初中英語閱讀教學(xué)及教材使用的幾點(diǎn)建議課件

1、初中英語閱讀教學(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(chendm)初中英語閱讀教學(xué)及教材使用的幾點(diǎn)建議陳道明初中英語閱讀教學(xué)的原則閱讀的三種模式格式塔理論及其對(duì)閱讀教學(xué)的啟示閱讀課中的策略性技能（微技能）對(duì)教材使用的幾點(diǎn)建議初中英語閱讀教學(xué)及教材使用的幾點(diǎn)建議初中英語閱讀教學(xué)的原則初中英語閱讀教學(xué)及教材使用的幾點(diǎn)建一. 初中英語閱讀教學(xué)的原則實(shí)施英語課程標(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)注語言形式和結(jié)構(gòu)；把閱讀技能和其它語言技能有機(jī)地結(jié)合

2、起來。一. 初中英語閱讀教學(xué)的原則實(shí)施英語課程標(biāo)準(zhǔn)的要求，結(jié)合初中英語閱讀教學(xué)的原則(1)實(shí)施英語課程標(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)廣州市的初中英語教學(xué)初中英語閱讀教學(xué)的原則(1)實(shí)施英語課程標(biāo)準(zhǔn)的要求，結(jié)合綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國(guó)際視野祖國(guó)意識(shí)合作精神自信意志興趣動(dòng)機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識(shí)話題功能語法詞匯語音寫讀說聽課 程 目 標(biāo)綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國(guó)際2400-2500 單詞1500-1600 單詞一門外語過關(guān)600-700 單詞一級(jí)二級(jí)三級(jí)四級(jí)五級(jí)六級(jí)七

3、級(jí)八級(jí)九級(jí)六年級(jí)結(jié)束時(shí)的要求九年級(jí)結(jié)束時(shí)的要求普通高中畢業(yè)要求課程設(shè)計(jì)思路有條件的地區(qū)或?qū)W校可以提高相應(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。順序選修課程 必修課程 任意選修課程一門外語過關(guān)一級(jí)二級(jí)三級(jí)四級(jí)五級(jí)六級(jí)七級(jí)八級(jí)九級(jí)六年級(jí)結(jié)束時(shí)小學(xué)英語課程目標(biāo)培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。（喜歡唱，喜歡玩，喜歡聽，喜歡說，喜歡讀。）初中英語課程目標(biāo)培養(yǎng)學(xué)生聽、說、讀、寫的交際能力，特別是聽和說的能力。小學(xué)英語課程目標(biāo)培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。（喜歡唱，喜歡玩，喜高中英語課程目標(biāo)在進(jìn)一步發(fā)展學(xué)生綜合語言運(yùn)用能力的基礎(chǔ)上，著重提高三種能力：用英語獲取信息、處理信息的能力；用英語分析問題

4、、解決問題的能力；用英語進(jìn)行思維和表達(dá)的能力。(高中課標(biāo). 2003:6)高中英語課程目標(biāo)在進(jìn)一步發(fā)展學(xué)生綜合語言運(yùn)用能力的基礎(chǔ)上，實(shí)施英語課程標(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)注語言形式和結(jié)構(gòu)；先關(guān)注內(nèi)容信息，后關(guān)注語言形式。詞匯的學(xué)習(xí)要遵循“化整為零，利用語境”的原則。初中英語閱讀教學(xué)的原則(2)實(shí)施英語課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點(diǎn)，適當(dāng)調(diào)整對(duì)學(xué)生的要實(shí)施英語課程標(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)注語言形式和結(jié)構(gòu)（兼顧詞匯和語法的學(xué)習(xí)）；把閱讀技能和其它語言技能有機(jī)地結(jié)合起來。輸入活動(dòng)和輸出活動(dòng)的對(duì)立統(tǒng)一；聲音活動(dòng)

5、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、讀、寫；要提高活動(dòng)的交互性（interactioin）。初中英語閱讀教學(xué)的原則(3)實(shí)施英語課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點(diǎn)，適當(dāng)調(diào)整對(duì)學(xué)生的要二. 閱讀的三種模式The Bottom-Up ModelThe Top-Down ModelThe Interactive Model (The Schema Theory Model)二. 閱讀的三種模式The Bottom-Up Model1. The Bottom-Up Model自下而上的模式In this model, reading is regarded as a process of “d

6、ecoding”, which moves from the bottom to the top of the system of language.1. The Bottom-Up Model自下而上的模式SentencePhraseWordMorphemePhonemeTopBottomSentencePhraseWordMorpheme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。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，最后才通篇理解。因此，常常是把一篇文章的所有生詞放在最前面來單獨(dú)進(jìn)行教學(xué)。這就是所謂的“掃雷”。自下而上的模式對(duì)閱讀教學(xué)的影響 這種模

7、式是最傳統(tǒng)的模式。2. The Top-Down Model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 gameNot only linguistic knowledge but also background knowledge is involved in reading.2. The Top-Down Model自上而下的模式 SentencePhraseWordMorphemePhonemeLinguistic Knowledge&Background KnowledgeSentencePhraseWordMorph

8、eme自上而下的模式對(duì)閱讀教學(xué)的影響這種模式是對(duì)“自下而上”模式的一種反叛。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)理解的作用。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。自上而下的模式對(duì)閱讀教學(xué)的影響這種模式是對(duì)“自下而上”模式的SentencePhraseWordMorphemePhonemeSchemata to be activated:The schema of language;The schema of content;The schema of forms3. The Interactive Model (The Schema Theory

9、 Model)相互作用的模式（圖式理論模式） SentencePhraseWordMorpheme圖式理論模式對(duì)閱讀教學(xué)的啟示重視內(nèi)容圖式的作用，在閱讀之前激活學(xué)生大腦中的內(nèi)容圖式；重視內(nèi)容圖式和語言圖式的相互作用，在語境中猜詞義，利用語言知識(shí)和背景知識(shí)重構(gòu)作者想表達(dá)的信息和意義。圖式理論模式對(duì)閱讀教學(xué)的啟示重視內(nèi)容圖式的作用，在閱讀之前對(duì)“圖式理論模式”的機(jī)械性應(yīng)用（1）先集中時(shí)間學(xué)習(xí)所有的生詞和語法；然后引入主題，提供背景知識(shí)，激活學(xué)生大腦中的“內(nèi)容圖式” ；再然后進(jìn)入對(duì)課文的理解；最后鞏固單詞和語法。對(duì)“圖式理論模式”的機(jī)械性應(yīng)用（1）先集中時(shí)間學(xué)習(xí)所有的生對(duì)“圖式理論模式”的機(jī)械性應(yīng)用

10、（2）先提供背景知識(shí)，激活學(xué)生大腦中的“內(nèi)容圖式”，引入主題；然后集中時(shí)間學(xué)習(xí)所有的生詞和語法；再然后進(jìn)入對(duì)課文的理解；最后鞏固單詞和語法。對(duì)“圖式理論模式”的機(jī)械性應(yīng)用（2）先提供背景知識(shí)，激活學(xué)機(jī)械應(yīng)用的缺陷把語言和語境分離開來。雖然試圖激活內(nèi)容圖式，但在處理生詞和語法的時(shí)候又把它和語境分離出來了。這時(shí)候，內(nèi)容圖式又不起作用了。機(jī)械應(yīng)用的缺陷把語言和語境分離開來。三. 格式塔理論及其對(duì)閱讀教學(xué)的啟示格式塔理論：整體的功能 各部分的功能之和e.g.:I + am + a + man Im a man 三. 格式塔理論及其對(duì)閱讀教學(xué)的啟示格式塔理論：格式塔理論對(duì)閱讀教學(xué)的啟示整體性教學(xué)注重語言

11、的整體功能注重語境（Context）格式塔理論對(duì)閱讀教學(xué)的啟示整體性教學(xué)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 lang

12、uage based on what has been learned 閱讀教學(xué)的一般模式Pre-reading: 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;

13、Making inferences;Understanding references;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;四. 閱讀的一些策略性技能（閱讀的微技能）PredictiS

14、etting the sene and PredictingT:What do you read out of class?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,

15、Setting the sene and PredictinSetting the sene and PredictingT:Can we read about famous persons in an encyclopedia?Have you heard about Walt Disney？引出單詞：amusement park, Disneyland, Setting the sene and PredictinSetting the sene and PredictingT:We are going to read two passages from an encyclopedia.

16、One about dinosaurs, and the other about a famous person. What do you expect/want to know about dinosaurs?What do you think was Walt Disney famous for?引出單詞：cartoon characters, Mickey Mouse, Donald Duck, Setting the sene and PredictinPredictingPredictingGetting the gist (Skimming)Read the 1st passage

17、 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.When shall the teacher ask the question(s)?The question(s) must go before reading.Getting the gist (Skimming)ReaUnderstanding details (Scanning)What do we mean by “sca

18、nning”?e.g. : Looking at the timetable at the station.Doing information transfer activities using transition devicesUnderstanding details (ScanninInformation transfer activities using transition devicesTransition device: A way to transfer information from one form, e.g. the text form, to another, e.

19、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. Information transfer activitieSome transition devicesPictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie

20、 charts, bar charts, flow charts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. Some transition devicesPictureTree diagramTree diagramBar chartBar chartPie chartPie chartExamples of using transition devices Example 1Read the following passage and c

21、omplete the table, which compares the two earthquakes. Examples of using transition At 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 number of buildings were burnt. The number of people who l

22、ost 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 happened in the evening as people were travelling home. A w

23、ide 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 kilometres away. In one part of the town a great many bui

24、ldings 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.At 5:13 on the morning of ApriTime Date Location Number of people killed Damage Earthquake in 1906MorningApril 1

25、8thSan 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.Number of people killed EarthqExample 2 Example 2 Size?Wings?Food?Where?Harmful?Elephan

26、tsBigNo 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.Size?Wings?Food?Where?Harmful?Making inferences;Understanding references;Guessing unknown words;Making inferences;What does the word mean?What does it/its mean here?Why did he become rich and famous?What does the word mean?What dSummarizing; Dinosaurs existed long after human beings. They lived in some parts of the world. They were all very bi