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Strategies in Dealing with Detail-based Questions in Reading Comprehension

中山市桂山中学

康海珍

Teaching Goals: Knowledge and Skills: 1. To develop students’ ability in quickly finding the correct answer to the direct detail-based questions; 2. To help students master the strategies concerning how to tell confusing answers from correct answers. Emotion, attitude and values:

1. Learn to be careful when dealing with choices both in life and exams whether they are easy choices or tough ones;

2. When working with others, learn to cooperative, supportive and patient even in case of disagreement.

An analysis of detail-based questions in Reading Comprehension:

题型

细节

8 8 8 主旨、目的

猜词

1 2 1 1 1 1 态度

0 0 0 推断

5 4 5 结构

0 0 0 试卷

I

20192019 II

2019 III

The chart above shows that detail-based questions have the highest occurrence, accounting for about 53%. This kind of questions test whether students can quickly locate the related information in the passage, and fully understand the information to get the correct answers. And direct detail-based questions refer to those that students can directly find the answers in the passage, which usually start with who, when, where etc. It looks easy, but if the students are being arrogant and are not paying enough attention, they will still get fooled, thus making the wrong judgment. Therefore, we are convinced that students’ acquisition of strategies in this type of reading comprehension questions will help them better understand how to deal with question with care, thus improving the correct rate and getting more satisfactory marks in the end.

Key Points in Teaching:

1. To help students find out what confusing answers look like, so that they know how to be careful; 2. To help students find out what correct answers look like, so that they know what to look for; 3. To help students understand the strategies in doing with direct detail-based questions.

Difficult Points in Teaching: 1. The key words for some questions may be different from those in the passage, making it difficult for students to locate them in the passage; 2. Some sentences are very long or have a complicate structure, so the students are unable to understand them correctly though they keep the strategies in mind.

Training Methods:

Cooperative-learning, inquiry-based learning, Communicative Approach; Autonomous learning, individual/group work

Teaching Aids: They include computer, blackboard, Powerpoint, handout.

Teaching Procedures:

Step 1: Leading in Purpose: To arouse students’ interest of getting down to the content concerned.

Procedures: 1. Lead in the topic by having a free talk with the students about their feelings about reading comprehension to show that the teacher understands and cares about them, thus making it easy for the students to believe in the teacher and follow the teacher in class.

2. Show the students the common kinds of questions in reading comprehension, so that they can have a better picture of what they are deal with.

3. Show the students the layout of types of questions in this year’s NMET, from which the students can obviously tell that detail-based questions are really popular in NMET, because on the one hand detail-based questions are the basic questions that can help students better understand the article. On the other hand, detail-questions can provide evidence for other types of questions.

Step 2: What’s detail-based questions? Purpose: To help students clarify what’s detail-based question, making it clear for them as to how to apply the strategies to be learned later. Procedures:

1. Explain to the students the definition of detail-based question and direct detail-based

question, after which show them the common kinds of direct detail-based question.

2. After things explained, let the students to have a try of one of the direct-based question in this year’s NMET.

3. Remind the students that though the direct detail-based questions are comparatively easy, they will still make wrong judgment if they are not careful enough. To make the point clearer, the teacher show the students a video of the teacher’s roommate who talks about her experience of being fined because of not reading the parking sign carefully enough. 4. Arrange the students to have a discussion about what they can learn from the teacher’s experience and then watch another video clip of my roommate sharing some advice. And then the teacher reminds them again that extra attention is needed when dealing with direct detail-based question otherwise they will get fooled.

Step 3: What do confusing answers look like? Purpose: To help students conclude what confusing answers look like, so they know how to be careful. Procedures:

1. The students will be divided into groups of 4 and work out the problem in the piece of papar that they get from a little box. In the box the teacher has put about 15 pieces of piece before class, in which there is a question they have to answer and the question represents a typical confusing answer in the direct detail-based question in reading comprehension. And the four questions are:①

If you ask your boyfriend or girlfriend “Do you love me”, and he or she answers “I loved you”, will you be happy and why?②

If a teacher asks a student “Where have you been”, and he/she answers “It is very hot today”, will the teacher be content and why?③

Does “Li Ming loves shopping” express the same meaning as “Li Hua loves shopping”? If not, what are the differences? ④Does “Li Hua will go to the beach” convey the same meaning as “Li Hua will go to the beach and swim there”? If not, what are the differences?

2. Conclude with the students what confusing answers look like.

Step 4: What correct answers look like? Purpse: To show the students what correct answers look like, so that they know what to look for.

Procedures: 1. Show the students a video clip of Liu Xin, a hostess from CGTN, commenting on what Trish had said about the trade war between China and America. Trish is a hostess from American Fox Broadcasting Company. And ask the studenths to find some hints from the video about what correct answers should be like.

2. After the video, the teacher concludes from Li Xiu’s words that what the students choose should be based on substance instead of the students’ own opinions or experiences. And then explain to the students what correct answers are like.

Step 5: Procedures of dealing with direct detail-based questions

Purpose: To help the students make it clear how to deal with direct detail-based questions. Procedures: 1. Show the students the procedures in dealing with direct detail-based questions.

2. Let the students to put what they have learned into practice and finish the question in Passage A in the NMET of 2019 I. 3. Check the answers together. Step 6:Summary

Purpose: To sum up what the teacher has taught in the class and help to refresh the students’ memory and put what they have learned together, so that they can make better sense of them. Procedures: 1. Sum up what the teacher has explained about what confusing answers look like, what correct answers look like and the procedures in doing direct detail-based questions in reading comprehenion.

Step 7: Homework Purpose: To give the students specific exercise to do after class, so that they can think about them for themselves after class and see whether they have got the hang of what the teacher has taught.