浅谈小学英语阅读教学策略

1、会计学1浅谈小学英语阅读教学策略浅谈小学英语阅读教学策略- 有人物、事件等基本要素- 主题或主要观点- 陈述性- 有内在逻辑关系.- 词汇量- 文化背景- 阅读策略1. 语篇阅读理解和语言知识讲解之间的矛盾，课型的偏移(词汇教学或词法、句型教学) - 读后任务的预设问题2. 读什么和怎么读的问题 ，停留于浅层信息的捕获，缺乏情感文本逻辑方面的训练和提升 - 阅读文本处理的问题叙事类语篇：事件的要素提取、发展顺序等逻辑思维描写类语篇：教学的顺序(从上到下、从整体到局部等)科普常识类语篇：事物形成的阶段、每个阶段的特征等故事类语篇：情感体验、人物分析、故事折射的寓意理解- 复述- 表演- 转述-

2、人物分析- 续写- 仿写- 人称之间的：第一人称与第三人称- 文本形式之间的：对话与叙述- 时态之间的：一般现在时与一般过去时PredictingSkimmingScanningReading for inferenceReading for structure & Logic预测是指读者在阅读前对文本内容形成的大概的认知。预测可以从封面、题目、某个人物开始，激发读者的兴趣。从封面、题目、某个人物 预测文本内容 激发读者的兴趣略读是指读者快速阅读文章或部分文章，以了解文章的主旨大意、组织结构和写作意图。课文标题、首尾段、关键句 篇章结构图 预测文本内容补充部分内容 迅速理解文本跳读它带有明确的

3、目的性，有针对地寻找问题的答案，培养学生快速捕捉有关信息的能力。根据问题 浏览主要内容 迅速找到答案细读时，问题的层次已从表层理解转入深层理解，需要推理材料中暗含意义的问题，需要凭借和判断作者的问题，需要个人回应材料内容的问题。特定信息或观点 言外之意 准确推断和评价How? Why? What? Debate .研读是语篇结构分析，包括分析语篇材料的语言特征，段落与段落之间的关系，段落内部句子之间的关系及语篇标记词。- 理清语篇类型（叙事类语篇、描写类语篇、科普常识类、故事类。）- 预设读后任务- 确定阅读技能训练重点- 选择阅读文本处理方式- 设计教学活动5BM3U3 Changes话题：

4、The changes in Shanghai200 years ago, Shanghai was as small fishing village. Not many people lived here.Many of them were fishermen and farmers. People lived on boats or old houses.People walked a lot . 80 years ago, Shanghai became a small town. Many people came from otherplaces lived here. People

5、did different jobs, some were workers, some were teachers . People lived in small houses. People took a busor rode a bicycle . Now Shanghai is a big city. A lot of people live here. Many people from other countries live here too. People have many different jobs, they doctors, engineers, drivers and

6、so on. People live in big tall buildings. A lot of people drive a car or take the undergournd to work .- 理清语篇类型- 预设读后任务- 确定阅读技能训练重点- 选择阅读文本处理方式- 设计教学活动5BM3U3 Changes话题：The changes in Shanghai200 years ago, Shanghai was as small fishing village. Not many people lived here.Many of them were fishermen

7、and farmers. People lived on boats or old houses.People walked a lot . 5BM3U3 Changes话题：The changes in Shanghai200 years ago, Shanghai was as small fishing village. Not many people lived here.Many of them were fishermen and farmers. People lived on boats or old houses.People walked a lot . 200 years

8、 ago80 years agoNowtype populationjobstransportation.- 优先考虑理解语篇- 根据词句对语篇理解的影响程度决定词句处理- 在理解文本内容的过程中学习词汇和句子- 优先考虑理解语篇- 根据词句对语篇理解的影响程度决定词句处理- 在理解文本内容的过程中学习词汇和句子He has to . If he doesnt . will .- 完好地保存文本完整- 整段、整篇地朗读- 充分把握文本结构和内在逻辑- 从文本挖掘，进行分析讲解叙事类语篇：事件的要素提取、发展顺序等逻辑思维描写类语篇：教学的顺序(从上到下、从整体到局部等)科普常识类语篇：事物形成的阶段、每个阶段的特征等故事类语篇：情感体验、人物分析、故事折射的寓意理解预测是指读者在阅读前对文本内容形成的大概的认知