初中英語(yǔ)閱讀教學(xué)

1、.1初中英語(yǔ)閱讀教學(xué)及教材使用的幾點(diǎn)建議陳道明華南師范大學(xué)外文學(xué)院School of Foreign StudiesSouth China Normal University().2初中英語(yǔ)閱讀教學(xué)的原則初中英語(yǔ)閱讀教學(xué)的原則閱讀的三種模式閱讀的三種模式格式塔理論及其對(duì)閱讀教學(xué)的啟示格式塔理論及其對(duì)閱讀教學(xué)的啟示閱讀課中的策略性技能（微技能）閱讀課中的策略性技能（微技能）對(duì)教材使用的幾點(diǎn)建議對(duì)教材使用的幾點(diǎn)建議初中英語(yǔ)閱讀教學(xué)及教材使用的幾點(diǎn)建議.3一. 初中英語(yǔ)閱讀教學(xué)的原則實(shí)施英語(yǔ)課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點(diǎn)，適當(dāng)調(diào)整對(duì)學(xué)生的要求；重視關(guān)注內(nèi)容信息，兼顧關(guān)注語(yǔ)言形式和結(jié)構(gòu)；把閱讀技能和其它

2、語(yǔ)言技能有機(jī)地結(jié)合起來(lái)。.4初中英語(yǔ)閱讀教學(xué)的原則(1)實(shí)施英語(yǔ)課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點(diǎn)，適當(dāng)調(diào)整對(duì)學(xué)生的要求； 廣州市的特點(diǎn) 廣州市的初中英語(yǔ)教學(xué).5綜合語(yǔ)言運(yùn)用能力情感態(tài)度情感態(tài)度學(xué)習(xí)策略學(xué)習(xí)策略文化意識(shí)文化意識(shí)語(yǔ)言技能語(yǔ)言技能語(yǔ)言知識(shí)語(yǔ)言知識(shí)國(guó)際視野國(guó)際視野祖國(guó)意識(shí)祖國(guó)意識(shí)合作精神合作精神自信意志自信意志興趣動(dòng)機(jī)興趣動(dòng)機(jī)交際策略交際策略資源策略資源策略調(diào)控策略調(diào)控策略認(rèn)知策略認(rèn)知策略跨文化交際跨文化交際文化理解文化理解文化知識(shí)文化知識(shí)話題話題功能功能語(yǔ)法語(yǔ)法詞匯詞匯語(yǔ)音語(yǔ)音寫寫讀讀說(shuō)說(shuō)聽聽課 程 目 標(biāo).6一級(jí)一級(jí)二級(jí)二級(jí)三級(jí)三級(jí)四級(jí)四級(jí)五級(jí)五級(jí)六級(jí)六級(jí)七級(jí)七級(jí)八級(jí)八級(jí)九級(jí)九級(jí)六年級(jí)

3、結(jié)束時(shí)的六年級(jí)結(jié)束時(shí)的要求要求九年級(jí)結(jié)束時(shí)的九年級(jí)結(jié)束時(shí)的要求要求普通高中畢業(yè)普通高中畢業(yè)要求要求課程設(shè)計(jì)思路課程設(shè)計(jì)思路有條件的地區(qū)或?qū)W?？梢蕴岣呦鄳?yīng)級(jí)別的要求；條件暫不具備有條件的地區(qū)或?qū)W?？梢蕴岣呦鄳?yīng)級(jí)別的要求；條件暫不具備的地區(qū)或?qū)W?？梢赃m當(dāng)降低相應(yīng)級(jí)別的要求。的地區(qū)或?qū)W?？梢赃m當(dāng)降低相應(yīng)級(jí)別的要求。順序順序選修選修課程課程 必修必修課程課程 任意選修課程任意選修課程.7小學(xué)英語(yǔ)課程目標(biāo) 培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。（喜歡唱，喜歡玩，喜歡聽，喜歡說(shuō)，喜歡讀。）初中英語(yǔ)課程目標(biāo) 培養(yǎng)學(xué)生聽、說(shuō)、讀、寫的交際能力，特別是聽和說(shuō)的能力。.8高中英語(yǔ)課程目標(biāo)高中英語(yǔ)課程目標(biāo)在進(jìn)一步發(fā)展學(xué)生綜合語(yǔ)言

4、運(yùn)用能在進(jìn)一步發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)上，著重提高力的基礎(chǔ)上，著重提高三種能力三種能力：用英語(yǔ)獲取用英語(yǔ)獲取信息信息、處理、處理信息信息的能力；的能力；用英語(yǔ)分析用英語(yǔ)分析問題問題、解決、解決問題問題的能力；的能力；用英語(yǔ)進(jìn)行用英語(yǔ)進(jìn)行思維思維和和表達(dá)表達(dá)的能力。的能力。1.(高中課標(biāo)高中課標(biāo). 2003:6).9實(shí)施英語(yǔ)課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點(diǎn)，適當(dāng)調(diào)整對(duì)學(xué)生的要求；重視關(guān)注內(nèi)容信息，兼顧關(guān)注語(yǔ)言形式和結(jié)構(gòu)； 先關(guān)注內(nèi)容信息，后關(guān)注語(yǔ)言形式。 詞匯的學(xué)習(xí)要遵循“化整為零，利用語(yǔ)境”的原則。初中英語(yǔ)閱讀教學(xué)的原則(2).10實(shí)施英語(yǔ)課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點(diǎn)，適當(dāng)調(diào)整對(duì)學(xué)生的要求；

5、重視關(guān)注內(nèi)容信息，兼顧關(guān)注語(yǔ)言形式和結(jié)構(gòu)（兼顧詞匯和語(yǔ)法的學(xué)習(xí)）；把閱讀技能和其它語(yǔ)言技能有機(jī)地結(jié)合起來(lái)。 輸入活動(dòng)和輸出活動(dòng)的對(duì)立統(tǒng)一； 聲音活動(dòng)和文字活動(dòng)的對(duì)立統(tǒng)一；因此： 不能孤立地對(duì)待聽、說(shuō)、讀、寫； 要提高活動(dòng)的交互性（interactioin）。初中英語(yǔ)閱讀教學(xué)的原則(3).11二. 閱讀的三種模式The Bottom-Up ModelThe Top-Down ModelThe Interactive Model (The Schema Theory Model).121. The Bottom-Up Model自下而上的模式自下而上的模式 In this model, readi

6、ng is regarded as a process of “decoding”, which moves from the bottom to the top of the system of language.13SentencePhraseWordMorphemePhonemeTopBottom.14自下而上的模式對(duì)閱讀教學(xué)的影響 這種模式是最傳統(tǒng)的模式。這種模式是最傳統(tǒng)的模式。 在這種模式的影響下，教師在閱讀教學(xué)中：在這種模式的影響下，教師在閱讀教學(xué)中：先解詞，后解詞組，再后解句，最后才通先解詞，后解詞組，再后解句，最后才通篇理解。篇理解。 因此，常常是把一篇文章的所有生詞放在因此，

7、常常是把一篇文章的所有生詞放在最前面來(lái)單獨(dú)進(jìn)行教學(xué)。這就是所謂的最前面來(lái)單獨(dú)進(jìn)行教學(xué)。這就是所謂的“掃雷掃雷”。.152. The Top-Down Model自上而下的模式自上而下的模式 A prediction-check process（一個(gè)假設(shè)檢驗(yàn)的過程），a guessing game Not only linguistic knowledge but also background knowledge is involved in reading.16SentencePhraseWordMorphemePhonemeLinguistic Knowledge&Backgrou

8、nd Knowledge.17自上而下的模式對(duì)閱讀教學(xué)的影響 這種模式是對(duì)這種模式是對(duì)“自下而上自下而上”模式的一種模式的一種反叛。反叛。 在這種模式的影響下，教師在進(jìn)行閱讀在這種模式的影響下，教師在進(jìn)行閱讀教學(xué)的時(shí)候，會(huì)重視背景知識(shí)對(duì)理解的教學(xué)的時(shí)候，會(huì)重視背景知識(shí)對(duì)理解的作用。作用。 因此，教師常常是先提供相關(guān)的背景知因此，教師常常是先提供相關(guān)的背景知識(shí)，然后進(jìn)入對(duì)材料的理解。識(shí)，然后進(jìn)入對(duì)材料的理解。.18SentencePhraseWordMorphemePhonemeSchemata to be activated:The schema of language;The schema

9、of content;The schema of forms3. The Interactive Model (The Schema Theory Model)相互作用的模式（圖式理論模式）相互作用的模式（圖式理論模式） .19圖式理論模式圖式理論模式對(duì)閱讀教學(xué)的啟示對(duì)閱讀教學(xué)的啟示 重視內(nèi)容圖式的作用，在閱讀之前重視內(nèi)容圖式的作用，在閱讀之前激活激活學(xué)生大腦中的學(xué)生大腦中的內(nèi)容圖式內(nèi)容圖式； 重視重視內(nèi)容圖式和語(yǔ)言圖式的相互作用內(nèi)容圖式和語(yǔ)言圖式的相互作用，在語(yǔ)境中猜詞義，利用語(yǔ)言知識(shí)和背景在語(yǔ)境中猜詞義，利用語(yǔ)言知識(shí)和背景知識(shí)知識(shí)重構(gòu)重構(gòu)作者想表達(dá)的作者想表達(dá)的信息和意義信息和意義。.20

10、對(duì)對(duì)“圖式理論模式圖式理論模式”的機(jī)械性應(yīng)用的機(jī)械性應(yīng)用（1）先集中時(shí)間學(xué)習(xí)所有的生詞和語(yǔ)法；先集中時(shí)間學(xué)習(xí)所有的生詞和語(yǔ)法；然后引入主題，提供背景知識(shí)，激然后引入主題，提供背景知識(shí)，激活學(xué)生大腦中的活學(xué)生大腦中的“內(nèi)容圖式內(nèi)容圖式” ；再然后進(jìn)入對(duì)課文的理解；再然后進(jìn)入對(duì)課文的理解；最后鞏固單詞和語(yǔ)法。最后鞏固單詞和語(yǔ)法。.21對(duì)對(duì)“圖式理論模式圖式理論模式”的機(jī)械性應(yīng)用的機(jī)械性應(yīng)用（2）先提供背景知識(shí)，激活學(xué)生大腦中先提供背景知識(shí)，激活學(xué)生大腦中的的“內(nèi)容圖式內(nèi)容圖式”，引入主題；，引入主題；然后集中時(shí)間學(xué)習(xí)所有的生詞和語(yǔ)然后集中時(shí)間學(xué)習(xí)所有的生詞和語(yǔ)法；法；再然后進(jìn)入對(duì)課文的理解；再然后

11、進(jìn)入對(duì)課文的理解；最后鞏固單詞和語(yǔ)法。最后鞏固單詞和語(yǔ)法。.22機(jī)械應(yīng)用的缺陷 把語(yǔ)言和語(yǔ)境分離開來(lái)。把語(yǔ)言和語(yǔ)境分離開來(lái)。 雖然試圖激活內(nèi)容圖式，但在處雖然試圖激活內(nèi)容圖式，但在處理生詞和語(yǔ)法的時(shí)候又把它和語(yǔ)理生詞和語(yǔ)法的時(shí)候又把它和語(yǔ)境分離出來(lái)了。這時(shí)候，內(nèi)容圖境分離出來(lái)了。這時(shí)候，內(nèi)容圖式又不起作用了。式又不起作用了。.23三三. 格式塔理論格式塔理論及其對(duì)閱讀教學(xué)的啟示及其對(duì)閱讀教學(xué)的啟示格式塔理論：整體的功能整體的功能 各部分的功能之和各部分的功能之和e.g.:I + am + a + man Im a man .24格式塔理論對(duì)閱讀教學(xué)的啟示整體性教學(xué)整體性教學(xué)注重語(yǔ)言的整體功能注

12、重語(yǔ)境（Context）.25閱讀教學(xué)的一般模式 Pre-reading: to set the scene, and to predict; While-reading: to get the gist, then to get the specific information (details), and to re-produce language used in the material; Post-reading: to sum up, to make decisions, to give opinions, and to produce language based on what

13、 has been learned .26四. 閱讀的一些策略性技能（閱讀的微技能）Predicting; (Setting the scene/situation by using title prompts, picture prompts, vocabulary prompts, etc.) Getting the gist (Skimming)Understanding details (Scanning);Transforming information by using Transition Device; Making inferences;Understanding refer

14、ences;Guessing unknown words; Recognising indicators in the discourse;Recognising the organization of the text;Understanding relations between sentences and between paragraphs; Summarizing; Retelling;Q & A;MC exercises;T/F questions;.27Setting the sene and PredictingT: What do you read out of cl

15、ass? Why do we read out of class? Do you know what an encyclopedia is?引出單詞：encyclopedia, What can we read in an encyclopedia? What animals can we read about in it? What do you expect/want to know about dinosaurs?引出單詞： dinosaurs, existed long ago, .28Setting the sene and PredictingT: Can we read abou

16、t famous persons in an encyclopedia? Have you heard about Walt Disney？ 引出單詞：amusement park, Disneyland, .29Setting the sene and PredictingT: We are going to read two passages from an encyclopedia. One about dinosaurs, and the other about a famous person. What do you expect/want to know about dinosau

17、rs? What do you think was Walt Disney famous for?引出單詞：cartoon characters, Mickey Mouse, Donald Duck, .30Predicting.31Getting the gist (Skimming) Read the 1st passage and tell your neibour what a dinosaurs is in a simple/short sentence. Read the 2nd passage and tell your neibour what Walt Disney is.W

18、hen shall the teacher ask the question(s)?The question(s) must go before reading.32Understanding details (Scanning)What do we mean by “scanning”?e.g. : Looking at the timetable at the station.Doing information transfer activities using transition devices.33Information transfer activities using trans

19、ition devicesTransition device: A way to transfer information from one form, e.g. the text form, to another, e.g. a visual form. Sophisticated Input (SI) Transition Device (TD) Output (OP) Transition devices can be used to make information in text form effectively processed and retained. .34Some tra

20、nsition devices Pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flow charts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. .35Tree diagram姓名職稱姓名職稱姓名職稱General Magager.36Bar chart.37Pie chartOutput123456789.3

21、8Examples of using transition devices Example 1 Read the following passage and complete the table, which compares the two earthquakes. .39At 5:13 on the morning of April 18th, 1906, the city of San Francisco was shaken by a terrible earthquake. A great part of the city was destroyed and a large numb

22、er of buildings were burnt. The number of people who lost their homes reached as many as 250 000. About 700 people died in the earthquake and the fires.Another earthquake shook San Francisco on October 17th, 1989. It was Americas second strongest earthquake and about 100 people were killed. It happe

23、ned in the evening as people were travelling home. A wide and busy road, which was built like a bridge over another road, fell onto the one below. Many people were killed in the cars, but a few lucky ones were not hurt.Luckily the 1989 earthquake did not happen in the centre of town but about 50 kil

24、ometres away. In one part of the town a great many buildings were destroyed. These buildings were over 50 years old, so they were not strong enough. There were a lot of fires all over the city. The electricity was cut of for several days too.40Time Date Location Number of people killed Damage Earthq

25、uake in 1906MorningApril 18thSan FranciscoAbout 700Many buildings were destroyed or burnt.Earthquake in 1989EveningOctober 17thAbout 50 kilometres away from San FranciscoAbout 100A road fell. Old buildings were destroyed. Fires. Power cut.41Example 2 .42Size?Wings? Food? Where? Harmful?ElephantsBigN

26、o wingsTree leavesNear treesHarmless if they are not attacked.DinosaursCould be as big as ten elephants, and as smail as chickensSome had wings and could fly.Plants, or meateverywhereMany were harmless.Others were harmful.43 Making inferences; Understanding references; Guessing unknown words;.44What does the word mean?What does it/its mean here?Why did he become rich and famous?.45 Summarizing; Dinosaurs existed