初中英語閱讀教學及人文培養(yǎng)

ALectureonJuniorMiddleSchool

EnglishReadingInstruction&(HumanisticCultivation)

By:WilsonKong/孔維晟ContentsThetwoapproachesCurrentproblemsReadingcomprehensiongoalsunderNCSInstructionalstrategiesTacticstobeused--intensivereadingvs.extensivereading--oralreadingandsilentreading--skimmingandscanning--wordguessanduseofdictionary--openquestionsandclosedquestions--gist,detailed,andinferencequestions--acasestudy(Humanisticcultivation)TwoCurrentInstructionalApproachesBottom-upapproach:--fromwords,phrases,tosentences,anddiscoursesTop-downapproach:--firstdiscoursereadingandunderstandingwithhelpofaccumulatedknowledge,thentodetailsProsandConsoftheBottom-upApproachPros--helpfulinlanguagepointslearning--helpfulinmemorisationstrengtheningCons:--hinderingdiscoursecomprehension--toomuchdependentondictionary--lessinterestingProsandConsoftheTop-downApproachPros--helpfulindiscoursecomprehension--helpfulinreadingskillscultivation--moreefficientCons:--easytoneglectlanguagepointsinput--toomuchdependentondictionarySomeCurrentProblemsinJuniorMiddleSchoolEnglishReadingClassroom(I)Teachingideologynotinpacewithtime,withchange--impartinglinguisticknowledgeratherthancultivatingreadingability--cramminginsteadofinteracting--followingtraditionwhileneglectinginnovationSomeCurrentProblemsinJuniorMiddleSchoolEnglishReadingClassroom(II)Pedagogicalmethodologyandmeansfallingbehind--readingmaterialeitherintensifiedorgeneralised,asplitofintensiveandextensivereading--boringinstructionalmodel:e.g.fromleadin,tofastreading,tocarefulreading,todiscussionSomeCurrentProblemsinJuniorMiddleSchoolEnglishReadingClassroom(III)Supplementaryreadingmaterialslimitedtotextbooks--extensivereadingiscrucialtohelpstudentswidentheirvocabularySomeCurrentProblemsinJuniorMiddleSchoolEnglishReadingClassroom(IV)Students’readinghabitsgoingastray--oralreadinginsteadofsilentreading,whichslowsdownstudents’speed--focustoomuchondetailsinsteadofgeneralcomprehension--toomuchdependentondictionarywhilenotknowingornotwillingtolearnhowtoguessmeaningsofnewwordsSomeCurrentProblemsinJuniorMiddleSchoolEnglishReadingClassroom(V)Assessmentofreadingtasksonlybasedonexercisesandexaminations--toomanyexercisesandexaminationsmaykillstudents’readinginterestandtheircreativityEnglishReadingComprehensionGoalsforJuniorMiddleSchoolSs.underNewCurriculumStandardStudentsareableto:--inferandunderstandmeaningsofnewwordsaccordingtocontextsandword-formation--understandthelogicandrelationshipbtw.

sentences--findoutthemes,understandplots,andpredictoutcomes--understandreadingmaterialswithcommonsubjects--acquireinformationwithsimplereadingskillsbasedondifferenttargets新《英語課程標準》下初中學生英語閱讀理解目標《英語課程標準》對初中學生閱讀理解的目標部分描述如下：

1.能根據(jù)上下文和構(gòu)詞法推測、理解生詞的含義。

2.能理解段落中各句子之間的邏輯關(guān)系。

3.能找出文章的主題，理解故事的情節(jié)，預測故事情節(jié)的發(fā)展和可能的結(jié)局。

4.能讀懂常見題材的閱讀材料。

5.能根據(jù)不同的閱讀目的，運用簡單的閱讀技巧獲取信息TheNewCurriculumStandardAchange:fromknowledge-orientationtoability-orientationfromteacher-centeredinstructiontolearner-centeredteachingfromcrammingtointeractivityEnglishReadingInstructionalStrategiestoMeetNCSLearner-centeredteaching(LCT)modelFlexibleinteractiveapproachTheLCTModel(I)Learner-centeredteachersdonotemployasingleteachingmethod.Thismodelemphasizesavarietyofdifferenttypesofmethodsthatshiftstheroleoftheinstructorsfromgiversofinformationtofacilitatingstudentlearning.TheLCTModel(II)Traditionallyinstructorsfocusedonwhattheydid,andnotonwhatthestudentsarelearning.Thisemphasisoftenleadstostudentswhoarepassivelearnersandwhodidnottakeresponsibilityfortheirownlearning.Incontrast,LCToccurswheninstructorsfocusonstudentlearning.TheLCTModel(III)LCT,asintroducedbyMaryellenWeimer(2002),shiftsSs.fromsurfacelearningtodeeplearningandsupportsfivekeychangesasfollows:--changesinthebalanceofpower--changesinthefunctionofcoursecontent--changesintheroleoftheteacher--changesinwhoisresponsibleforlearning--changesinthepurposeandprocessofevaluation

TheLCTModel(IV)Sevenprinciplestoguideinstructorstodevelopalearner-centeredclassroom:1.

Teachersdolearningtasksless.2.

Teachersdolesstelling;studentsdomorediscovering.3.

Teachersdomoredesignwork.4.

Teachersdomoremodeling.5.

Teachersdomoretogetstudentslearningfromandwitheachother.6.

Teachersworktocreateclimatesforlearning.7.

TeachersdomorewithfeedbackFlexibleInteractiveApproachFlexibleinteractiveapproachcombinesbothtop-downandbottom-upmethods,balancingcultivationoflinguisticabilityandaccumulationoflinguisticknowledge.NCSTacticsBasedonLCTandFlexibleInteractiveApproachIntensiveandextensivereadingOralreadingandsilentreadingSkimmingandscanningWordguessinganduseofdictionaryOpenquestionandclosedquestionGistquestion,detailedquestion,andinferencequestionIntensiveandExtensiveReadingIntensivereadingishelpfulindeeplearningandaccumulationoflinguisticknowledge.Extensivereadingishelpfulinwideningvocabularyandreadingskillscultivation.Bothareindispensable.Theformerissuitabletobeemployedinclassroomwhilethelattercanbebothinoroutsideofclassroom.ChoiceofExtensiveReadingMaterialsReadingmaterialsinthetextbooksarefarbeyondenough.Choiceofnurseryrhymes,songs,literaryworks,andetc.isnotencouraged.MaterialsarebettertocoverdifferentsubjectstohelpSs.obtainsomeABCsindifferentdomains,e.g.,the21stEnglishWeekly,thesupplementaryreadingmaterialsseries.OralReadingandSilentReadingOralreadingmayhelpteacherstofindoutSs’pronunciationandintonationerrorsanddogoodtoSs’oralability,whileitofcourseimpedesreadingspeed.--simplematerialsafterSsmasterlanguagepointsSilentreadingisfasterandhelpfulingeneralcomprehensionandacquiringinformation,butnotvaluableinoralexpression.--materialswithdifficultwordsorsyntaxSkimmingandScanningSkimming(略讀):--toacquiregeneralideas--RapidEyeMovement(REM),whichcanbeacquiredviatraining--keysentencesandsequences,e.g.,thefirstandlastsentences;first,second,---,afterthat,hence,etc.Scanning(尋讀)--toscanfordetailedeffectiveinformation--e.g.,timeandvenue,likesanddislikes,etc.WordGuessingandUseofDictionaryWordguessing:--abilitytoguessthroughcontextandword-formation,e.g.,netizen,webcam,indecomposableUseofdictionary:--onlywhennecessary--notencouragedtoresorttodictionarywhiledoingextensivereading--oncenecessary,attentiontobepaidtonotonlymeaning,butall5aspectsofwordsThe5AspectsofaWordPronunciationMeaningPartofspeechSpellingUsageOpenQs.andClosedQs.LCTencouragesmoreopenquestionsinthatSs.candeveloptheirowninterestandcreativity.--openquestionshaveopenanswersandareusuallyledby5Wsand1H.ClosedquestionsaredesignedtohelpSs.understandwithaccuracy.--closedquestionshavecertainanswers,featuringYesorNo,TrueorFalse,BlankFillingandetc.Gist,Detailed,andInferenceQs.Gistquestions:--tocheckwhetherSs.understandmainideasDetailedquestions:--tocheckwhetherSs.canlandoneffectiveinfo.Inferencequestions:--tocheckwhetherSs.canprocessongiveninfo.andusereasoningtofindouthiddeninfo.AnExampleofG,D,&IQsLiFangmarriedin1993.HerdaughterWangYuwasbornoneyearlater.Lilostherjobin1998whentheeconomicdepressioncame.What’sworsewasthatherhusbandabandonedherandherdaughtertwoyearsaftershewasjobless.However,shemanagedtoopenasmallbusinessandsucceededinsendingherdaughtertocollegeatlast.LiFangandherdaughternowliveahappylife.Q1:Thestoryismainlyabout:()A.LiFangB.WangYuC.Li’shusbandQ2:Afterdivorce,Li’familylivedon:()A.theirownB.governmentsubsidiesC.thehusbandQ3:WhenthehusbandabandonedLi,WangYuwas:()A:5yearsoldB.6yearsoldC.7yearsoldgistdetailedinferenceACaseStudyofEmploymentofLCTModelandReadingSkills(I)ReadthemagazinearticleandmakealistoftheNewYear’sresolutionsitmentions.(fm.Unit10,Students’BookOne,Grade8)NewYear’sResolutionSurveyResults

Wegotover1,000letters,faxesandemailfromourreadersabouttheirNewYear’sresolutions.Manyreadersaregoingtoworkharderinschoolthisyear.Lotsofreadersaregoingtoplaysports.Somereadersaregoingtoeatmorevegetables.Afewreadersaregoingtolearnanewlanguage.Somegirlsaregoingtoexercisemoreandkeepfit.Someparents---wanttocommunicatebetterwiththeirkids.OneoldladyisgoingtoleaveherjobandshewantstofindajobasalanguageteacherinChina.workharderinschool________________________________ACaseStudyofEmploymentofLCTModelandReadingSkills(II)Q1:Thegiventaskisa(n):A.openquestionB.closedquestionQ2:Whichreadingmethodshouldbeused?A.skimmingB.scanningQ3:WillyouwantyourSs.tolookupdictionaryfor‘keepfit’?Q4:If‘survey’isanewwordhere,howwillyouinstructyourSs.tolookupdictionary?Q5:Canyoudesignanopenquestionhere?____________________________________Q6:Canyoudesignaninteractivityand/oraprojectbasedonthisarticle?____________________________________e.g.,Writedownyourownnewyear’sresolution.CollectSs’familymembers’orgroup-mates’resolutionsNCSGoalsconcerningHumanisticQualityNCScontainsgoalsforjuniormiddleschoolSwoaspectsconcerninghumanisticquality:--Emotionalattitude,mainlyaboutknowledgeofbothnativeandforeigncultures--Culturalawareness,mainlyconcernedwithEnglish-nativeculturalunderstandingThe4AspectsofHumanisticQualityPosses