1、如何提高阅读课教学效益如何提高阅读课教学效益 -采用采用APAR参与式培训模式参与式培训模式 APAR培训模式是一种根据参与式培训理念和方法总结出的适合中学英语教师研修培训的一种模式，该培训模式包括Awareness（唤醒）Presentation（介绍）Application（运用）Reflection（反馈）这四个环节，通过教师在培训中的参与、互动、实践和思考，促进其观念的转变和行为的跟进，从而提高研修培训效益。AAwareness（唤醒）：该环节的主要目的是激活培训者的过往经历，熟悉相关话题。PPresentation（介绍）：该环节的主要目的是聚焦实际教学,介绍有效的教学方法。培训者在
2、介绍方法时要注意结合具体的教学案例进行方法介绍和理论分析，理论与实践相结合有助于帮助参培教师掌握教学理论、提高实践能力。AApplication（运用）：运用所学方法于具体的教学实践中。该环节常采用工作坊（workshop）的方式，以组为单位，小组合作完成一个活动项目，在运用过程中要注意引导参培教师全员参与、组内协作、组间竞争。RReflection（反馈）：该环节的主要目的是采取有效的信息收集和反馈方式，激发教师进一步思考。Three tips:finish/not finish cardsilent handdrawing lotsGuessA)Audio-visualB)Demonstr
3、ationC)Discussion Group D)LectureE)Practice by DoingF)ReadingG)Teach others/Immediate use of learning下边这些教学方式中哪一个能让学生将所学的内容记得最久？请按从低到高排序。D)Lecture F)Reading A)Audio-visual B)Demonstration C)Discussion GroupE)Practice by DoingG)Teach others/Immediate use of learningAwarenessGuess how much remains aft
4、er 24 hours_%_%_%_%_%_%_%How to Teach Reading一、英语课程标准对阅读的要求二、课标教材阅读部分的编写特点三、如何提高阅读课的教学效益presentation一、英语课程标准对读的要求（二级）一、英语课程标准对读的要求（二级）1、能认读所学词语；2、能根据拼读的规律，读出简单的单词；3、能读懂教材中简短的要求或指令；4、能看懂贺卡等所表达的简单信息；5、能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；6、能正确朗读所学故事或短文。一、英语课程标准对读的要求（五级）一、英语课程标准对读的要求（五级）能根据上下文和构词法推断、理解生词的含义能理解
5、段落中各句子之间的逻辑关系能找出文章的主题，理解故事情节，预测情节的发展和可能结局能读懂常见体裁的阅读材料能根据不同的阅读目的运用简单的阅读策略获取信息能利用字典等工具书进行学习课外阅读量应累计达到15万词以上二、课标教材的语篇特点二、课标教材的语篇特点 阅读材料内容美语言美阅读活动阅读后三、如何提高阅读课的教学效益三、如何提高阅读课的教学效益激活背景知识 解决词汇障碍Warming up/Using pictures/PredictionPre-reading While-reading 掌握阅读技能掌握阅读技能 获取文本信息获取文本信息Skimming/Scanningdealing wi
6、th difficult words/Jigsaw readingPost-reading 拓展语言运用 由读过渡到写Summarizing/Making AssociationsPRE-READING主要目的：主要目的：激活背景知识激活背景知识 解决词汇障碍解决词汇障碍活动介绍：活动介绍：Warming upUsing picturesPrediction/guessingPre-Reading Activity(I)Warming upWhich are healthy/unhealthy?Can you think of more healthy/unhealthy habits?Pre
7、-Reading Activity(II)Using picturesAnswer the questions with a partner.1.Who do you see?2.How old do you think he is?3.Who made him?4.What made him famous?Pre-Reading Skill(III)Prediction/GuessingGOOD READERS=GOOD GUESSERSWhy do guessing?Warm-ing upMotiva-tionBack-groundReasons for readingVoca-bular
8、y-Warms up students,gets them ready to readMotivatingProvides background and context Gives students a reason to readProvides an opportunity to pre-teach vocabularyTopic of the articleWriters opinionWords the text will useHow the text will make you feelWhat you think you will learn from the texttopic
9、opinionwordsfeelingOther informationYour turn Work in groupsWhat questions can you ask by using the picture in this passage?Think of at least 3 warm-up questions to help students want to read.applicationWHILE-READING主要目的：主要目的：掌握阅读技能掌握阅读技能 获取文本信息获取文本信息 活动介绍：活动介绍：SkimmingScanningdealing with difficult
10、 words/Jigsaw readingWhile-Reading Skill(I)SkimmingWhile-Reading Skill(II)ScanningPre-Reading Skill(III)Deal with difficult wordsschoomlydorkensnickletooperSchmoolyBut who can play the piano the best or sing the most schmooly“schmooly”is a:A)verbB)nounC)adverbWhat would you guess it means?A)angrilyB
11、)intelligentlyC)beautifullySchmoolyBut who can play the piano the best or sing the most schmoolyHow did you know?Which words helped?SchmoolyBut who can play the piano the best or sing the most schmoolyPre-Reading Skill(IV)Jigsaw/Shared Reading怎样操作怎样操作“拼图阅读拼图阅读”(Jigsaw Reading)Your turn Work in group
12、sLets do Jigsaw reading!What other ways can you do Jigsaw reading?applicationPOST-READING主要目的：主要目的：拓展语言运用拓展语言运用 由读过渡到写由读过渡到写活动介绍：活动介绍：SummarizingMaking AssociationsMind MapPost-Reading Skill(I)SummarizingPost-Reading Skill(II)Making Associations Personalize readings Connect readings to own knowledge
13、 More memorable and understandable Individual workIf it is true for you too,make a checkIf it is not true,write“X”Pair workInterview your partner about these activities.Write their answers.Example:“Do you usually exercise?How often?”Group work-In groups,DRAW 4 bad habits and good habits of your grou
14、p.-One piece of paper per group!-Write your name next to the good and bad habits you do,share details with class.Post-Reading Skill(III)Mind Map beauty“Phipard”StructureJigsaw：reading-writingMake your MIND MAPFollow the structure,add more details.小组讨论，完成思维导图（增加关键词）小组讨论，完成思维导图（增加关键词）3minsSave the ele
15、phantsproblemfactssolutionthings made of ivoryexpensivepopular with the richProblemFactsSolutionTip:根据讨论的关键词写作，可以仿写课文中的句子，也可以自由发挥4 minutes Remember to use:if,though,so,because,when not only but alsoTell me and I may forget.Show me and I may not remember.Involve me and I can understand.In training,let the teachers be involved.In teaching,let the students be involved.
