英语阅读教学教案与活动设计

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1、英語閱讀教學教案與活動設計(LessonPlansandActivitiesinTeachingReading)一.前言(Introduction)Thegoalofteachingreadingisnotjusttofacilitatestudentstounderstandthetextsintheclassroom.Teachersalsoneedtoinstructstudentshowtoapproachandconsiderdifferenttypesoftexts.Thesereadingskillsandstrategiescanhelpstudentsb

2、ecomeindependentandeffectivereadersandcontinuetoreadbeyondtheclassroom.Thecarryoverismoreimportantandusefulforstudentsinreallife.However,teachersinTaiwanusuallyspendtoomuchtimeininterpretingthetextsinordertomakestudentsunderstandthetexts.Forgiftedstudents,interpretingthetextsisnotenough.T

3、eachersmustbemorecreativeandprovidethemopportunitiestotrypredictingthecontentsandinferringthemeaningsandstructuresofthetexts.Throughtheseways,giftedstudentscanexperienceusingdifferentreadingskillstoapproachandexplorediversetexts,canacquirebetterreadingcomprehensionandwillbeabletoreadindep

4、endentlyandactively.Inthebook“DevelopingReadingSkills”,Grellet(2003)describesandclassifiesalotofvarioustypesofreadingcomprehensionactivitiesandexercisestodevelopstudents’differentreadingskills,likeskimming,scanning,anticipation,predicting,inferenceandreferenceskills.Thebookcangiveteachers

5、manyideaswhentheydesignreadingactivitiesandworksheets.Thefollowinglessonplansaresomeexamplesforgiftedstudentstopracticedifferentreadingskills.Theprocedurewillfollowthreestages:pre-reading,while-readingandpost-readingandthesubjectisthefriendlycity-Kaohsiung.Basedonstudents’needsandcompeten

6、ce,teacherscanadapttheseexamplesanddesignmorecreativeexercisesandactivitiesfortheirgiftedstudents.Throughthereadinginstruction,giftedstudentswillbeabletoapply8suitablereadingskills,comprehenddifferenttextseffectivelyandreadtextsmoreindependentlyandactively.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

7、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、