初中英語閱讀教學(xué)課件

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SchoolofForeignStudiesSouthChinaNormalUniversity(chendm@)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)合起來。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)國際視野祖國意識(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)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。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、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)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)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)1.TheBottom-UpModel

自下而上的模式Inthismodel,readingisregardedasaprocessof“decoding”,whichmovesfromthebottomtothetopofthesystemoflanguage.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”。2.TheTop-DownModel

自上而下的模式

Aprediction-checkprocess（一個(gè)假設(shè)—檢驗(yàn)的過程），aguessinggameNotonlylinguisticknowledgebutalsobackgroundknowledgeisinvolvedinreading.Sentence

Phrase

Word

Morpheme

PhonemeLinguisticKnowledge&BackgroundKnowledge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。Sentence

Phrase

Word

Morpheme

PhonemeSchematatobeactivated:Theschemaoflanguage;Theschemaofcontent;Theschemaofforms3.TheInteractiveModel

(TheSchemaTheoryModel)

相互作用的模式（圖式理論模式）

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

（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。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

≠I’maman

格式塔理論對(duì)閱讀教學(xué)的啟示整體性教學(xué)注重語言的整體功能注重語境（Context）四.閱讀的一些策略性技能

（閱讀的微技能）Predicting;(Settingthescene/situationbyusingtitleprompts,pictureprompts,vocabularyprompts,etc.)Gettingthegist(Skimming)Understandingdetails

(Scanning);TransforminginformationbyusingTransitionDevice;

Makinginferences;Understandingreferences;Guessingunknownwords;

Recognisingindicatorsinthediscourse;Recognisingtheorganizationofthetext;Understandingrelationsbetweensentencesandbetweenparagraphs;Summarizing;Retelling;Q&A;MCexercises;T/Fquestions;SettingtheseneandPredictingT:Whatdoyoureadoutofclass?Whydowereadoutofclass?Doyouknowwhatanencyclopediais?引出單詞：encyclopedia,Whatcanwereadinanencyclopedia?Whatanimalscanwereadaboutinit?Whatdoyouexpect/wanttoknowaboutdinosaurs?引出單詞：dinosaurs,existedlongago,…SettingtheseneandPredictingT:Canwereadaboutfamouspersonsinanencyclopedia?HaveyouheardaboutWaltDisney？…引出單詞：amusementpark,Disneyland,…PredictingGettingthegist(Skimming)Readthe1stpassageandtellyourneibourwhatadinosaursisinasimple/shortsentence.Readthe2ndpassageandtellyourneibourwhatWaltDisneyis.Whenshalltheteacheraskthequestion(s)? Thequestion(s)mustgobeforereading.Understandingdetails

(Scanning)Whatdowemeanby“scanning”?e.g.:Lookingatthetimetableatthestation.DoinginformationtransferactivitiesusingtransitiondevicesInformationtransferactivitiesusingtransitiondevicesTransitiondevice:Awaytotransferinformationfromoneform,e.g.thetextform,toanother,e.g.avisualform.SophisticatedInput(SI)

TransitionDevice(TD)

Output(OP)

Transitiondevicescanbeusedtomakeinformationintextformeffectivelyprocessedandretained.SometransitiondevicesPictures,drawings,maps,tables,treediagrams,cyclicdiagrams,piecharts,barcharts,flowcharts,chronologicalsequence,subtitles(providingsubtitles),notes(takingnoteswhilereading),etc.TreediagramBarchartPiechartExamplesofusing

transitiondevices

Example1Readthefollowingpassageandcompletethetable,whichcomparesthetwoearthquakes.At5:13onthemorningofApril18th,1906,thecityofSanFranciscowasshakenbyaterribleearthquake.Agreatpartofthecitywasdestroyedandalargenumberofbuildingswereburnt.Thenumberofpeoplewholosttheirhomesreachedasmanyas250000.About700peoplediedintheearthquakeandthefires.AnotherearthquakeshookSanFranciscoonOctober17th,1989.ItwasAmerica’ssecondstrongestearthquakeandabout100peoplewerekilled.Ithappenedintheeveningaspeopleweretravellinghome.Awideandbusyroad,whichwasbuiltlikeabridgeoveranotherroad,fellontotheonebelow.Manypeoplewerekilledinthecars,butafewluckyoneswerenothurt.Luckilythe1989earthquakedidnothappeninthecentreoftownbutabout50kilometresaway.Inonepartofthetownagreatmanybuildingsweredestroyed.Thesebuildingswereover50yearsold,sotheywerenotstrongenough.Therewerealotoffiresalloverthecity.Theelectricitywascutofforseveraldaystoo.TimeDateLocationNumberofpeoplekilledDamageEarthquakein1906MorningApril18thSanFranciscoAbout700Manybuildingsweredestroyedorburnt.Earthquakein1989EveningOctober17thAbout50kilometresawayfromSanFranciscoAbout100Aroadfell.Oldbuildingsweredestroyed.Fires.Powercut.Example2Size?Wings?Food?Where?Harmful?ElephantsBigNowingsTreeleavesNeartreesHarmlessiftheyarenotattacked.DinosaursCouldbeasbigastenelephants,andassmailaschickensSomehadwingsandcouldfly.Plants,ormeateverywhereManywereharmless.Otherswereharmful.Makinginferences;Understandingreferences;Guessingunknownwords;Whatdoesthewordmean?Whatdoes‘it/its’meanhere?Whydidhebecomerichandfamous?Summarizing; Dinosaursexistedlongafterhumanbeings.Theylivedinsomepartsoftheworld.Theywereallverybig.Somecouldfly.Theywereallharmfulanddangerous.…Retelling:

Dinosaurs－morethan60millionyearsbefore…－everywhere－big－small－fly－h(huán)armless－h(huán)armful－die