管理制度-中国气象局部门规章规范性文件清理工 精品.ppt

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1、February 28, 2008Gladys Wong (EDB)Iris Ng (Pui Tak Canossian Primary School)Germaine Wu (Pui Tak Canossian Primary School)雷达物位计 http:/EvaluationPlanning Implementation 3ERW1-Part 2BHKA1.9%*B72.2%C23.4%D1.7%U0.8%HKA20.9%B7.4%*C40.6%D30.4%U0.8%Locate specific informationInferencing 3ERW1-Part 2A6ERW1-

2、Part 4HKA17.6%B16.5%C26.1%*D39.2%U0.6%Inferencing HKA18.7%B22.8%*C31.7%D26.6%U0.2%Inferencing Students could identify some key words with the help of pictorialcues in a notice .students were still not capable of identifyingkey words in longer texts such as stories.Students could identify the main id

3、eas in a comic successfully.They were still unable to identify main ideas embedded in longertexts such as a postcard.Students could make simple inference with straightforward contextual clues.students were still weak in making inferencesin longer texts such as stories and postcards.(TSA report , 200

4、8)P3students were, by and large, able to locate information in a chartand extract specific information from texts, Their skills, however, did not extend to interpreting unfamiliar words or expressions in a context or extracting specific information from longer reading passages.Most students could in

5、terpret implied meaning in short, simplereading texts; however almost half the students had difficulty using inference skills to interpret the meaning of a text and deducing main ideas from supporting details.(TSA report , 2008)P6Problems in dealing with long textsProblems in tackling questions requ

6、iring higher order thinking skillsno idea as to where and how to look for clueslimited vocabHave not been taught the skillsLack experience or knowledge to interpret and/or inferInclude a variety of skill questions in daily worksheets and assessment papersTeach students the required reading strategie

7、sRead moreMake sure students read rather than merely look (at) or see booksMake sure we test what we teachMake sure we really teach the strategiesReading lesson = post-reading question-and-answer sessions (Durkin, 1978-79; Pressley, Wharton-McDonald, Hampston, & Echevarria, 1998)Are the teacher awar

8、e of the reading skills the questions are testing?Its possible that students get the right answer by chance.The explanation may not be practical for students because they often do not know where to start tackling the questions.1. Teacher designs reading comprehension questions2. Students answer the

9、questions3. If the answer is correct, teacher interprets that students possess the required reading skill.4. If the answer is incorrect, teacher explains how the answer can be arrived.Teaching? Testing?The reality:-There are so many reading skills students need to learn.-The less able students give

10、in when facing a long text.-Students are too used to direct lifting.-Problems in accommodating the reading skills trainingStart training the basic steps in tackling reading comprehension questionsDesign own reading materials to provide a pedagogical contextBegin by teaching the elementary reading sk

11、illsIntegrate reading skills training in the English curriculumA P4 exampleModule 4Fantastic Hong KongReading - Letters to and from the NET; textbook passagesListening conversation between NET and her brotherLanguage forms & functions use because to give reasons; use would like to ask for and expres

12、s preferences; add ed and ing to verbs to form adjectivesWriting reply letter to NETSpeaking discuss the itinerarybBlooms Taxonomy (the Cognitive Domain)KnowledgeRecall data or informationComprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problem

13、sApplication Use a concept in a new situation or unprompted use of an abstractionAnalysis Separates material or concepts into component parts so that its organizational structure may be understoodSynthesis Build a structure or pattern from diverse elements with emphasis on creating a new meaning or

14、structureEvaluation Judgments about the value of ideas or materialsLocate specific informationKnowledgeRecall data or informationComprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problemsPronoun reference skillsInterpret the given information to

15、 solve problems1. Read the questions carefully2. Underline the key words3. Go back to the passage and find the key words4. Read one sentence backward and one sentence forward (i.e. the immediate context)5. Check the MC optionslthe steps are explicitly taughtlstudents are required to practice and thi

16、nk aloud the stepslaim for habit formation60 (95.23%)YESNO3 (4.77%)No. of students(% of students)No. of students(% of students)YES45 (71.422%)NO18 (25.58%)Do you think the magic steps can help you tackle reading comprehension questions？Do you think you have mastered the magic steps？No. of students(% of students)YES53 (84.12%)NO10 (15.88%)Will you use the magic steps to help you tackle the reading comprehension questions in future？Teacher used questions to prompt students to think aloud the steps