三、1、初中英语教材使用与教学设计-刘道义-初中.ppt

Recognizing text structure Identifying text features Finding the writer’s purposes and attitudes Making a judgment, summary, conclusion, report, etc. Establishing a personal connection to the text (summed up by Liu) Recognizing text structure Structure the concepts/ideas into an appropriate sequence and think about the relationships among them (by asking What, Why and How) Using a concept map (a schematic device for representing the key concepts in a topic) Text structure 篇章结构 Language Content/ information Structure General idea Paragraphs Beginning Development Summary Main idea of each paragraph Topic sentence Key words Example The trendiest kind of pet these days is the pot-bellied pig. David Smith of North London has a pot-bellied pig named Connie. “Pot-bellied pigs make the best pets,” said David. “She watches TV on the sofa with me every night. She’s my best friend.” However, life with a pig isn’t always perfect. “When I got my pig, she was small,” said David, “but she eats a lot. Now she’s too big to sleep in the house, so I made her a special pig house. Also, pigs need a lot of love. Sometimes I don’t have enough time to spend with her.” Mind map However David Smith Pot-bellied pig named Connie The trendiest kind of pet Advantages Watches TV Best friend Small at first Disadvantages Eats a lot Too big to sleep In the house Needs a lot of love Methods of concept mapping Selection of concepts 选择要点 Ranking concepts 排序 Clustering concepts 分层次 Rearrange into a two-dimensional array 重组 Linking concepts 连接 Using cards Clarification Group work Open-endedness Questioning 由展示型问题(display/close questions)向咨询型问题(referential/open questions)过渡 知识型问题（knowledge questions) 理解型问题 (comprehension questions) 应用型问题 (application questions) 推理型问题 (inference questions) 分析型问题 (analysis questions) 综合型问题 (synthesis questions) 评价型问题 (evaluation questions) Pur