初中英语阅读教学

1、初中英语阅读教学及教材使用的几点建议school of foreign studiessouth china normal university()初中英语阅读教学的原则初中英语阅读教学的原则阅读的三种模式阅读的三种模式格式塔理论及其对阅读教学的启示格式塔理论及其对阅读教学的启示阅读课中的策略性技能（微技能）阅读课中的策略性技能（微技能）对教材使用的几点建议对教材使用的几点建议初中英语阅读教学及教材使用的几点建议一. 初中英语阅读教学的原则实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；重视关注内容信息，兼顾关注语言形式和结构；把阅读技能和其它语言技能有机地结合起来。初中英语阅读教

2、学的原则(1)实施英语课程标准的要求，结合本地特点，适当调整对学生的要求； 广州市的特点 广州市的初中英语教学综合语言运用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国际视野国际视野祖国意识祖国意识合作精神合作精神自信意志自信意志兴趣动机兴趣动机交际策略交际策略资源策略资源策略调控策略调控策略认知策略认知策略跨文化交际跨文化交际文化理解文化理解文化知识文化知识话题话题功能功能语法语法词汇词汇语音语音写写读读说说听听课 程 目 标一级一级二级二级三级三级四级四级五级五级六级六级七级七级八级八级九级九级六年级结束时的六年级结束时的要求要求九年级结束时的九年级

3、结束时的要求要求普通高中毕业普通高中毕业要求要求课程设计思路课程设计思路有条件的地区或学校可以提高相应级别的要求；条件暂不具备有条件的地区或学校可以提高相应级别的要求；条件暂不具备的地区或学校可以适当降低相应级别的要求。的地区或学校可以适当降低相应级别的要求。顺序顺序选修选修课程课程 必修必修课程课程 任意选修课程任意选修课程小学英语课程目标 培养学生学习英语的兴趣。（喜欢唱，喜欢玩，喜欢听，喜欢说，喜欢读。）初中英语课程目标 培养学生听、说、读、写的交际能力，特别是听和说的能力。高中英语课程目标高中英语课程目标在进一步发展学生综合语言运用能在进一步发展学生综合语言运用能力的基础上，着重提高力

4、的基础上，着重提高三种能力三种能力：用英语获取用英语获取信息信息、处理、处理信息信息的能力；的能力；用英语分析用英语分析问题问题、解决、解决问题问题的能力；的能力；用英语进行用英语进行思维思维和和表达表达的能力。的能力。1.(高中课标高中课标. 2003:6)实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；重视关注内容信息，兼顾关注语言形式和结构； 先关注内容信息，后关注语言形式。 词汇的学习要遵循“化整为零，利用语境”的原则。初中英语阅读教学的原则(2)实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；重视关注内容信息，兼顾关注语言形式和结构（兼顾词汇和语法的学习）；把

5、阅读技能和其它语言技能有机地结合起来。 输入活动和输出活动的对立统一； 声音活动和文字活动的对立统一；因此： 不能孤立地对待听、说、读、写； 要提高活动的交互性（interactioin）。初中英语阅读教学的原则(3)二. 阅读的三种模式the bottom-up modelthe top-down modelthe interactive model (the schema theory model)1. the bottom-up model自下而上的模式自下而上的模式 in this model, reading is regarded as a process of “decoding

6、”, which moves from the bottom to the top of the system of language.sentencephrasewordmorphemephonemetopbottom自下而上的模式对阅读教学的影响 这种模式是最传统的模式。这种模式是最传统的模式。 在这种模式的影响下，教师在阅读教学中：在这种模式的影响下，教师在阅读教学中：先解词，后解词组，再后解句，最后才通先解词，后解词组，再后解句，最后才通篇理解。篇理解。 因此，常常是把一篇文章的所有生词放在因此，常常是把一篇文章的所有生词放在最前面来单独进行教学。这就是所谓的最前面来单独进行教学。这就

7、是所谓的“扫雷扫雷”。2. the top-down model自上而下的模式自上而下的模式 a prediction-check process（一个假设检验的过程），a guessing game not only linguistic knowledge but also background knowledge is involved in reading.sentencephrasewordmorphemephonemelinguistic knowledge&background knowledge自上而下的模式对阅读教学的影响 这种模式是对这种模式是对“自下而上自下而上”模式的一

8、种模式的一种反叛。反叛。 在这种模式的影响下，教师在进行阅读在这种模式的影响下，教师在进行阅读教学的时候，会重视背景知识对理解的教学的时候，会重视背景知识对理解的作用。作用。 因此，教师常常是先提供相关的背景知因此，教师常常是先提供相关的背景知识，然后进入对材料的理解。识，然后进入对材料的理解。sentencephrasewordmorphemephonemeschemata to be activated:the schema of language;the schema of content;the schema of forms3. the interactive model (the

9、schema theory model)相互作用的模式（图式理论模式）相互作用的模式（图式理论模式） 图式理论模式图式理论模式对阅读教学的启示对阅读教学的启示 重视内容图式的作用，在阅读之前重视内容图式的作用，在阅读之前激活激活学生大脑中的学生大脑中的内容图式内容图式； 重视重视内容图式和语言图式的相互作用内容图式和语言图式的相互作用，在语境中猜词义，利用语言知识和背景在语境中猜词义，利用语言知识和背景知识知识重构重构作者想表达的作者想表达的信息和意义信息和意义。对对“图式理论模式图式理论模式”的机械性应用的机械性应用（1）先集中时间学习所有的生词和语法；先集中时间学习所有的生词和语法；然后引

10、入主题，提供背景知识，激然后引入主题，提供背景知识，激活学生大脑中的活学生大脑中的“内容图式内容图式” ；再然后进入对课文的理解；再然后进入对课文的理解；最后巩固单词和语法。最后巩固单词和语法。对对“图式理论模式图式理论模式”的机械性应用的机械性应用（2）先提供背景知识，激活学生大脑中先提供背景知识，激活学生大脑中的的“内容图式内容图式”，引入主题；，引入主题；然后集中时间学习所有的生词和语然后集中时间学习所有的生词和语法；法；再然后进入对课文的理解；再然后进入对课文的理解；最后巩固单词和语法。最后巩固单词和语法。机械应用的缺陷 把语言和语境分离开来。把语言和语境分离开来。 虽然试图激活内容图

11、式，但在处虽然试图激活内容图式，但在处理生词和语法的时候又把它和语理生词和语法的时候又把它和语境分离出来了。这时候，内容图境分离出来了。这时候，内容图式又不起作用了。式又不起作用了。三三. 格式塔理论格式塔理论及其对阅读教学的启示及其对阅读教学的启示格式塔理论：整体的功能整体的功能 各部分的功能之和各部分的功能之和e.g.:i + am + a + man im a man 格式塔理论对阅读教学的启示整体性教学整体性教学注重语言的整体功能注重语境（context）阅读教学的一般模式 pre-reading: to set the scene, and to predict; while-rea

12、ding: to get the gist, then to get the specific information (details), and to re-produce language used in the material; post-reading: to sum up, to make decisions, to give opinions, and to produce language based on what has been learned 四. 阅读的一些策略性技能（阅读的微技能）predicting; (setting the scene/situation b

13、y using title prompts, picture prompts, vocabulary prompts, etc.) getting the gist (skimming)understanding details (scanning);transforming information by using transition device; making inferences;understanding references;guessing unknown words; recognising indicators in the discourse;recognising th

14、e organization of the text;understanding relations between sentences and between paragraphs; summarizing; retelling;q & a;mc exercises;t/f questions;setting the sene and predictingt: what do you read out of class? why do we read out of class? do you know what an encyclopedia is?引出单词：encyclopedia, wh

15、at can we read in an encyclopedia? what animals can we read about in it? what do you expect/want to know about dinosaurs?引出单词： dinosaurs, existed long ago, setting the sene and predictingt: can we read about famous persons in an encyclopedia? have you heard about walt disney？ 引出单词：amusement park, di

16、sneyland, setting the sene and predictingt: we are going to read two passages from an encyclopedia. one about dinosaurs, and the other about a famous person. what do you expect/want to know about dinosaurs? what do you think was walt disney famous for?引出单词：cartoon characters, mickey mouse, donald du

17、ck, predictinggetting the gist (skimming) read the 1st passage and tell your neibour what a dinosaurs is in a simple/short sentence. read the 2nd passage and tell your neibour what walt disney is.when shall the teacher ask the question(s)?the question(s) must go before reading.understanding details

18、(scanning)what do we mean by “scanning”?e.g. : looking at the timetable at the station.doing information transfer activities using transition devicesinformation transfer activities using transition devicestransition device: a way to transfer information from one form, e.g. the text form, to another,

19、 e.g. a visual form. sophisticated input (si) transition device (td) output (op) transition devices can be used to make information in text form effectively processed and retained. some transition devices pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flow

20、charts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. tree diagram姓名职称姓名职称姓名职称general magagerbar chartpie chartoutput123456789examples of using transition devices example 1 read the following passage and complete the table, which compares the two e

21、arthquakes. at 5:13 on the morning of april 18th, 1906, the city of san francisco was shaken by a terrible earthquake. a great part of the city was destroyed and a large number of buildings were burnt. the number of people who lost their homes reached as many as 250 000. about 700 people died in the

22、 earthquake and the fires.another earthquake shook san francisco on october 17th, 1989. it was americas second strongest earthquake and about 100 people were killed. it happened in the evening as people were travelling home. a wide and busy road, which was built like a bridge over another road, fell

23、 onto the one below. many people were killed in the cars, but a few lucky ones were not hurt.luckily the 1989 earthquake did not happen in the centre of town but about 50 kilometres away. in one part of the town a great many buildings were destroyed. these buildings were over 50 years old, so they w

24、ere not strong enough. there were a lot of fires all over the city. the electricity was cut of for several days too.time date location number of people killed damage earthquake in 1906morningapril 18thsan franciscoabout 700many buildings were destroyed or burnt.earthquake in 1989eveningoctober 17tha

25、bout 50 kilometres away from san franciscoabout 100a road fell. old buildings were destroyed. fires. power cut.example 2 size?wings? food? where? harmful?elephantsbigno wingstree leavesnear treesharmless if they are not attacked.dinosaurscould be as big as ten elephants, and as smail as chickenssome had wings and could fly.plants, or meateverywheremany were harmless.others were harmful. making inferences; understanding references; guessing unknown words;what does the word mean?what does it/its mean here?why did he become rich and famous? summarizing; dinosaurs existed long a