指向思維品質(zhì)提升的英語(yǔ)閱讀教學(xué)課件高考英語(yǔ)二輪復(fù)習(xí)

指向思維品質(zhì)提升的英語(yǔ)閱讀教學(xué)

2024.3.26·湖北宜昌要素一：思維品質(zhì)思維品質(zhì)是指思維在邏輯性、批判性、創(chuàng)新性等方面所體現(xiàn)的能力和水平。思維品質(zhì)是英語(yǔ)學(xué)科核心素養(yǎng)的心智表徵?！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)》（2017年版）邏輯創(chuàng)新批評(píng)思維的規(guī)則和規(guī)律質(zhì)疑、求證態(tài)度和行為求異、求新的意識(shí)獲取理解加工表達(dá)要素二：英語(yǔ)（思維）語(yǔ)言與思維的關(guān)係思維是大腦對(duì)「客觀事物及聯(lián)繫」間接概括的反映：感知-分析-綜合-抽象-概括-記憶-探索-發(fā)現(xiàn)人類與動(dòng)物的最大區(qū)別之一是思維，因?yàn)槿祟愑醒}雜的語(yǔ)言符號(hào)系統(tǒng)語(yǔ)言是思維的‘物質(zhì)外殼’思維是語(yǔ)言的‘內(nèi)核’要素二：英語(yǔ)（思維）漢語(yǔ)與英語(yǔ)的不同思維在詞法上，英語(yǔ)屬於「綜合型」語(yǔ)言，漢語(yǔ)是「分析型」語(yǔ)言英語(yǔ)句子呈樹(shù)形，漢語(yǔ)句子呈線形；英語(yǔ)重心在句前，漢語(yǔ)重心在句後在漢語(yǔ)背景下，我們更習(xí)慣於形象、直觀思維在英語(yǔ)體系中，他們更習(xí)慣於邏輯思維要素三：閱讀（理解）語(yǔ)言能力指在社會(huì)情境中，以聽(tīng)、說(shuō)、讀、看、寫(xiě)等方式理解和表達(dá)意義的能力，以及在學(xué)習(xí)和使用語(yǔ)言的過(guò)程中形成的語(yǔ)言意識(shí)和語(yǔ)感?！陡咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)（2017年版）》順著條理進(jìn)行詳細(xì)的分析，在一定的認(rèn)知上瞭解，明白。蘇軾在《眾妙堂記》說(shuō)：「庖丁之理解，郢人之鼻斲，信矣?！挂厝洪喿x（理解）toknoworrealizethemeaningofwords,alanguage,whatsomebodysays,etc.toknoworrealizehoworwhysomethinghappens,howitworksorwhyitisimportanttoknowsomebody’scharacter,howtheyfeelandwhytheybehaveinthewaytheydotothinkorbelievethatsomethingistruebecauseyouhavebeentoldthatitisfromtheOxfordAdvancedLearner'sDictionary解題：指向思維品質(zhì)提升的英語(yǔ)閱讀教學(xué)目的：讓學(xué)生更聰明行為：讀更多書(shū)途徑：教他們學(xué)習(xí)閱讀英語(yǔ)教師教學(xué)生學(xué)習(xí)英語(yǔ)教學(xué)的路徑（Approach）語(yǔ)言語(yǔ)義理解（表層結(jié)構(gòu)理解）文化內(nèi)容理解（幔層結(jié)構(gòu)理解）語(yǔ)篇主題理解（深層結(jié)構(gòu)理解）自我素養(yǎng)提升It

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today.語(yǔ)言語(yǔ)義理解（表層結(jié)構(gòu)理解）文化內(nèi)容理解（幔層結(jié)構(gòu)理解）語(yǔ)篇主題理解（深層結(jié)構(gòu)理解）自我素養(yǎng)提升閱讀的技巧（Skills）激活背景知識(shí)（Activatepriorknowledge）培養(yǎng)詞彙技能（Cultivatevocabulary）傳授閱讀技巧（Teachforcomprehension）提高閱讀速度（Increasereadingrate）驗(yàn)證閱讀策略（Verifyreadingstrategies）評(píng)估學(xué)習(xí)效果（Evaluateprogress）閱讀的技巧（Skills）激活背景知識(shí)（Activatepriorknowledge）大腦風(fēng)暴（brainstorming）腦圖構(gòu)建（mindmapping）話題猜測(cè)（predicting）閱讀的技巧（Skills）培養(yǎng)詞彙技能（Cultivatevocabulary）詞彙識(shí)記機(jī)械重復(fù)（roterepetition）記憶術(shù)輔助法（mnemonicapproaches）詞義識(shí)別構(gòu)詞分析（analysisofwordstructure）語(yǔ)境利用（useofcontext）閱讀的技巧（Skills）傳授閱讀技巧（Teachforcomprehension）閱讀理解過(guò)程是信息的獲取、加工、貯存、提取和使用等一系列認(rèn)知操作的過(guò)程，其心智活動(dòng)涉及感覺(jué)、知覺(jué)、記憶、想象、思維（邏輯性、批判性、創(chuàng)新性）等HypothesisSkimmingScanningPredictionInferencesInterpretingJudgingMakingassociationsDeducing思維：邏輯性、批判性、創(chuàng)新性Makinghypotheses（Guessing）Beforeyoureadatext,lookatthetitle,theheadings,andthepictures.Thenmakehypothesesabout:?thetopicofthetext.?theopinionsthewriterwillhave.?thewordsthetextwilluse.?howthetextwillmakeyoufeel.SkimmingYoucanskimatextindifferentways.Youcanread:thetitleandotherheadingsandlookatthepictures.thefirstsentenceofeachparagraph.thelastsentenceofeachparagraph.thefirstandlastparagraph.ScanningWhenscanning,youlookoverthetextveryquicklywithoutstoppingortryingtounderstandthetext.Youarejustlookingfortheinformationyouneed.Whenscanning,youlookforpeople’snames,places,numbers,dates,andtimes,aswellasotherkeywords.MakingpredictionsWhilereading,readersthinkaboutwhataction,topic,orwordswillcomenext.Forexample,“IwasonvacationinHongKong,China,andIcouldn’tbelieveitwhenIsaw...”Tellapartnerhowyouthinkthissentencewillend.Makingandcheckingpredictionswhilewearereadingwillhelpusunderstandandstayinterestedinthetext.MakinginferencesTomakeaninference,youreadatext,sentence,orphrase,thinkaboutit,andunderstandthingsaboutthetextthatarenotmentioned.Forexample,“Suzyisrelaxingonhersofa”.Wecaninfer:Suzyisawoman;Suzyisprobablyathome;Suzyisprobablylyingdownonhersofa;Thewriterdoesn’ttellusthatSuzyisawomanwhoislyingonhersofaathome,butwecanmaketheseinferencesfromtheinformationinthetext.MakinginterpretationsToreadeffectively,weoftenneedtointerpretthetext,askingourselves,“Whatisthewritersaying?Forexample:(inarestaurant)Acustomersaid“Youmustbejoking”whenhesawabill.Youcaninterpretthecustomertomeanthebillisveryexpensiveandhewasn’texpectingsuchalargebill.MakingjudgmentsThatistodecidewhetherstisgoodorbad,rightorwrong,interestingorboring,fairorunfair,strangeornormal,etc.Forexample:“WhenIwas16,Ionlychosefriendswhowereattractiveandgoodatsports.Ididn’ttakenoteofwhethertheywerekindtoothers.”Hisreasonforchoosingfriendswasgoodorbad?Hisfeelingswerenormalorunusualfora16-year-old?Hewillfindgoodfriendsthisway?MakingassociationsTothinkaboutsimilarsituationsfromourownlivesandassociatethetextwithourownpersonalknowledge.Forexample:“ItwasthenightbeforeLisa’sfinalEnglishexam,shewastiredanddrinkingalotofcoffee.”readersmaythinkaboutasimilarexperiencetheyhad.Theymaythinkabout:wheretheywerestudyingfortheirEnglishexam.whytheywerestillstudyinglate.howtheyfeltwhiletheywerestudying.whathappenedintheexam(whethertheypassedorfailed).DeducingthemeaningofwordsToguessthemeaningofwordsfromthecontextwefindthemin.Forexample:Thebravefirefighterstriedvaliantlytosavethefamily’spetfromtheburninghouse.quietlybravelyslowly閱讀的技巧（Skills）提高閱讀速度（Increasereadingrate）速度遞增閱讀（如60秒增速）重復(fù)閱讀（如200詞，正確率）班級(jí)同步閱讀（