Learning Individually

Learning Individually

该部分活动设计意图、分析与学习建议如下:

续表

在学生自主学习前,教师可以:

1.鼓励学生合理安排时间,积极主动地完成该部分的学习；

2.鼓励学生主动归纳、整理所学知识,补充更多体育运动的相关词汇；

3.引导学生使用常识、自身经历和背景知识等进行词义猜测；

4.鼓励学生在阅读前积极查找资料,了解课文背景和文本特征,并在读中积极使用所学的阅读策略进行有效阅读；

5.鼓励学生在Question Corner 中提出学习中遇到的问题,并进一步告知学生有关提问的策略,在Learning Cooperatively 中与同伴讨论解决,培养学生独立思考、提出问题、解决问题的能力。(https://www.daowen.com)

6.通过四个不同层面的问题进行信息的加工,提高学生批判性阅读能力。 那么,如何设计这四个不同层面的问题呢? 以下信息可供参考。

❖Level one—Literal comprehension questions

Literal comprehension questions require you to show that you understand what is directly stated in a passage. That means they can be found directly in the text.

❖Level two—Inferential comprehension questions

Inferential （Interpretive) comprehension questions ask you to show that you understand what is stated indirectly in a passage. By using your prior knowledge, you can probably infer a good answer. Teacher’s interpretive questions should always be followed by “Where’s your evidence from the text to support the interpretation?”

❖Level three—Applied comprehension questions

Applied comprehension questions require that you use information and ideas from a passage in a new situation. There are two kinds of applied comprehension questions:

—those that apply your understanding of the main ideas and details that are contained in a passage；

—those that apply your understanding of the writer’s attitude.

This thinking level encourages the reader to answer the question “What does the idea mean to me?” The teacher should insist the reader support this evaluation with evidence from the text and other sources including personal experiences.

❖Level four—Analytical comprehension questions

Analytical comprehension questions make you think about how different ideas are related. When you analyse a passage, you look at the relationships among the writer, the words that the writer uses, and the reader.