Effective "reading circle teaching method", theory+teaching cases, is worth learning!
Pleasant and Concise —— Reading Circle Teaching Method
Reading club, also known as literature club, refers to a cooperative learning activity in which readers form groups based on different roles and study the same text in depth. Then, what is the process of reading circle teaching method in reading teaching? What are the roles? The teaching examples at the end of the paper can help you better understand its application methods.
? What is "reading circle teaching method"? Reading club, also known as literature club, refers to a cooperative learning activity in which readers form groups based on different roles and study the same text in depth. Through reading circle activities, guide students to think while reading, ask questions, compare cultures and connect with real life; The way is that a group of students read the same story, each of them is responsible for a job, read it purposefully, and share it with peers in the group.
The role composition of "Reading Circle" consists of several basic roles and alternative roles (the roles can be set flexibly according to the text).
1. Discussion leader: responsible for asking questions about the reading materials and organizing discussion among the group members;
2. Summarizer: responsible for summarizing the reading materials;
3. Cultural collectors: responsible for finding and comparing the similarities and differences between reading materials and China culture;
4. Real life connector: responsible for finding life-related phenomena from reading materials;
5. Lexicist: responsible for solving words and phrases that are difficult or have important or special significance in reading materials, and explaining the reasons;
6. Paragraph writer: responsible for exploring and explaining important or special meanings or well-written paragraphs in reading materials.
The meaning of reading circle
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Give students the opportunity to interact with the text;
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Enhance students' ability in material selection and skill development;
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Encourage cooperative learning;
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Develop communication and sharing skills;
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"The process of' reading circle'
Reading circle is suitable for students with certain English level and reading ability. Teachers can adjust roles or supplement appropriate roles according to students' age and reading level. When developing reading circle, teachers should pay attention to the following points:
(1) Do the role design and task requirements in advance;
(2) When using this activity for the first time, we should pay attention to the clarity and conciseness of the explanation, and try our best to explain each specific task through demonstrations or examples to ensure that each student can assume and complete his role in the group;
3) Starting from students' multiple intelligences, design corresponding roles to stimulate each student's learning enthusiasm and ensure that each student can benefit;
(4) Formulate clear rules for group cooperation to ensure the smooth progress of activities.
"Teaching example of" Reading Circle "."
Reading: Level 5 of FLTRP's leading reading X program.
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Content abstract: This story belongs to a popular science picture book. Knowledge related to the seeds of buttonwood belongs to scientific knowledge. Students may not fully understand the shapes of leaves and seeds of various plants, so they arranged pre-class tasks to collect some relevant information for better discussion in class.
/Analysis of learning situation/
The teaching object of this class is the fifth grade children, who have gradually changed from being lively and active in the middle grade to being quiet and not loving to express themselves. They began to learn this set of X plan story reading picture books from the third grade. They have two years' learning experience and language accumulation, and have certain autonomous learning ability and comprehensive language application ability.
/teaching objectives/
(1) Students can perform and tell the story completely after learning this lesson, and at the same time have their own ideas and predictions about the development of the story;
(2) Being able to accurately use the past tense of all verbs in the story and master some words and sentences at the same time;
(3) By studying this lesson, we can enhance the attitude and habit of being helpful, daring to say and do things, friendly cooperation and actively participating in group activities, and at the same time enhance our awareness of loving science and culture;
(4) Through group cooperation, * * * will complete the learning task and cultivate the habit of actively using English to communicate and express.
/Teaching process/
1. Preparation before class
Before class, let the students observe the cover of the story. They are interested in the feathers in the picture. The teacher guides them to discuss and assign tasks, and the students go home to collect relevant information and then give it to the discussion leader. Each group discussed under the leadership of the reading group leader and expressed their own guesses and opinions.
Step 2 greet and introduce
The teacher introduced the evaluation method of this lesson. The class is divided into five groups, and the group with excellent performance will receive the "magic seed" from the teacher. At first, students came into contact with magical seeds, which immediately aroused their curiosity.
appear
First of all, the teacher helps students predict the main idea of the story by asking questions. The teacher shows some pictures and the students discuss in groups. The discussion reading group leader of each group asks a few questions. Through the collision of five groups, the teacher guides the students to imagine according to the title of the story and tell the main idea of the story (allowing students to use some Chinese).
Prediction is an important part of reading. Teachers can guide students to predict the relevant content in the story according to the title and pictures of the story. Students should not only use existing knowledge, but also use logical reasoning to develop reasonable imagination. The questions raised by the discussion reading group leader are as follows. These questions are the essence of the whole class's thinking and lay a good foundation for the next study.
How many people are there in the picture?
② What's on the ground?
③ Why do big birds catch ants?
What are the feelings and thoughts of ants?
Are they safe at last?
6. What will they do?
Then, the teacher guides the students to walk around the picture three times.
During the first visit, ask the students to answer the previous questions and confirm whether their prediction of the story is correct.
The second time, help students clear the obstacles of new words in the story. Each group of word teachers work together to make a vocabulary, find out the key words or new words in the text, and deal with new words from four aspects: listening, speaking, reading and writing.
The third photo tour helps students understand key sentence patterns and contexts. The short writers in each group find important beautiful sentences and lead students to read and understand. When reading, you must read with the mood of the protagonist at that time, such as sadness, happiness, fear and so on. , increase the variability and interest of reading.
practise
The practice part mainly includes acting stories and retelling stories. When performing a story, students are free to divide their work, and each plays a role, adding their own understanding and vividly interpreting the story. Sometimes it is necessary to make appropriate adjustments according to the role of individuals and the number of groups.
Language practice is needed before the performance to prepare for the subsequent open and semi-open performances and retelling. Vocabulary experts in each group can determine some keywords through discussion to supplement the classification of words behind readers. For example, the past tense of verbs in this story can complement the prototype of verbs, such as go-went, blow-bless, spin-spin, fly-fly, land-landed, etc. The text reader is responsible for collecting wonderful sentences.
During the performance, there is listening, talking and visual stimulation. The direct training of seeing, listening and speaking helps students to understand and master the whole story, and also helps to break through some difficult words and sentences.
Retelling the story requires a high level, focusing on the summaries of each group and discussing in groups. Teachers can give some key words or mind maps to help students retell. For example:
One day, ants and Max were walking …
They found something strange. Max pointed out that ...
They decided ...
Then they became ...
Suddenly, a big bird …
The ants were taken away ...
The ant thinks ... he ...
Finally, ...
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Lead each group of cultural collectors to think about the cultural background and differences of the whole story. Ant, the protagonist in this article, experienced this thrilling adventure, but in the end he didn't flinch because of fear, but had the idea of taking another adventure.
How will the story develop in this context? This is an open story ending, and students can continue to write various stories. This is homework after class. Although the continuation can be imaginative, the questions raised at the end of the article are somewhat instructive, so it is necessary for each group of cultural connectors to guide the team members to compare cultural differences and understand that foreign children are adventurous and creative, so the continuation should be carried out in this direction.
The continuation of a student story is completed by all the students in the group under the guidance of cultural connectors.
Then, Max took the seed. Like two wings. Max waved the seeds. The seeds began to keep spinning. He can fly. The seed took Max to the blue sky. Then he used the magic watch to make it smaller. Max sowed the seeds. He said, "Oh, this feels great! I like flying in the sky! " Finally, ants joined him. They fly in the sky together. They are very happy and excited!
summary
The teacher showed a slide about the leaves and seeds of several common plants in nature for students to observe. What kind of plant seed is the feather that always appears in the story? After intense discussion and comparison, the students came to the conclusion that this is the seed of buttonwood. Teachers encourage students to go into nature, learn more scientific knowledge and pursue truth.
In fact, the real integration of various teaching methods can not be separated from continuous teaching practice and research. Many teachers who participated in the project of China Institute of Reading said that they had a comprehensive and in-depth understanding of the teaching method during the research.