九年级英语上册 On Questioning in teaching English reading in middle school教案 人教新目标版.doc

On Questioning in teaching English reading in middle school
Abstract…………………………………………………………… 1
摘要………………………………………………………………………1
Outline…………………………………………………………………2
提纲………………………………………………………………………3
Ⅰ. Introduction
1. Recent researches on questioning strategies in English
Language Teaching………………………………………………4
2. Purpose and structure of the paper………………………… 4
Ⅱ. Method of the paper.
Subjects, D(d)esign, T(t)he observation and the interview 4
Ⅲ. Theories, analysis and suggestions.
1. Purpose of questioning…………………………………………4
1.1 Categories, T(d)he data and D(d)ata analysis…………5
1.2 Suggestions ……………………………………………………6
1.2.1 Creation of environment for English practice………6
1.2.2 Employment for (用词不当，strategies to promote)
students’ independent thinking…………6
2. Form of questioning ……………………………………………6
2.1 Categories, The data and data analysis. ………………6
2.2 Suggestions……………………………………………………6
2.2.1 Flexible employment of yes/no questions and wh-questions………………………………………………7
2.2.2 Variety in using different forms of questioning……………………… 7
2.2.3 Application of simple words and clear questions………………………7
3. Content of questioning…………………………………………………… 7
3.1 Categories, The data and data analysis. …………………………………7
3.2 Suggestions………………………………………………………………8
3.2.1 Employment of outside fact questions…………………………………8
3.2.2 Increase in the number of the personal fact and
opinion questions ……………………………………………………… 8
4. Means of questioning …………………………………………………… 9
4.1 Categories, The data and data analysis. …………………………………9
4.2 Suggestions………………………………………………………………9
4.2.1 Distinction of different means of questioning
in different situations…………………………………………………… 9
4.2.2 Helpful for students to ask questions in the class………………………9
4.2.3 Attention to teacher’s feedback…………………………………………9
Ⅳ. Conclusion
Bibliographies…………………………………………………………………10
致谢…………………………………………………………………………… 11

Questioning and Teaching of English Reading
in Middle School
Xujing
On Questioning in teaching English reading in middle school

Abstract: Questioning is one of the major forms of interaction between the language teacher and the learner. It is one of the most important ways in the teaching of reading .But in reality, questions asked by teachers are not as effective as they are expected .Based on an investigation in a senior middle school, this paper intends to point out some problems in questioning and their causes in the teaching of reading, the form of questioning, the content of questioning and the means of questioning. It also gives some suggestion in the teaching of reading with the purpose of making full use of questioning strategies and (to improve)the quality of teaching.

Key words: purpose of questioning; form of questioning;
content of questioning; means of questioning.

摘要：提问是师生互动的主要形式之一，它是英语口语教学当中最重要的一种方法。但是实际上，教师在阅读教学过程中提出的问提往往不如他们所希望的那么有效。本文基于中学的观察，倾向于指出课堂提问和英语阅读教学过程中的一些问题，即提问的目的，提问的组成，提问的内容和提问的方式。本文旨意于就充分利用提问的各种类型以提高教学质量而给出些建议。

关键词：提问的目的；提问的组成；提问的内容；提问的手段

Questioning and Teaching of English Reading
in Middle School
On Questioning strategies in teaching English reading in middle school

Outline
Ⅰ.Introduction
1.Recent researches on questioning strategies in English
Language Teaching.
2.Purpose and structure of the paper.
Ⅱ. Method of the paper.
Subjects, Design, The observation and the interview.
Ⅲ. Theories, analysis and suggestions.
1.Purpose of questioning
1.1 Categories, The data and Data analysis.
1.2 Suggestions
1.2.1 Creation of environment for English practice
1.2.2 Employment for students’ independent thinking
2.Form of questioning
2.1 Categories, The data and data analysis.
2.2 Suggestions
2.2.1 Flexible employment of yes/no questions and
wh-questions
2.2.2 Variety in using different forms of questioning
2.2.3 Application of simple words and clear questions
3.Content of questioning
3.1 Categories, The data and data analysis.
3.2 Suggestions
3.2.1 Employment of outside fact questions
3.2.2 Increase in the number of the personal facts and
opinion questions
4.Means of questioning
4.1 Categories, The data and data analysis.
4.2 Suggestions
4.2.1 Distinction of different means of questioning
in different situations
4.2.2 Helpful for students to ask questions in the class(表达不清)
4.2.3 Attention to teacher’s feedback (表达不清)
Ⅳ. Conclusion.
Bibliographies

中学英语阅读教学与提问

提 纲

Ⅰ.引言

1.目前关于英语教学提问的研究
2.本文的目的与结构

Ⅱ.本文的方法论

题材,立意,观察,采访.

Ⅲ．理论，分析和建议

1.课堂提问的目的.
1.1 提问目的的种类,实例与分析.
1.2 关于提问目的的建议.
1.2.1 创设英语练习情景.
1.2.2 利用学生独立思考.
2.课堂提问的组成.
2.1 提问组成的种类,实例与分析.
2.2 关于提问组成的建议.
2.2.1 灵活使用yes/no问题和wh问题.
2.2.2 使用各种不同问题组成
2.2.3 请使用简单词句.
3.课堂提问的内容.
3.1 提问内容的种类,实例与分析.
3.2 关于提问内容的建议.
3.2.1 使用跨界的问题
3.2.1 多用个人及其主观的问题
4.课堂提问的手段.
4.1 提问手段的种类,实例与分析.
4.2 关于提问手段的建议.
4.2.1 不同情景采用不同问题的异义.
4.2.2 课上学生提问很有益.
4.2.3 注意教师在课堂上的反应.

Ⅳ.结论

Ⅰ.Introduction
1.Recent researches on questioning strategies in English Language Teaching.
Questioning is a very important technique in the classroom teaching. Just as Geoff Thompson points out in the Training Teachers to Ask Questions one of the main forms of interaction between the language teacher and the learner is through questions[1]. Thus questioning strategies impact heavily on the learning process is as well as the teaching process (语法错误). There is a long history of studying questions in general education. Researchers such as Nuttall and Long have yielded some meaningful achievements in this field.
2. Purpose and structure of the paper.
However, asking questions effectively is not as easy as it seems. It needs lots of efforts （去掉）of further study and real practice. The body of this paper can be divided into four parts according to the dimensions ： the purpose of questioning, the form of questioning, the content of questioning and the means of questioning. Each part contains four aspects: firstly the theories that are related to the main idea; secondly the investigation in the Jingxi No.1 Senior School, from which the data is collected; thirdly the analysis of the data, which includes the problems presented and the causes discussed with the teachers and at last several suggestions for solving the problems and improving the quality of questions.
Ⅱ.Method of the paper.
2.1Subjects.
The subjects for this study included 6 teachers (2males and 4 females) in Jingxi No.1 Senior School, which is a provincial key school in Guangxi . The teachers observed for this study had very similar professional profile, having 5 years or more than 5 years teaching experience and all being qualified (?)to have a Jingxi district demonstration lesson on Oct.30. The textbook they used was Senior English China Student’s Book 1A published by People’s Education Press. The students they worked with were studying at the pre-intermediate level. And each class had 55 students.(there be)
2.2 Design.
The research approach for this study utilizes qualitative research methods, which include interviews and classroom observation.
2.3 The observation.
The whole processes of their lessons were recorded and analyzed. During the observation, I noted down the questions they asked and later I categorized them into several groups according to the different dimensions of purpose, form, content and means.
2.4 The interview.
The day after the observation I met with the teachers, individually, to show them the data I collected and to ask if they were in agreement with it. We then discussed the causes of the problems presented and the solutions to the problems.
I have recorded the whole processes of my interviews and took notes during the interviews.
Ⅲ.Theories, analysis and suggestions.
1.Purpose of questioning
1.1 Categories, The data and Data analysis
Geoff Thompson presented an easy way of categorizing the purpose of questioning: whether it is for display or communication. He then further explained that to a great extent, the difference hinges on the simple fact of whether the teacher already known the answer or not: if he or she does, the question is merely intended to prompt the learners to display their comprehension and/or command of accurate English; if he or she does not, the purpose of the question will normally be to gain new information. Richards and Lockhart described this matter in greater detailed. They said in educational terms, questions serve a number of purposes. Most notably (a) help to elicit particular structures and vocabulary; (b) enable teachers to check students’ understanding; (c)encourage students’ involvement in learning;(d)stimulate thinking; (e) help weaker students participate . Purpose (a) and (b) can be achieved by designing examining questions, which simply rely on the text. On the other hand, purpose (c),(d) and (e) can be achieved by designing enlightening questions, which enable teachers to stimulate students’ critical thinking agilely and timely and to develop students’ skills of making conclusions and judgments by the facts known from the text . Obviously, the enlightening questions do better than the examining questions to cultivate student’ language ability and thinking ability. Chandra J.Foote said in his Student-generated Higher Order Questioning as a Study Strategy that a question that required a student to think more elaborately was considered higher than a question in which a student simply relied on factual knowledge [2]. Students would benefit more if they created and answered these higher order questions and if the teacher acted as a guide by facilitating the creation of these questions. What is more, educators believe that the more elaborate thought processing required by higher order questioning improves student learning and a series of studies that place the responsibility of elaborative questioning on students indicates that these questions may be of greater benefit to student learning. Such questions can not only be used in the lead-in part, which help activate students’ background knowledge but also in checking students’ understanding of the text.
The data collected in Oct.15 for this part are shown in Table 1 .
Table 1 .
Teachers
Total Number of
Questions
Examining
Questions
Enlightening
Questions
T1
10
9
1
T2
12
10
2
T3
18
13
5
T4
20
16
4
T5
27
15
12
T6
27
17
10
Quite clearly, the number of examining questions was larger than the number of enlightening questions.
The goal of English language teaching(ELT) is to develop students’ communicative competence.(,) Which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations [3] (王蔷,2000:15).But, in the real classroom teaching practice, teachers did not do good (well)enough to cultivate students’ all-round ability of mastering a language or not(去掉)to stimulate students to think deeply. Discussing with the six teachers, we agree with the following three causes. Firstly, some teachers think the main task for reading is to help the students understand every detail in the text, including some language points and the content of the text. So, teachers only need examining questions to check student’s understanding about the text and then explain accordingly. Secondly, some teachers have prepared lots of elaborated questions before class to provoke students to engage in critical and creative thinking. But when they had their classes, the usual response from the students was stunned silence. As a result, they became impatient. They gave up stimulating the students to have critical thinking and came to the conclusions hurriedly without students’ participation. Thirdly, teachers should finish reading in less than two lesson periods. In other words, teachers should explain all the language points and analyses the whole text within two lessons. But enlightening questions always cost too much time. Students are inactive and hardly know where to start when they are asked to answer this kind of questions. Teachers then prefer examining questions, which needs less time than enlightening questions. Moreover, students have accustomed to the passive way of learning English, which is just to listen to the teacher and take notes.
1.2 Suggestions
The goal of ELT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations [3] (王蔷，,2000: 15) .Thus teachers should be clear about the purpose of questioning and try best to develop students’ critical and creative thinking.
1.2.1 Creation of environment for English practice
Linguists believe that a good language environment can facilitate students’ language acquisition. In what environment Students can improve their listening, speaking, reading and writing ability? First teachers use the target language as far as possible so as to force students to think in the target language. Second teachers should not interrupt students’ speech when they are doing communicative activities if they make some errors.
1.2.2 Employment (用词不当，strategies )for students’ independent thinking
Oak here are lots of good suggestions. Such as teachers encourage students’ use of their own knowledge, ensure that students share their knowledge and their learning strategies, treat each other respectfully, and focus on high levels of understanding. They should help students listen to diverse opinions, support knowledge claims with evidence, engage in critical and creative thinking, and participate in open and meaningful dialogues.

2.Form of questioning
2.1 Categories, The data and Data analysis
In the light of form, questions can be divided into 4 groups[4] (周红,2001: 66)
They are yes/no type, or type, Wh-type and elicitation type.
Yes/No type: Students did not need to answer the questions with a sentence. They can answer the questions with yes/no.
Or type: Students only need to choose one word or phrase according to the content of the question.
Wh-Type: It includes the questions which use who, what, which, when, where, how, why, etc.
Elicitation type: Questions which teachers ask students to complete the rest part while the first part of the sentence has been given.
The data collected in Oct.20(the test DR ABC) for this part are shown in Table 2

Table 2
Teachers
Total Number of Questions
Yes/No Type
Or-
Type
Wh-Type
Elicitation Type
T1
10
4
0
6
0
T2
12
2
3
7
0
T3
18
4
0
10
4
T4
20
8
2
10
0
T5
27
7
3
13
4
T6
27
6
4
14
3
Percentage
100%
27.5%
10.5%
52.6%
9.6%