初中英语阅读教学.ppt

刘清波淄博市教学研究室2015.3.14,阅读教学,阅读教学的重要性,初衷,充分利用教材文本，获得语言学习的最大成效。,初中英语阅读教学的开展，迫在眉睫。构成我们学业考试的卷子，除了小部分的句子，大部分都是以篇章形式出现的。仅从备考的角度来看，阅读教学也是非常之重要的。,阅读教学的重要性,而老师们平时的阅读教学，却是把新的单词、词组、语法从篇章中抽出来，进行单词词组的汉译英、英译汉，语法的讲解与单项选择练习。如果你不带着课本，你根本不知道老师在讲什么，只知道讲了哪些单词，哪些语法。,阅读教学的重要性,这样的教法，在师资水平极其低下的年代，尚情有可原。在师资水平已大幅提高，英语资源极其丰富的今天，这种教法，就显得很落后，而且效率低下。,阅读教学的重要性,英语也是一种语文。语文教学，不关注语篇，只关注组成语言的词汇与语法等知识碎片，既达不到课程标准要求的工具性目标，更达不到人文性目标，永远不会有效率，永远不会有境界。,阅读教学的重要性,即使是单词与语法的学习，学生也仅仅是机械地记忆。由于单词和语法的学习缺乏语境，学生在单词和语法上花费了很大的时间与精力，学习效率却很低。有的老师，在连续很长的时间内，只是讲单词语法，不让学生接触语篇，这样的备考，是不可能取得好的成绩的。,阅读教学的重要性,TherearemanyreasonswhygettingstudentstoreadEnglishtextsisanimportantpartoftheteachersjob.Inthefirstplace,manyofthemwanttobeabletoreadtextsinEnglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.JeremyHarmer:HowtoTeachEnglish,阅读教学的重要性,Whyteachreading?,Readingisusefulforotherpurposestoo:anyexposuretoEnglish(providedstudentsunderstanditmoreorless)isagoodthingforlanguagestudents.Attheveryleast,someofthelanguagesticksintheirmindsaspartoftheprocessoflanguageacquisition,and,ifthereadingtextisespeciallyinterestingandengaging,acquisitionislikelytobeevenmoresuccessful.JeremyHarmer:HowtoTeachEnglishP68,阅读教学的重要性,Whyteachreading?,ReadingtextsalsoprovidegoodmodelsforEnglishwriting.Whenweteachtheskillofwriting,wewillneedtoshowstudentsmodelsofwhatweareencouragingthemtodo.JeremyHarmer:HowtoTeachEnglishP68,阅读教学的重要性,Whyteachreading?,Readingtextsalsoprovideopportunitiestostudylanguage:vocabulary,grammar,punctuation,andthewayweconstructsentences,paragraphsandtexts.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponsesandbethespringboardforwell-rounded,fascinatinglessons.JeremyHarmer:HowtoTeachEnglishP68,阅读教学的重要性,Whyteachreading?,阅读的维度,Definition定义Goals目的Theories理论Strategies策略Modes模式Issues问题,阅读的定义,阅读的定义,Readingisasetofskillsthatinvolvesmakingsenseandderivingmeaningfromtheprintedword.PracticalEnglishLanguageTeaching:YoungLearnersP69,Inordertoread,wemustbeabletodecodetheprintedwordsandalsocomprehendwhatweread.PracticalEnglishLanguageTeaching:YoungLearnersP69,阅读的定义,Forsecondlanguagelearnerstherearethreedifferentelementswhichimpactreading:thechildsbackgroundknowledge,thechildslinguisticknowledgeofthetargetlanguage,andthestrategiesortechniquesthechildusestotacklethetext.PracticalEnglishLanguageTeaching:YoungLearnersP69,阅读的定义,Readingcanbedefinedsimplyasmakingmeaningfromprint.PracticalEnglishLanguageTeaching:ReadingP2,阅读的定义,Fourkeyelementscombineintheprocessofmakingmeaningfromprint:thereader,thetext,readingstrategies,andfluency.PracticalEnglishLanguageTeaching:ReadingP2,阅读的定义,阅读的定义,Readingisaprocessofreaderscombininginformationfromatextandtheirownbackgroundknowledgetobuildmeaning.Meaningdoesnotrestinthereadernordoesitrestinthetext.Thereadersbackgroundknowledgeintegrateswiththetexttocreatethemeaning.PracticalEnglishLanguageTeaching:ReadingP2-3,阅读的定义,Thegoalofreadingiscomprehension.Fluentreadingisdefinedastheabilitytoreadatanappropriateratewithadequatecomprehension.Strategicreadingisdefinedastheabilityofthereadertouseawidevarietyofreadingstrategiestoaccomplishapurposeforreading.Goodstrategicreadersknowwhattodowhentheyencounterdifficulties.PracticalEnglishLanguageTeaching:ReadingP3,阅读的定义,Readingisareceptivelanguageprocess.Itisapsycholinguisticprocessinthatitstartswithalinguisticsurfacerepresentationencodedbyawriterandendswithmeaningwhichthereaderconstructs.Thereisthusanessentialinteractionbetweenlanguageandthoughtinreading.Thewriterencodesthoughtaslanguageandthereaderdecodeslanguagetothought.InteractiveApproachestoSecondLanguageReadingP12,阅读的定义,Further,proficientreadersarebothefficientandeffective.Theyareeffectiveinconstructingameaningthattheycanassimilateoraccommodateandwhichbearssomelevelofagreementwiththeoriginalmeaningoftheauthor.Andreadersareefficientinusingtheleastamountofefforttoachieveeffectiveness.InteractiveApproachestoSecondLanguageReadingP12,阅读的定义,Toaccomplishthisefficiencyreadersmaintainconstantfocusonconstructingthemeaningthroughouttheprocess,alwaysseekingthemostdirectpathtomeaning,alwaysusingstrategiesforreducinguncertainty,alwaysbeingselectiveabouttheuseofthecuesavailableanddrawingdeeplyonpriorconceptualandlinguisticcompetence.InteractiveApproachestoSecondLanguageReadingP12,阅读的定义,Efficientreadersminimizedependenceonvisualdetail.Anyreadersproficiencyisvariabledependingonthesemanticbackgroundbroughtbythereadertoanygivenreadingtask.InteractiveApproachestoSecondLanguageReadingP12,阅读的目的,英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听说读写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。义务教育英语课程标准（2011年版）,阅读的目的,工具性,英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。义务教育英语课程标准（2011年版）,阅读的目的,人文性,语言知识语音词汇语法功能话题义务教育英语课程标准（2011年版）,阅读的目的,五个维度的目标,语言技能听说读写义务教育英语课程标准（2011年版）,阅读的目的,五个维度的目标,情感态度动机兴趣自信意志合作精神祖国意识国际视野义务教育英语课程标准（2011年版）,阅读的目的,五个维度的目标,学习策略认知策略调控策略交际策略资源策略义务教育英语课程标准（2011年版）,阅读的目的,五个维度的目标,文化意识文化知识文化理解跨文化交际意识和能力义务教育英语课程标准（2011年版）,阅读的目的,五个维度的目标,ReadingforpleasureReadingforinformationPracticalEnglishLanguageTeaching:YoungLearners,阅读的目的,PurposesforReading,一、为寻求知识而读书；二、为寻求技能而读书；三、为满足好奇心而读书；四、是出于情感的需要、情感的驱使而去读书；五、为了寻求一种生命的意义，人生的意义，最高的、终极意义上的价值目标而去读书；六、是关于人该怎么样奋斗，该怎么样向上而读书。香港科技大学丁学良教授中华读书报,阅读的目的,读书的六种目的取向,阅读理论,阅读理论,Bottom-up自下而上Top-down自上而下Interactive交互SchemaTheory图式理论,阅读理论,Bottom-up,Bottom-upmodelsconsistoflowerreadingprocesses.Studentsstartwiththefundamentalbasicsofletterandsoundrecognition,whichinturnallowsthemtomoveuptomorphemerecognitionfollowedbywordrecognition,buildinguptotheidentificationofgrammaticalstructures,sentences,andlongertexts.PracticalEnglishLanguageTeaching:ReadingP3,Understandingletters,letterclusters,words,phrases,sentences,longertext,andfinallymeaningistheorderinachievingcomprehension.Withthebottom-upmodel,studentsstartfromthebottom(lettersandsounds)togettothetop(comprehension).PracticalEnglishLanguageTeaching:ReadingP5,阅读理论,Bottom-up,阅读理论,Top-down,Top-downreading,ontheotherhand,beginswiththeideathatcomprehensionresidesinthereader.Thereaderusesbackgroundknowledge,makespredictions,andsearchesthetexttoconfirmorrejectthepredictionsthataremade.GrabeandStoller(2002)pointoutthatinatop-downmodelofreading,comprehensionisdirectedbythereadersgoalsandexpectations.PracticalEnglishLanguageTeaching:ReadingP6,Areadingpassagecanthusbeunderstoodevenifnotalloftheindividualwordsareunderstood.Withinatop-downapproachtoreading,theteacherfocusesonmeaning-generatingactivitiesratherthanonmasteryofthebottom-upskillsofletter,sound,andwordrecognition.PracticalEnglishLanguageTeaching:ReadingP6,阅读理论,Top-down,Goodman(1976),oneoftheoriginaladvocatesoftop-downmodelsofreading,criticizesbottom-upmodelsbecausethereadersbecome“wordcallers”,peoplewhocanreadthewordsonthepagebutdonotunderstandwhattheyhaveread.Goodmanbelievesthatteachersmakelearningtoreaddifficult“bybreakingwhole(natural)languageintobite-sizedabstractlittlepieces”.PracticalEnglishLanguageTeaching:ReadingP6,阅读理论,Top-down,Theapproachthatisacceptedasthemostcomprehensivedescriptionofthereadingprocessisaninteractiveapproach.Thisthirdtypecombineselementsofbothbottom-upandtop-downapproaches.Thebestreadersinanylanguagearethosewhocombineelementsofboth.PracticalEnglishLanguageTeaching:ReadingP7,阅读理论,InteractiveApproach,Forexample,mostreadersbeginreadingbyusingtop-downreadingstrategiesuntilthereisaproblem,andthentheyshifttobottom-upstrategies.PracticalEnglishLanguageTeaching:ReadingP7,阅读理论,InteractiveApproach,Howdoreadersconstructmeaning?Howdotheydecidewhattoholdonto,andhavingmadethatdecision,howdotheyinferawritersmessage?Thesearethesortsofquestionsaddressedbywhathascometobeknownasschematheory,thehallmarkofwhichisthatatextdoesnotbyitselfcarrymeaning.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358,阅读理论,SchemaTheory,Thereaderbringsinformation,knowledge,emotion,experience,andculturethatis,schematatotheprintedword.Threedecadesago,MarkClarkeandSandraSilbersteincapturedtheessenceofschematheory:TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358,阅读理论,SchemaTheory,Researchhasshownthatreadingisonlyincidentallyvisual.Moreinformationiscontributedbythereaderthanbytheprintonthepage.Thatis,readersunderstandwhattheyreadbecausetheyareabletotakethestimulusbeyonditsgraphicrepresentationandassignitmembershiptoanappropriategroupofconceptsalreadystoredintheirmemoriesTeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359,阅读理论,SchemaTheory,Skillinreadingdependsontheefficientinteractionbetweenlinguisticknowledgeandknowledgeoftheworld.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359,阅读理论,SchemaTheory,Principle1:Readingisnotapassiveskill.Readingisanincrediblyactiveoccupation.Todoitsuccessfully,wehavetounderstandwhatthewordsmean,seethepicturesthewordsarepainting,understandthearguments,andworkoutifweagreewiththem.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle1:Readingisnotapassiveskill.Ifwedonotdothesethings-andifstudentsdonotdothesethingsthenweonlyjustscratchthesurfaceofthetextandwequicklyforgetit.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle2:Studentsneedtobeengagedwithwhattheyarereading.Aswitheverythingelseinlessons,studentswhoarenotengagedwiththereadingtext-notactivelyinterestedinwhattheyaredoing-arelesslikelytobenefitfromit.Whentheyarereallyfiredupbythetopicorthetask,theygetmuchmorefromwhatisinfrontofthem.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,PrinciplesbehindtheteachingofReading,Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,thenumberofparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,isjustasimportantandwemustgivestudentsachancetorespondtothatmessageinsomeway.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.Itisespeciallyimportantthattheyshouldbeallowedtoexpresstheirfeelingsaboutthetopicthusprovokingpersonalengagementwithitandthelanguage.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle4:Predictionisamajorfactorinreading.Whenwereadtextsinourownlanguage,wefrequentlyhaveagoodideaofthecontentbeforeweactuallyread.Bookcoversgiveusahintofwhatsinthebook,photographsandheadlineshintatwhatarticlesareaboutandreportslooklikereportsbeforewereadasingleword.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle4:Predictionisamajorfactorinreading.Themomentwegetthishint-thebookcover,theheadline,thewordprocessedpage-ourbrainstartspredictingwhatwearegoingtoread.Expectationsaresetupandtheactiveprocessofreadingisreadytobegin.Teachersshouldgivestudentshintssothattheycanpredictwhatscomingtoo.Itwillmakethembetterandmoreengagedreaders.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle5:Matchthetasktothetopic.WecouldgivestudentsHamletsfamoussoliloquyTobeornottobeandaskthemtosayhowmanytimestheinfinitiveisused.Wecouldgivethemarestaurantmenuandaskthemtolisttheingredientsalphabetically.Theremightbereasonsforbothtasks,but,onthefaceofit,theylookabitsilly.WewillprobablybemoreinterestedinwhatHamletmeansandwhatthemenufoodsactuallyare.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle5:Matchthetasktothetopic.Onceadecisionhasbeentakenaboutwhatreadingtextthestudentsaregoingtoread,weneedtochoosegoodreadingtaskstherightkindofquestions,engagingandusefulpuzzlesetc.Themostinterestingtextcanbeunderminedbyaskingboringandinappropriatequestions;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,Principle6:Goodteachersexploitreadingtextstothefull.Anyreadingtextisfullofsentences,words,ideas,descriptionsetc.Itdoesntmakesensejusttogetstudentstoreaditandthendropittomoveontosomethingelse.Goodteachersintegratethereadingtextintointerestingclasssequences,usingthetopicfordiscussionandfurthertasks,usingthelanguageforStudyandlaterActivation.JeremyHarmer:HowtoTeachEnglishP70-71,阅读理论,Principlesbehindtheteachingofreading,阅读策略,阅读策略,Recognizethesignificanceofthecontent.Recognizeimportantdetails.Recognizeunrelateddetails.Findthemainideaofaparagraph.Findthemainideaoflargesectionofdiscourse.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,6.Differentiatefactandopinion.7.Locatetopicsentences.8.Locateanswerstospecificquestions.9.Makeinferencesaboutcontent.10.Criticallyevaluatecontent.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,11.Realizeanauthorspurpose.12.Determinetheaccuracyofinformation.13.Useatableofcontents.14.Useanindex.15.Usealibrarycardcatalog.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,16.Useappendices.17.Readandinterprettables.18.Readandinterpretgraphs.19.Readandinterpretcharts.20.Readandinterpretmaps.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,21.Readandinterpretcartoons.22.Readandinterpretdiagrams.23.Readandinterpretpictures.24.Readandinterpretformulae.25.Readandunderstandwrittenproblems.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,26.Readandunderstandexpositorymaterial.27.Readandunderstandargument.28.Readandunderstanddescriptivematerial.29.Readandunderstandcategories.30.Adjustreadingraterelativetopurposeofreading.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,31.Adjustreadingraterelativetodifficultyofmaterial.32.Scanforspecificinformation.33.Skimforimportantideas.34.Learnnewmaterialfromtext.PracticalEnglishLanguageTeaching:ReadingP98,Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning,阅读策略,1.DiscriminateamongthedistinctivegraphemesandorthographicpatternsofEnglish.2.Retainchunksoflanguageofdifferentlengthsinshort-termmemory.3.Processwritingatanefficientrateofspeedtosuitthepurpose.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367,MicroskillsforReadingComprehension,阅读策略,4.Recognizeacoreofwords,andinterpretwordorderpatternsandtheirsignificance.（词序）5.Recognizegrammaticalwordclasses(nouns,verbs,etc.),systems(e.g.,tense,agreement,pluralization),patterns,rules,andellipticalforms.（语法形式）6.Recognizethataparticularmeaningmaybeexpressedindifferentgrammaticalforms.（语法形式的含义）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367,MicroskillsforReadingComprehension,阅读策略,1.Recognizecohesivedevicesinwrittendiscourseandtheirroleinsignalingtherelationshipbetweenandamongclauses.(连接词)2.Recognizetherhetoricalformsofwrittendiscourseandtheirsignificanceforinterpretation.（修辞）3.Recognizethecommunicativefunctionsofwrittentexts,accordingtoformandpurpose.（交际功能）4.Infercontextthatisnotexplicitbyusingbackgroundknowledge.（背景）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367,MacroskillsforReadingComprehension,阅读策略,5.Inferlinksandconnectionsbetweenevents,ideas,etc.;deducecausesandeffects;anddetectsuchrelationsasmainidea,supportingidea,newinformation,giveninformation,generalization,andexemplification.（连接、因果）6.Distinguishbetweenliteralandimpliedmeanings.（字面意义语隐含意义）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367,MacroskillsforReadingComprehension,阅读策略,7.Detectculturallyspecificreferencesandinterprettheminacontextoftheappropriateculturalschemata.（文化）8.Developanduseabatteryofreadingstrategiessuchasscanningandskimming,detectingdiscoursemarkers,guessingthemeaningofwordsfromcontext,andactivatingschematafortheinterpretationoftexts.（策略）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367,MacroskillsforReadingComprehension,阅读策略,1.Identifythepurposeinreading.(明确的阅读目的和指令)2.Usegraphemicrulesandpatternstoaidinbottom-updecoding.（音形关系）3.Useefficientsilentreadingtechniquesforimprovingfluency.（策略）4.Skimthetextformainideas.5.Scanthetextforspecificinformation.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371,StrategiesforReadingComprehension,阅读策略,6.Usesemanticmappingorclustering.(语义图)7.Guesswhenyouarentcertain.（猜测）8.Analyzevocabulary.（词汇分析）9.Distinguishbetweenliteralandimpliedmeanings.（字面与隐含意义）10.Capitalizeondiscoursemarkerstoprocessrelationships.（语篇连接词）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371,StrategiesforReadingComprehension,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,DavidNunan:Task-BasedLanguageTeachingP62-63,Laisreadingstrategies,阅读策略,Crookesnoexplicitanalysisorinterpretationbytheteacher.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186,阅读策略,Crookesrequirescooperationonpartofparticipantsinsmallorlargegroup.33.Drama:戏剧Planneddramaticrenditionofplay,skit,story,etc.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186,阅读策略,Crookes（语言知识）theirbackgroundknowledgeandexperiencesintheworld;（背景知识）,阅读策略,学生解读文本可以利用的知识与能力,theirknowledgeofhowvarioustypesofdiscourse,suchasmagazinearticles,literarytexts,radiobroadcasts,andtalkshows,areorganized,i.e.,useofcohesivedevicessuchaspronouns,conjunctions,andtransitionalphrasestolinkmeaningacrosssentences,aswellastheuseofcoherencetomaintai