教材文本解读与初中英语阅读教学（网络版）.ppt

教材文本解读与初中英语阅读教学,如何使用GoForIt!教材上好阅读课,人民教育出版社英语编辑室肖菲,一、关于英语阅读教学的几个问题二、教材文本解读与阅读活动设计,一、关于英语阅读教学的几个问题,A.Readingforinformation.B.Readingforlearningthelanguage.C.Readingforlearningcultures.D.Readingforwriting.E.Readingforpleasure.,Question1:Whydoweread?,A.Forgeneralcomprehension.B.Tosearchforinformation.C.Tolearnnewinformation.D.Tosynthesizeandevaluateinformation.,Question2:Whataretheacademicpurposesforreading?,A.Toteachtheimportantlanguagepoints.B.Toteachreadingstrategies.C.TotestSsreadingcomprehension.,Question3:Whatisthemainfocuswhenyouteachreading?,A.Checkthestudentsunderstanding.B.LetSstalkaboutthereading.C.Havestudentsreadthetext.D.Explainthelanguagepoints.E.Letstudentsusethelanguage.,Question4:Whatisthemajoractivityofthereadinglesson?,Question5:Howmanytimesarestudentssupposedtoreadthepassage?,A.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.,A.ReadingforinformationB.ReadingforlearningthelanguageC.ReadingforlearningculturesD.ReadingforwritingE.Readingforpleasure,Question1:Whydoweread?,Answer:A,E,A.forgeneralcomprehensionB.tosearchforinformationC.tolearnnewinformationD.tosynthesizeandevaluateinformation,Question2:Whataretheacademicpurposesforreading?,Answer:A,B,C,D,A.TeachtheimportantlanguagepointsB.TeachreadingstrategiesC.TestSsreadingcomprehension,Question3:Whatisthemainfocuswhenyouteachreading?,Answer:B,“阅读教学就应该，也必须以阅读技能的培养和提高为重点。”英语阅读教学(DevelopingReadingskills)导读,A.CheckthestudentsunderstandingB.LetSstalkaboutthereadingC.HavestudentsreadthetextD.ExplainthelanguagepointsE.Letstudentsusethelanguage,Question4:Whatisthemajoractivityofthereadinglesson?,Answer:C,A.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.,Question5:Howmanytimesarestudentssupposedtoreadthepassage?,Answer:D,Question6:Whatlevelofreadingcompetencearestudentsrequiredtoachieve?,义务教育英语课程标准（2011版）关于阅读技能的五级目标表述,Question7:Whatarethecommonreadingstrategiesthatcanbetaughttostudents?,Readingstrategiesthatcanbetaught:ActivatingPriorKnowledgePredictingSkimmingScanningGuessingmeaningofunknownwordsRecognizingtexttypesIdentifyingtopicsandmainideasWordrecognitionexercises,ThomasS.C.Farrell,阅读课的设计PlanningLessonsforaReadingClass,Question8:Whatkindofactivitiesdoyouusuallyuseduringareadingclass?,TrueorFalse?Multiplechoice?Askandanswerquestions?Fillinthetable?Puttheeventsinorder?,Doyouusuallyusethefollowingactivitieswhenyouteachreading?,guessthemeaningofunknownwords?predictwhatthepassagemighttalkabout?predicthowthestorymightend?thinkofatitle?describetheauthorsviewpoint/attitude?findthetopicofaparagraph?identifythemainideaofapassage?createamindmapbasedonthepassage?usetheirownwordstoretellthestory?,Doyouusuallyencourageyourstudentsto:,Theaimoftheexercisesmustbeclearlydefinedandacleardistinctionmadebetweenteachingandtesting.Testingwillobviouslyinvolvemoreaccuracy-typeexerciseswhereasthroughteachingoneshouldtrytodeveloptheskills.Thestudentsmustbetaughthowtoapproachandconsiderthetextinordertobeindependentandefficientreaders.,英语阅读教学(DevelopingReadingskills),READINGCOMPREHENSIONEXERCISE-TYPES,I.SensitizingInference:throughthecontextInference:throughword-formation2.Understandingrelationswithinthesentence3.Linkingsentencesandideas:referenceLinkingsentencesandideas:Link-wordsII.ImprovingReadingspeedIII.FromSkimmingtoScanningPredicting,Previewing,Anticipation,Skimming,Scanning,Readingtechniques,Howtheaimisconveyed,I.AimandFunctionoftheTextFunctionofthetextFunctionswithinthetextII.OrganizationoftheText:DifferentThematicPatternsMainideaandsupportingdetailsChronologicalsequenceDescriptionsAnalogyandcontrastClassificationArgumentativeandlogicalorganizationIII.Thematization,I.Non-linguisticResponsetotheTextOrderingasequenceofpicturesComparingtextsandpicturesMatchingUsingillustrationsCompletingadocumentMappingitoutUsingtheinformationinthetextJigsawreadingII.LinguisticResponsetotheTextReorganizingtheinformation:reorderingeventsReorganizingtheinformation:usinggirds2.Comparingseveraltexts3.CompletingadocumentQuestion-typesStudyskills:summarizing,note-taking,Understandingmeaning,Assessingthetext,FactVersusOpinionWritersIntention,FrancoiseGrellet,DevelopingReadingSkills,Question9:Whataretheproceduresofteachingreading?,“在具体的阅读过程中，由于阅读内容的不同，作者所采用的表达思想、陈述内容的方法也不同，而读者本身语言水平、认知能力和阅读目的也有所区别，因此阅读的方法也不尽相同。”,英语阅读教学(DevelopingReadingskills)导读,二、教材文本解读与阅读策略培养,单元背景分析阅读活动分析语篇特点分析教学重难点分析,教材文本解读案例(七年级下册Unit11Howwasyourschooltrip?),单元背景分析,单元目标：话题，功能，结构，词汇板块联系：先前所学，后续任务,Topic:Aschooltriptothesciencemuseum(diaryentries)Function:DescribeonespersonalexperienceandfeelingsduringaschooltripStructure:Pasttense:positive/negativesentence,was/were,pastformofverbsVocabulary:Positive/negativeadjectives,othernewwordsandexpressionsWriting:Adiaryentryofyourownschooltrip,阅读活动分析,阅读部分每个活动的设计意图是什么？其中渗透了什么策略？活动的可操作性和难度如何？是否适用于现实的教学条件和课堂环境？学生以什么形式开展活动？活动的结果是什么？想要完成该活动，学生应当具备什么语言水平和能力？在课堂教学过程中，学生可能存在哪些困难和障碍？教师可以提供什么支持和帮助？,活动设计意图与相关策略：激活学生已有的词汇储备，呈现部分新词汇，为下面的阅读做好铺垫(Activatingpriorknowledge)让学生学会自主整理和归纳词汇，帮助他们构建词汇体系(Vocabularylearningstrategy),Good,Bad,Pre-reading(1),1LetSsgetintogroupsandbrainstormtheadjectivesthatcanbeusedtodescribegoodorbadthings.Sswillmaketwowordlistsandbereadytoreporttotheclass.,2Tintroducessomenewadjectivesbydescribinghis/herowntrip(showingsomepicsorphotos).3TreadsaloudthenewwordsandSsrepeataftertheteacher.4LetSsfinish2aandthenchecktheanswers.Newwords:lovely,expensive,exciting,cheap,slow,fast,Pre-reading(2),1(Booksclosed)TtellstheSsthattheywillreadtwodiaryentriesaboutschooltrips.LetSspredictwhattheauthorsmightwriteabout.Questions:Imagineyouaregoingtowriteaboutyourschooltrip,whatkindofthingswillyouwrite?Whatadjectiveswillyouusetodescribeyourtrip?,Possibleanswers:Time,place,people,weather,transportation,activities,shopping,feelingsWhen,where,who,what,how,why,2HaveSsbrainstormadjectivesforeachitemandwritedownthewordsonBb.Tintroducesthenewwordsifnecessary.Place:beautiful,People:friendly,lovely,Weather:nice,cool,cold,terrible,rainyTransportation:clean,dirty,slow,fast,Activities:interesting,boring,Shopping:expensive,cheap,Feelings:excited,happy,interested,angry,Trip:interesting,excellent,exciting,terrible3LetSsdividethewordsintodifferentgroups:positive,negative,neutral,语篇特点分析,题材体裁篇章结构语言特色文化内涵人文素养,SkimmingScanning,题材：学校组织的郊游活动体裁：日记语言特色：第一人称，描述性形容词（褒义、贬义），一般过去时,篇章结构,DateWheredidtheygo?Howwastheplace?Howdidtheygothere?Whatdidtheysee?/Whatdidtheylearn?Whatdidtheydooverthere?Howdidtheyfeelaboutthetrip?,文化内涵与背景,教学重难点分析,如何进行取舍？词汇（生词、短语、动词搭配、语块）目标结构句型长难句,goonatripbytrain/takethetrainalongthewayplaychesswithsb.teachsb.howtodosth.buysth.forsb.takephotositisdifficulttodosthnotatall,Howtodealwithvocabularyinanintensivereadingtext,JustifyingproceduresReasons:Itisahighfrequencywordorwilloccurinothertexts.Itisausefultechnicalword.Itisalowfrequencyword.Itisimportantforthemessageofthetext.Itisnotimportantforthemessageofthetext.Ithasusefulparts.Itiseasytoguessfromcontext.Itislikeafirstlanguageword.,JustificationsforProceduresforDealingwithWordsinTexts,PaulNation,ManagingVocabularyLearning中小学英语教师发展丛书：词汇教学设计,Preteach/Quicklygivethemeaning:robot,guide,gift(Pre-reading3)Guessthemeaningofunknownwords:interested,everything,dark,hearallinall,PossibleSolution,1(Booksopen)LetSsreadthetwodiaryentriesquicklyandfindouttheanswerstothequestionsin2b.2ChecktheanswerswithSsandhavethemcirclethecluesthatsupporttheiranswers.June15th,museum,robots,giftshopAllinall,itwasanexcitingday.Ithinktodaysschooltripwasterrible.Ididntlikethetripatall.,While-reading(1),1(Booksopen)LetSsreadthediaryentriesandcheckwhethertheirpredictionsareright.Ticktheonesthatarementionedinthediaryentries.()time()place()people()weather,While-reading(2),2LetSsreadthediaryentriesagainandanswerthefollowingquestions.Whatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelenorJiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedidtheydoduringthetrip?Didtheybuyanything?Whatdidtheybuy?Didtheyenjoythetrip?Howdoyouknow?,Whatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelen/Jiminterestedinrobots?Whatcouldtheyhearinthemuseum?WhatelsedidHelen/Jimdoduringthetrip?DidHelen/Jimbuyanything?Whatdidtheybuy?DidHelen/Jimenjoythetrip?Howdoyouknow?,3LetSsreadthediaryentriesagainandunderlinetheadjectivesthatHelenandJimusedtodescribethethings.Thenfinish2c.,Scanning,Otherwhile-readingactivities,1.LetSsreadthediaryentriesagainandfindoutthedifficultsentences.,Thentheguidetaughtushowtomakeamodelrobot.Allinall,itwasanexcitingday.EverythingwasaboutrobotsandImnotinterestedinthat.Ididntlikethetripatall.,Texplainsthedifficultsentencesorphrasesifnecessary.,2.LetSsfindoutthepastformofalltheverbsfromthetext.ThenaskSstoputthemintodifferentcategories.,went,visited,was,got,saw,learned,taught,took,bought,wereIrregularverbs:gowentRegularverbs:visitvisited,LetSsreadaloudthepairofverbs.,3.LetSsreadagainandsummarizethemainideaofeachdiaryentry.,Howtosummarizethemainidea:When,where,who,what,how,why,Examples:HelenvisitedthesciencemuseumduringherschooltripinJuneandshereallyenjoyedit.HelenwentonaschooltriponJune15th.Shevisitedthesciencemuseumwithherclassmates.Shelearnedalotaboutrobotsatthemuseumandshelikedthetripverymuch.,Examples:HelenvisitedthesciencemuseumduringherschooltripinJuneandshereallyenjoyedit.HelenwentonaschooltriponJune15th.Shevisitedthesciencemuseumwithherclassmates.Shelearnedalotaboutrobotsatthemuseumandshelikedthetripverymuch.,LetSsfindouttheusefulverbphrasesbasedonthelistofverbstheymadepreviously.SstakenotesandgetreadytoretellHelensorJimsschooltrip.,Post-reading(1),Example:wentonaschooltrip,visited,HelenwentonaschooltriponJune15th.Shevisitedthesciencemuseumanditwas,ImagineyouareHelenandJimsfriendandyouaskthemabouttheirschooltrip.Usetheinform