1、全國高師學(xué)生英語教師職業(yè)技能競(jìng)賽決賽,說課評(píng)價(jià)標(biāo)準(zhǔn),教師基本素質(zhì) （20%） 教學(xué)設(shè)計(jì) （20%） 教學(xué)過程的呈現(xiàn)（30%） 預(yù)期的教學(xué)效果（15%） 假設(shè)的教學(xué)反思（15%）,教師基本素質(zhì),教態(tài)、儀表、表情、感染力等 英語知識(shí)能力（語音語調(diào)、詞匯和語法） 外語教學(xué)理論和教學(xué)基本功,教學(xué)設(shè)計(jì),教學(xué)目標(biāo)明確，符合學(xué)生學(xué)習(xí)階段和學(xué)習(xí)水平 教材應(yīng)用得當(dāng) 教學(xué)設(shè)計(jì)合理，難度適中 學(xué)用比例平衡 教學(xué)方法得當(dāng) 適當(dāng)使用教學(xué)資源,教學(xué)過程的呈現(xiàn),預(yù)習(xí)、準(zhǔn)備、講解、練習(xí)、結(jié)束等步驟順暢、自然 引導(dǎo)學(xué)生積極參與（包括認(rèn)知參與、行為參與和情感參與） 教學(xué)輔助手段 評(píng)價(jià)手段的選用 課堂教學(xué)組織形式合理，課堂管理有序

2、,預(yù)期的教學(xué)效果,各類學(xué)生均學(xué)有所得 學(xué)生的專項(xiàng)知識(shí)、技能和綜合能力得到一定的發(fā)展 教學(xué)策略與學(xué)習(xí)策略能互相促進(jìn) 時(shí)間利用合理，學(xué)生能基本完成教學(xué)活動(dòng),假設(shè)的教學(xué)反思,教學(xué)設(shè)計(jì)與實(shí)施過程的反差進(jìn)行反思 學(xué)生的活動(dòng)設(shè)計(jì)以及調(diào)動(dòng)學(xué)生積極性方面進(jìn)行反思 自己的教學(xué)策略是否適應(yīng)學(xué)生的學(xué)習(xí)需要進(jìn)行反思 實(shí)施的評(píng)價(jià)手段進(jìn)行反思 正確回答評(píng)委提出的問題,Teaching Presentation,The similarities and differences between teaching presentation and teaching plan and demo class 說課與教案、試講的相同

3、點(diǎn)和不同點(diǎn),說課的對(duì)象是其他教師或者教研人員，試講的對(duì)象是學(xué)生； 說課是解釋具體教學(xué)設(shè)想和相關(guān)教學(xué)理念，教案是呈現(xiàn)教學(xué)設(shè)計(jì)，可以說前者是對(duì)后者的更具體詳細(xì)的解釋說明，特別是對(duì)每個(gè)教學(xué)設(shè)計(jì)環(huán)節(jié)的意圖和作用的說明（這一點(diǎn)一般無需在教案中體現(xiàn)）。,注意,不要把要對(duì)學(xué)生說的話全文當(dāng)成說課的內(nèi)容； T: S: 可以在對(duì)某個(gè)環(huán)節(jié)的簡(jiǎn)單敘述后插進(jìn)教師對(duì)學(xué)生的指令語或者一些作為示范性的片段對(duì)話；在書面上，一般教學(xué)敘述和直接引用分段來呈現(xiàn)；,比賽要求,要求選手結(jié)合外語教學(xué)理論分析所使用教材，分析學(xué)生接受情況，按說課類型設(shè)計(jì)教學(xué)方案。說明本課的教學(xué)目標(biāo)、課重難點(diǎn)、所采取的教學(xué)方法、教學(xué)手段、評(píng)價(jià)手段、教學(xué)過程呈現(xiàn)

4、方式、預(yù)期達(dá)到的教學(xué)效果和假設(shè)的教學(xué)反思等，并在說課后回答評(píng)委提出的問題。,A formal plan,Title Date 主語要一致，目標(biāo)是教師通過教學(xué)幫助學(xué)生達(dá)到的學(xué)習(xí)目標(biāo)，主語是學(xué)生，選擇動(dòng)詞必須考慮主語，混淆的例子如：1. enable; 2. learn;,Part 3 Analysis of the teaching aims,Correct 表達(dá)的準(zhǔn)確性 要采用能夠表達(dá)能力水平的詞語 By the end of the class, students will be able to ; 要選擇具體的詞語，避免過于籠統(tǒng)，如：know, study, learn, have a c

5、oncept of, be familiar with等都很難確定一個(gè)水平，下面的詞語可供參考： recognize in reading/listening, spell, say, use in speaking/writing, use make new sentences, build up confidence, be more in , adopt , appreciate, ,說教學(xué)重點(diǎn)和難點(diǎn) Analysis of the Important Points and Difficult Points,重點(diǎn) 一般是落在知識(shí)和技能上； 難點(diǎn) 一般是重點(diǎn)知識(shí)點(diǎn)、技能中的某個(gè) 方面；,P

6、art 4Analysis of the important and difficult points,重難點(diǎn)分開; 不要過多，一般不要超過三個(gè)項(xiàng)目; 用名詞詞組表示; 口頭表述： The important points lie in /relate to Its important students understand/use Students may find it difficult to understand/use/remember ,說教學(xué)策略Analysis of the Teaching Strategies,教法策略分析（教學(xué)方法） 學(xué)法指導(dǎo)（如何引導(dǎo)學(xué)生） 教學(xué)手段（教

7、學(xué)活動(dòng)的具體說明，結(jié)合教具的使用和功能）,Part 5 Analysis of teaching and learning strategies,Teaching strategies 宏觀：選擇使用何種教學(xué)方法(以哪種為主，哪幾種為輔), The Grammar Translation Method The Direct Method Situational Language Teaching The Audiolingual Method The Cognitive Approach The Communicative Language Teaching Task-based Langua

8、ge Teaching 微觀：采用什么教學(xué)手段實(shí)現(xiàn)教學(xué)目標(biāo)， Pairwork, teamwork, discussion, role-play, debate, game, 采用這些教學(xué)方法和手段的理論依據(jù)是什么,Part 5 Analysis of teaching and learning strategies,Learning strategies 說出在本課教學(xué)過程中，指導(dǎo)學(xué)生學(xué)習(xí)或?qū)W會(huì)使用什么學(xué)習(xí)方法，如五官并用、強(qiáng)化記憶、比較歸納、分析概括規(guī)律、循環(huán)記憶、分類記憶、聯(lián)想記憶、發(fā)現(xiàn)學(xué)習(xí)、心口一致等等。要說明結(jié)合本課教學(xué)培養(yǎng)學(xué)生哪種學(xué)習(xí)能力，如觀察力、記憶力、想像力、注意力、創(chuàng)造力、

9、思維能力、反應(yīng)能力、自學(xué)能力等。 說學(xué)法可以與說教法結(jié)合。,說教學(xué)程序 Analysis of the Teaching Procedure,單元： 課時(shí)分配 導(dǎo)入設(shè)計(jì) 新課教學(xué)設(shè)計(jì) 練習(xí)設(shè)計(jì),一節(jié)課： Steps,說教學(xué)程序（一節(jié)課） Analysis of the Teaching Procedure,最重要的活動(dòng)要注意在后面加入評(píng)價(jià)環(huán)節(jié)，讓學(xué)生能夠清楚地認(rèn)識(shí)到自己完成的質(zhì)量。,注意,給每個(gè)環(huán)節(jié)加上小標(biāo)題，以便聽著更加清楚這部分的內(nèi)容，另外，在每個(gè)環(huán)節(jié)結(jié)束進(jìn)入下個(gè)步驟之前最后能用一個(gè)短句回指總結(jié)之前的環(huán)節(jié)； E.g. Part 2, presentation. Ask the studen

10、ts the above is to present . Then lets come to Part 3, 敘述中多用基數(shù)詞、序數(shù)詞和小標(biāo)題，但不表示在念表格，注意采用過渡語； 每一個(gè)步驟要說明教學(xué)意圖（對(duì)學(xué)生起到哪方面的作用）,Part 6 Teaching Procedure,缺小標(biāo)題； 小標(biāo)題的表達(dá)不統(tǒng)一（各種詞性短語混用，或者與課本的小標(biāo)題1a, 1b混用）； 小標(biāo)題的表達(dá)方式不能體現(xiàn)教學(xué)過程的完整性； 教學(xué)過程的安排不合理，沒有突出課型 （時(shí)間分配和步驟的多少）； 缺作業(yè)和學(xué)生的自評(píng)（最后環(huán)節(jié)）； 語言表達(dá)不是單純記錄教師與學(xué)生的對(duì)話，而是敘述如何組織教學(xué)活動(dòng)，要用敘述性的語言；

11、沒有說明每個(gè)步驟設(shè)計(jì)的意圖；,小標(biāo)題,3P: Presentation Practice Production,Five-step teaching: Revision Presentation Drill Practice Consolidation,小標(biāo)題,Task: Pre-task (listening, speaking,) While-task Post-task,小標(biāo)題,如果想說明該環(huán)節(jié)的具體活動(dòng)類型，可在小標(biāo)題中用破折號(hào)，先用統(tǒng)一的小標(biāo)題，之后再解釋說明該部分的具體活動(dòng)，如：Step 1 Warming up Guessing the names of fruit; 如果遇到重

12、復(fù)環(huán)節(jié)，比如先呈現(xiàn)第一層用法，然后練習(xí)，再呈現(xiàn)第二層，再練習(xí)，可給小標(biāo)題編號(hào)，如：Step 2 Presentation 1, Step 3 Practice 1, Step 4 Presentation 2, Step 5 Practice 2;,說板書 Analysis of Board Design,簡(jiǎn)單地?cái)⑹龊诎甯鞑糠值膬?nèi)容，一般分為兩到三部分。,Step 7 Analysis of board design,采用畫圖的形式進(jìn)行展示,注意,不要把書上已經(jīng)附有的冗長的語法規(guī)則原原本本抄在黑板上，因?yàn)橛靡恍┖?jiǎn)練的公式來表述；,說預(yù)期教學(xué)效果和教學(xué)反思,總結(jié)教學(xué)方法可能帶來的教學(xué)效果： 各層

13、次學(xué)生的進(jìn)步 學(xué)生的知識(shí)、技能等方面的進(jìn)步 教學(xué)反思： 設(shè)計(jì)與實(shí)施實(shí)際可能存在的差距 活動(dòng)設(shè)計(jì)與積極性的調(diào)動(dòng) 教學(xué)策略與學(xué)生的學(xué)習(xí)需要 評(píng)價(jià)手段是否科學(xué),Step 8 Analysis of teaching effects and teaching reflection,Teaching effects: The achievement of students of different levels; The improvements in terms of knowledge, skills, ; Teaching reflection: The contrast between the

14、design and reality; The contrast between the design and students interest; The contrast between teaching strategies and students real need; The feasibility of evaluation; ,說課的銜接,七大部分：Part 1, Part 2, 教學(xué)過程：Step 1, Step 2, 銜接詞：first, second, one, two, next, then, finally, 轉(zhuǎn)入新的部分可對(duì)上一部分進(jìn)行簡(jiǎn)單的回顧，如：This is

15、about . Next I am going to talk about , thats Part * ,說課的板書,Material Ss Aims I. Context: similar to real-life context (meaningful, interesting); Language exposure: sufficient, providing choices; Process: interaction, cooperation; Product: usually measurable; Comment (evaluation specific ): helps imp

16、rove the performance of the task;,Case analysis,初二學(xué)生在學(xué)完有關(guān)食物的英文名稱和表達(dá)喜歡或不喜歡的句型后，聽關(guān)于食物喜好的一段對(duì)話，然后教師布置學(xué)生做一個(gè)小調(diào)查，即用英語詢問并記錄小組中各個(gè)同學(xué)最喜歡的食物，各小組用統(tǒng)計(jì)表的形式表示調(diào)查結(jié)果，每個(gè)小組寫幾句話來簡(jiǎn)短回報(bào)調(diào)查結(jié)果。,初二學(xué)生在學(xué)完有關(guān)食物的英文名稱和表達(dá)喜歡或不喜歡的句型后，聽關(guān)于食物喜好的一段對(duì)話，然后教師布置學(xué)生做一個(gè)小調(diào)查，即用英語詢問并記錄小組中各個(gè)同學(xué)最喜歡的食物，各小組用統(tǒng)計(jì)表的形式表示調(diào)查結(jié)果，每個(gè)小組寫幾句話來簡(jiǎn)短回報(bào)調(diào)查結(jié)果。,目標(biāo)是什么？是否具有交際性（信息交流

17、）？ 以哪個(gè)目標(biāo)為主？（交際目標(biāo)，教學(xué)目標(biāo)） 構(gòu)成任務(wù)內(nèi)容的輸入材料是什么？來自何處？ 構(gòu)成任務(wù)的活動(dòng)是否與現(xiàn)實(shí)世界中的活動(dòng)類似？ 活動(dòng)強(qiáng)調(diào)的是語言形式的獲取還是語言技能的使用（意義的表達(dá)）？ 學(xué)生是被動(dòng)接受知識(shí)還是主動(dòng)獲取知識(shí)？ 教師是知識(shí)的傳授者還是活動(dòng)的設(shè)計(jì)者、參與者？ 活動(dòng)是僅限于課堂教學(xué)還是可以延伸到課余學(xué)習(xí)和生活？ 任務(wù)的結(jié)果如何體現(xiàn)？能否被觀察到？ 任務(wù)的結(jié)果是否可測(cè)？,Grammar Teaching,Grammar Practice,Mechanical practice Substitution drills smallest lawn, cleanest house, n

18、icest flowers, most beautiful garden Mrs. Green has the largest house in town. Small lawn, clean house, nice flowers, beautiful garden Transformation drills Now he lives in London. (last year, Paris) We have English and maths today. (yesterday, music and P. E.) Repetition drills Twenty questions (ye

19、s-no questions) to guess whats in a Ss mind Focus Pros and Cons,Grammar Practice,Meaningful practice usually comes after mechanical practice; e.g. comparatives and superlatives Focus Pros and Cons,Picture prompts present continuous tense,Picture prompts “There be ”,Information sheet as prompts,Key p

20、hrases or key words as prompts,How many? Playground Boys dancing Girls playing football Children,Chained phrases for story telling,7 oclock got up had breakfast hurried to school school closed surprised,You are a stranger in this town. You want to buy some fruit. You want to post a letter, and you a

21、lso want to see a movie at night. Ask about the places.,Created situations,From Grammar to Grammaring (Larsen Freeman, 1991),Form How is it formed?,Meaning What does it mean?,Pragmatics When/why is it used?,Vocabulary Teaching,What does it mean to know a word?,A simple answer: pronunciation and stre

22、ss; spelling and grammatical properties; meaning; how and when the intended meaning;,What does knowing a word involve?,Denotative meaning; Connotative meaning; Collocations and colligation; Synonyms, antonyms, hyponyms; Receptive and productive vocabulary;,Collocation,Frequent co-occurrence depend o

23、n, as a matter of fact, prevent from, according to, turn off, as well as, in addition to, （固定搭配） between （常用相鄰搭配） take place （常用相鄰或不相鄰搭配）, between, take place ,The coup occurred because of all the changes that have taken place, and it failed because of all the changes that have taken place. they wer

24、e either simulated or recorded from the real events that had already taken place, The exhibition took place at a time during The first partly-free elections took place in 1989. The interviews took place in the Spring term That meeting took place on 10th January 1990.,Colligation,教師可讓學(xué)生對(duì)比taken place出

25、現(xiàn)在句末和took place接介詞短語的例子，思考“哪種形式常作從句謂語，哪種常作主句謂語？”在得出前者多為從句謂語，后者多為主句謂語后，教師可提供典型例子，要求學(xué)生觀察并思考“表述一件發(fā)生過的事情與另一件存在關(guān)系（常為因果關(guān)系）時(shí)，哪種形式更合適？敘述一件過去發(fā)生的事件時(shí)，哪種形式更合適？” 加深學(xué)生對(duì)易混淆形式的認(rèn)識(shí)。,The coup occurred because of all the changes that have taken place, and it failed because of all the changes that have taken place. they

26、 were either simulated or recorded from the real events that had already taken place, After the lambs were born, and the had taken place, came down from what would have happened if some event (which did occur) had not taken place. The exhibition took place at a time during The first partly-free elec

27、tions took place in 1989. The interviews took place in the Spring term That meeting took place on 10th January 1990.,Synonyms,Similarity Difference,Synonyms,take place和 happen都有“發(fā)生”的意思。教師設(shè)計(jì)問題引導(dǎo)學(xué)生對(duì)這兩者進(jìn)行比較。 首先take place和happen的主語進(jìn)行比較，要求學(xué)生觀察在主語位置使用5次以上的名詞和代詞。 問題：happen 的主語與take place的主語有什么區(qū)別？ 學(xué)生很容易發(fā)現(xiàn)ha

28、ppen之前代詞出現(xiàn)的頻率非常高，特別是what (26.8%) 和it (13.3%),而名詞只有一個(gè)accident (0.8%)。要求學(xué)生觀察what和happen共現(xiàn)的例子（事先篩選好），如： . Bernice: Whats happening? Whats going on? Wheres Clive?. . Wheres Raul? Whats happening? I wont leave until you tell me. . . give my boy a bird dog. What happened? He died, I said. . . the roaring

29、in his head. What happened? he questioned . 問題：詢問“發(fā)生了什么事？”一般用happen還是take place?,Hyponyms,Teaching Guidance: 1. Can you pronounce the word speg? 2. What word class is it in? Why do you think so? 3. Is it sth. eatable? Healthy food? Why? 4. Is it sth. solid or liquid? Why?,Present New Words,Pictures,

30、 diagrams, maps. Real objects. Mime or act. Verbal context. Synonyms or antonyms. Lexical sets or hyponyms. Translation and exemplification. Word formation rules, affixes. Vocabulary in chunks. The context in real life. Different context for new words. Preparation for possible misunderstanding or co

31、nfusion.,Example,T-A: a) wrote “grumble” on the blackboard; b) said “complain about someone or something in an annoyed way”; c) translate the word into the students native language; d) gave more example sentences for the students to translate into their native language.,Example,T-B: Said “some peopl

32、e grumble about everything. For example, they grumble about the weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather”. Then “So what does grumble mean?”,Consolidating vocabulary,Labelling

33、 picture: objects and names Spotting the differences partners having slightly different pictures discover the differences by Q and A. Describing and drawing pairs: one having the picture describes, the other draws. Playing a game memory competition. Using word thermometers the degree of words (esp.

34、synonyms).,Thermometers,Consolidating vocabulary,Using word series category. Word bingo squares with words related to a topic, cross the word out when it is heard. Word association writing down words in association. Odd man out category. Synonyms and antonyms finding pairs from a group of words. Usi

35、ng word category grouping. Using word net-work relation.,Developing vocabulary strategies,Review regularly A word can not be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts/tasks before it can be learned by the students. Gues

36、s meaning from context. Organise vocabulary effectively. Use a dictionary. Manage strategy use.,Teaching Listening,Pre-listening activities,1. Predicting Good listeners good predictors Discuss a relevant picture; Discuss relevant experiences; Answer a set of questions about the topic; Associate idea

37、s with the topic; Associate vocabulary with the topic; Predict information about the topic; Write questions about the topic;,Pre-listening activities,2. Setting the scene Depending on what he or she knows about the topic in question and what he or she has in hand; 3. Listening for the gist Similar t

38、o the concept of skimming a passage in reading; Asking Ss one or two questions that focus on the main idea or the tone or mood of the whole passage; 4. Listening for specific information,Summary on pre-listening activities,The purpose: to motivate Ss, to activate their schema, to add context, prepar

39、e them for necessary language.,While-listening activities,Train Ss listening skill rather than to test their memory: Identify the exact topic, or an aspect of it; Note two to four pieces of information; Answer questions; Complete sentences; Match pictures with the text;,While listening activities,No

40、 specific responses Listen and tick Listen and sequence (find out the order) Listen and act Listen and draw Listen and fill Listen and guess Listen and take notes,Listen and fill,Note that it is important not to overdo this type of tasks, since it gives students the impression that they need to unde

41、rstand every word, but there are times when you want your students to focus on the details. E.g. key words (related to the content) function words (related to the discourse),Summary on while-listening activities,It is good to just let the students listen and enjoy what they are listening to without

42、a specific task. (after-class activity) However, most of the time, it is helpful to provide a task for the Ss to do while they are listening. (in-class activity),Post-listening activities,Multiple-choice questions (balanced) Answering questions (open-ended) or give opinions Note-taking and gap-filli

43、ng Dictogloss Noting down the words; Discussing their understanding of the overall meaning; Working together to reconstruct the passage; Being given the original text for a comparison; Relate similar experiences Role-play a similar interaction Write a brief report Write a similar text Debate the top

44、ic,Teaching Speaking,Principles for teaching speaking,Balancing accuracy-based with fluency-based practices; Contextualising practice; Personalizing practice; Building up confidence; Maximizing meaningful interactions; Helping students develop speaking strategies; Making the best use of classroom le

45、arning environment to provide sufficient language input and practice for the students;,Contextualized practice,E.g. present continuous tense Activity 1: A: Im opening the window. B: What are you doing? A: Im reading my book. ,Activity 2,Personalizing language,The implication is that practice must al

46、low students some degree of choice in what they say.,Types of speaking tasks,Pre-communicative activities Controlled (focus on form and accuracy) or semi-controlled; : drilling, modeling, repetitions, focused structural dialogues, controlled role plays, using clues or prompts for practices, etc. Com

47、municative activities Communicative or more contextualized; : information gap activities, problem-solving activities, discussions, debates, interviews, fluency-focused games, etc.,Types of speaking tasks,Information-gap activities Role-play Using pictures Problem-solving (requiring a higher level of

48、 language proficiency) Making up a story (one by one) Find someone who Human scrabble Free discussion,?,Support,The amount of information given by the teacher or materials. Phasing the activity with careful instructions (write down some ideas before the talk) (sometimes added by the teacher) Structu

49、ring interactions with suggestions for group roles. Establishing goals for the discussion (for Ss to judge whether they fulfill the task or not),Teaching Reading,Pre-reading activities,Predicting Based on the title; (help Ss by asking certain questions) Based on vocabulary (brainstorm) Based on the

50、pictures Based on the T/F questions Setting the scene Discussion; Guessing; Visual aids;,Pre-reading activities,Skimming Ask general questions; Make multiple choice about main idea; Put subtitles in order; Scanning Scan for specific information; Scan for vocabulary;,Predicting based on the vocabular

51、y,Drinking While Driving Predict what words may be used in the text. Predict which ten of the twenty words provided would most probably occur in the text.,Predicting based on the T/F questions,While-reading activities,Recognizing functional value Recognizing text organization Information transfer ac

52、tivities Summary on transition devices Reading comprehension questions Understanding references Making inferences,Recognizing functional value,Supply a simple text and a set of alternative function labels for each sentence, or for key sentence. Supply a text, with alternative descriptions of it in t

53、erms of functions, or alternative text diagrams setting out its functional structure. Supply a skeletal functional description of a short text a few sentences long. Supply all the sentences of the text, in random order. Ask students to put them in order. (You may need to make small changes first, ot

54、herwise the task is too easy),1 e.g.,Sentence 1 is A) an assertion; B) a hypothesis C) a classification,A,B,2 e.g.,3 e.g. Assertion example explanation Sentences: Foxes will collect seagull eggs during the nesting season and bury them in scattered places. Foxes often conceal the food items they obta

55、in. Seagull eggs can be eaten at times when food supplies are scarce. The original text: Foxes often conceal the food items they obtain. For instance, they will collect seagull eggs during the nesting season and bury them in scattered places. These can thus be eaten at times when food supplies are s

56、carce.,Recognizing text organization,Task 1: Decide where in the text the omitted paragraph fits. Task 2: Decide which paragraph best fits the beginning and which best fits the conclusion. (several possible choices) Task 3: Decide which sentence fits into which paragraph. Task 4: Decide which paragr

57、aph is out of place and where it ought to be.,Task 5: Arrange the paragraphs to make a coherent text. Task 6: Match the paragraphs with the topic sentences and produce a coherent text (topic sentences in correct sequence while paragraphs in random) Task 7: Choose the correct key sentence. Task 8: De

58、cide where in the text the omitted sentence should go. Task 9: decide which sentence is out of place, and where it should go.,Recognizing text organization,Information transfer activities,Pictures Drawings Maps Tables Tree diagrams Cyclic programs,Pie charts Bar charts Flowcharts Chronological seque

59、nce Subtitles Notes,Summary on transition devices,E.g. In the previous paragraphs, I have offered my analysis of the causes of this growing discontent. At this point, I would like to take up the subject of what might be done to remedy it.,Reading comprehension questions,Questions for literal comprehension. Questions involving reorganization or reinterpretation. Questions for inferences. Questions for evaluation or appreciation. Questions for personal response.,Post-reading activities