sjl会议交流.ppt
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HOWTOASSESSREADINGCOMPETENCE,ZOUSHENShanghaiInternationalStudiesUniversity,THREEQuestionstobeaddressed,Whatisreading?
Whatisreadingcompetence?
Howcanweassessreading?
-typesofreadingquestions-kindsofreadingtestmethods,Howcanweassessreading?
Typesofreadingquestions-localandglobalquestions-questionsofliteralcomprehension,reorganizationandreinterpretation,inference,evaluation,personalresponseandrhetoricaltechniques,TEM4readingcomponent:
fivetypesofreadingtestquestionsliteralcomprehensioninterpretation&reorganizationinferenceevaluationplanning&implementation,QuestionTypeliteralcomprehensionReadingSkill(s)skimorscanthetextquicklyforgistorspecificdetails;understanddetailsinonespot;understanddetailsinoneormorethanonespot,QuestionTypeinterpretationunderstandconcepts(grammaticalnotions)suchascause,result,purpose,comparison,time,etc.understandsyntacticstructureofsentenceandclause,QuestionTypeinferenceReadingSkill(s)anticipateandpredictwhatwillcomenextinthetext;readbetweenthelines-understandthetextbygoingoutsideit-understandthecommunicativefunctionofdiscourse-understandfigurativelanguage(e.g.simile,metaphor);guessthemeaningofunknownwordsorphrasesaccordingtocontext,QuestionTypeevaluationReadingSkill(s)summarizeorsynthesizethewholetext;workoutanoutline;distinguishauthorsattitude;recognizecohesionandcoherencedevices;recognizerhetoricaldevices,QuestionTypeplanning&implementationReadingSkill(s)adoptaflexibleapproachandvaryreadingstrategiesaccordingtothetypeofmaterialbeingreadandthepurposeforwhichitisbeingread,Questionofliteralcomprehension:
HousewivesprefertohangouttheirwashingonAcolddays.B.rainydays.C.windydays.D.hot,stilldays.,Questionofreorganizationorinterpretation:
Accordingtothepassage,whatismostlikelytohappenonstilldays?
A.Thereisgreaterheatloss.B.Peoplefeelmorecomfortable.C.Heatlossbecomesslower.D.Windcarriesheataway.,Questionofinference:
Accordingtothecontext,“accountfor”inline4,Paragraph3isclosestinmeaningtoA.calculate.B.explain.C.describe.D.show.,Questionofevaluation:
Whatmethodofessaydevelopmentdoesthewriteruseinthepassage?
A.Classification.B.Comparisonandcontrast.C.Causeandeffect.D.BothAandB.,Questionofplanningandimplementation:
Ifyouwereaskedtogetthemainideaofthepassageinaminute,whatisthebestwaytoapproachthepassage?
A.Readthewholepassagecarefully.B.Glancethroughit.C.Readitparagraphbyparagraph.D.Readsomeparagraphs.,TeachingEnglishReading,上海外国语大学英语学院李尚宏,VocabularyReadingspeedReadingskillsStudyskillsOrientationConcentrationManyothers,WhatProblemsDoStudentsHave?
Howtorememberwords?
WordformationKeepingavocabularynotebookandotherwaysHowdotheyrespond?
Whichisbetter?
HowDoWeHelp-withVocabulary?
Aniteminavocabularynotebook,VocabularyCard,TopicMainideaTopicSentenceDetails-organizationpatternsTypesofwritingNarrativeDescriptiveArgumentative,ReadingSkills-WhattoTeach?
KnowingwheretopayattentiontoQuickertocatchmainideasMoreconsciousoforganizationReadingfasterAskingmorequestionsWritingbetter,SoWhat?
TextbooksWhichonetochoose?
Howmuchdowedependonthem?
ClassicsWhattobeginwith?
Howdowemakesuretheyreallyreadandenjoy?
Newspapers,Magazinesandothers,WhattoRead?
GreekandRomanMythsBibleStoriesTalesfromShakespeareTheAdventureofSherlockHolmesDetectivestoriesbyAgathaChristieHarryPorterTheCalloftheWildFictiontranslatedintoEnglishSimplifiedclassicsEnglishtextsbyChineseauthors,WhatIHaveTried,ChallengingquestionsRetellingrelayClassroomdiscussionsBookreportsExams,HowtoEngageStudentsandCheckTheirReading?
St.JohnsPekingUniversityOthers,PracticeinOtherUniversities,开课时间:
2学期教材:
圣经、希腊罗马神话,此外没有固定教材做法:
课下阅读,老师上课讲解,有时提问,很少讨论。
反响:
有些同学很喜欢,但上久了觉得没劲,好像传教一样。
收获自然有一些,觉得自己对西方文化了解了很多。
北京外国语大学,开课时间:
2学期教材:
泛读教程(高等教育出版社)+老师推荐书目(如老人与海)做法:
书里的知识点+第一学期分组presentation反响:
两个学期分不同的老师教;对只讲知识点的老师学生反响较好,广东外语外贸大学,2学期。
(外教授课无固定用书)阅读材料活页+每两周一本原版读物课外阅读做法阅读推荐和分析看原版读物写readingmemo(课外作业)一学期4篇规定主题的paper学生反响泛读课课堂里学到的东西实在是不多.但是课后的阅读收获很多.可以说他们课余时间很大一部分是用在看这些书+写readingmemo上,中山大学,开课时间:
4学期教材:
泛读教程(上外出版社王守仁老师主编)+老师印的其他读物做法:
presentation(关于课文的),然后根据课文发一些材料做essayreading交流读书报告或者academicpaper的写作(这个是一学期的学期任务)反响:
反响还不错,比较自由的一门课,写paper很锻炼人,特别是变态的linguisticpaper”,南京大学,开课时间:
2学期教材:
泛读教程(上外出版社王守仁老师主编)做法:
教材+课外资料,一般泛泛的讲解,没有系统的阅读技巧的反响:
“我们班反应很不好。
也有觉得不错的班,主要是老师的问题,反应与教材无关”,厦门大学,SkillsareessentialVocabularyskillsReadingskillsThetextbookisdeficientandsupplementarymaterialsaretobeusedtoekeout.Theteacherplaysapivotalrole.,Conclusion,大学英语教学目标与阅读教学,上海外国语大学束定芳,提纲,语言学习与阅读大学英语课程要求课堂教学的功能与目标大学外语阅读教学,外语阅读教学需要研究的课题,外语阅读教学的特殊性:
认知基础与特点学生课外自主阅读:
组织与评估课堂阅读的组织:
解读与讨论百科知识与阅读专业知识与阅读阅读与其他语言技能,重视“阅读”,教好“阅读”,黄源深,一、“阅读”是目前最失败的课程,各门课程现状:
1.综合课:
经验丰富,效果较好;2.视听说:
教材新,学生进步大;3.写作