuresarecalledschemata（Bartlett,1932;

AdamsandCollins,1979,Rumelhart,1980）.Accordingtoschematatheory,comprehendingatextisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext.Efficientcomprehensionrequirestheabilitytorelatethetextualmaterialtoone’sownknowledge.Comprehendingwords,sentences,andentiretextsinvolvesmorethanjustrelyingonone’slinguisticknowledge.AstheopeningquotefromAndersonetal.Pointsout,“everyactofcomprehensioninvolvesone’sknowledgeoftheworldaswell”（Andersonetal.,1977:

369）.

Advanceorganizersandcontextualcuesareimportantinhelpingreadersbuildand/orretrievefrommemoryappropriateschematatohelpcomprehend.（Hadley,1993）

Readingskillsareimportantforimprovingcomprehensionbecausetheyenablereaderstousetop-downandbottom--upmodesinteractively.

Rationalforwritingactivities/tasks

Researchontheuseofmodelsofgoodwritinginwritinginstructionyieldsmixedresults,withsomestudiesshowingbenefitsandothersshowingnosignificantdifferencesbetweengroups.However,Hillocksmaintainsthattheuseofmodels,especially“toillustrateasinglecharacteristicofeffectivewriting,suchastheuseofconcretedetail”canbebeneficialatallgradelevels.

LessonPlan

Language:

English

Backgroundoflearners:

collegestudents（freshmen,Englishmajors）

Proficiencylevel:

advancedlevel

Lessonlength:

50minutesforeachlesson

Typeoflesson:

readingandwriting

Aim:

1.reinforcereadingskills-skimmingandscanning;

2.guessthemeaningofunknownwordsorphrasesfromcontext;

3.identifytherelationshipamongsentencesandinterpretcomplex

structures;

4.understandtheforceofconnectorsandevaluatethetext;

5.Predictthereadingtext;

Relevantpriorlearningknowledge:

studentshavealreadybeenintroducedsomereadingskillssuchasskimmingandscanninginseniorhighschool.

Teachingpreparations:

blackboard,chalk,teachingresources（seeAppendix）,somepictures（visualaids）aboutthepoetsinthereadingtext,andppt.

Teachingresources（seeAppendix）

ReadingtextA

ReadingtextB

Resourcesheet1

Resourcesheet2

Resourcesheet3

Resourcesheet4

Writingtasksheetone

Writingtasksheettwo

Anticipateddifficulties:

Intheorientingphaseforreading,studentsmighthavedifficultyinpredictingthecontentofthetextthroughreadingthefirsttwosentencesofeachparagraph,sothelecturershouldteachthemhowtodoitfirst.

Whenassignedthewritingtask,learnersmighthaveformulatedideasthroughpreviousactivities,butmightnotunderstandthecomposingprocessandthediscoursefeaturesofthewritingtask,thereforethelecturershouldexplainitcarefully.

LessonOne

LessonOverview

Orientingphase

Activatestudents’schemata

10m

Enhancingphase

IntensiveReading（useschematatoprocessthetext,comprehensionchecksandcontextualguessing）

30m

Synthesizingphase

Applylearnedskillstowidercontextsandthewritingtask

1.OrientingPhase

LessonObjectives

Procedures

ExpectedOutcome

Itisalead-instagewhichaimstofacilitatecomprehension:

topreparestudentslinguisticallyforthetasksinreading,familiarizethemwiththetopicofthereadingtext,drawonstudents’existingknowledge,andactivatetheirschemata.

Brainstormingandleading-in

1.InviteafewSstoillustratesomeexamplesabouttheirfavouritepoets.

2.Showsomepictures（visualaids）aboutthepoetsinthereadingtext.

3.Introducesomedetails（life,works）aboutthepoets.

4.InviteSstopredictthecontentofthetextthroughreadingthefirsttwosentencesofeachparagraph.

Thesceneissetted,thatisstudentsarefamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttothereadingtext.

2.EnhancingPhase

1.reinforcereadingskills-skimmingandscanning;

2.guessfromcontextthemeaningofunknownwordsorphrases;

3.interpretcomplexstructures;

4.identifytherelationshipamongsentences（rhetoricalorganization）;

5.understandtheforceofconnectors;

6.makeinference;

1.startwiththefirstparagraphsothatSsknowhowtoworkoutthegeneralideaofeachparagraph;

2.workinpairstogothroughthetextquicklytofindoutthemainideaofeachparagraph,checkanswersonebyoneparagraph;

3.comprehensionquestions-seeresourcesheet1;

4.illustratethestructureofthetext-contrast;

5.tickoutdifficultsentencesandexplainthem-seeresourcesheet1;

1.getgeneralideasandspecificdetails.

2.strengthenskimmingandscanningskills.

3.understandimpliedmeaning.

3.SynthesizingPhase

Tosummarizethereadingtext;

TasksorexercisesshouldbedesignedwhichhelpSsgobeyondtheconfinesofthespecificreadingtexttoconsolidatereadingskillsandeffectivereadingstrategiesperse.

1.discussion;

2.vocabularyexercises--seeresourcesheet2;

3.retellthetext;

positiondevelopment-seewritingtasksheetone;

extendthespecificreadingtexttoconsolidatereadingskillsandeffectivereadingstrategies

LessonTwo

1.Schematashouldbeactivatedtofacilitatecomprehensionprocess.

2.Developskillsinanticipationandpredictionforthereadingtext.

1.InviteafewSstoillustratesomeexamplesabouttheirfavouritepainters.

2.Showsomepictures（visualaids）aboutthepainterandherpaintingsinthereadingtext.

3.Introducesomedetails（life,works）aboutthepainter.

4.InviteSstopredictcontentofthetextthroughitstimesequence.

Studentsbuildexpectanciesforthereadingtextthattheyareabouttoread.

1.getthegistandlocatespecificinformation.

2.determinethegeneralcategoryofthereadingtext.

3.guessfromcontextthemeaningofunknownwordsorphrases;

4.identifytherelationshipamongparagraphs（rhetoricalorganization）;

1.workinpairstogothroughthetextquicklytofindoutthemainideaofeachparagraph,checkanswersonebyoneparagraph;

2.comprehensionquestions-seeresourcesheet3;

3.illustratethestructureofthetext-timeseq