初中英语阅读教学

1、刘刘清波清波淄博市教学研究室 2015.3.14阅读教学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，

2、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There are many reasons why getting students to read Engli

3、sh texts is an important part of the teachers job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea. Jeremy Harmer: How to Teach Englis

4、h阅读教学的重要性Why teach reading?Reading is useful for other purposes too: any exposure to English (provided students understand it more or less) is a good thing for language students. At the very least, some of the language sticks in their minds as part of the process of language acquisition, and, if the

5、 reading text is especially interesting and engaging, acquisition is likely to be even more successful. Jeremy Harmer: How to Teach English P68阅读教学的重要性Why teach reading?Reading texts also provide good models for English writing. When we teach the skill of writing, we will need to show students model

6、s of what we are encouraging them to do. Jeremy Harmer: How to Teach English P68阅读教学的重要性Why teach reading?Reading texts also provide opportunities to study language: vocabulary, grammar, punctuation, and the way we construct sentences, paragraphs and texts. Lastly, good reading texts can introduce i

7、nteresting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons. Jeremy Harmer: How to Teach English P68阅读教学的重要性Why teach reading?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Reading is a set of

8、skills that involves making sense and deriving meaning from the printed word.Practical English Language Teaching: Young Learners P69In order to read, we must be able to decode the printed words and also comprehend what we read.Practical English Language Teaching: Young Learners P69 阅读的定义For second l

9、anguage learners there are three different elements which impact reading: the childs background knowledge, the childs linguistic knowledge of the target language, and the strategies or techniques the child uses to tackle the text.Practical English Language Teaching: Young Learners P69 阅读的定义Reading c

10、an be defined simply as making meaning from print.Practical English Language Teaching: Reading P2阅读的定义Four key elements combine in the process of making meaning from print: the reader, the text, reading strategies, and fluency.Practical English Language Teaching: Reading P2阅读的定义阅读的定义Reading is a pro

11、cess of readers combining information from a text and their own background knowledge to build meaning. Meaning does not rest in the reader nor does it rest in the text. The readers background knowledge integrates with the text to create the meaning. Practical English Language Teaching: Reading P2-3阅

12、读的定义The goal of reading is comprehension. Fluent reading is defined as the ability to read at an appropriate rate with adequate comprehension. Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading. Good strategic rea

13、ders know what to do when they encounter difficulties. Practical English Language Teaching: Reading P3阅读的定义Reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader c

14、onstructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought.Interactive Approaches to Second Language Reading P12阅读的定义Further, proficient readers are both efficient and effective. They ar

15、e effective in constructing a meaning that they can assimilate or accommodate and which bears some level of agreement with the original meaning of the author. And readers are efficient in using the least amount of effort to achieve effectiveness. Interactive Approaches to Second Language Reading P12

16、阅读的定义To accomplish this efficiency readers maintain constant focus on constructing the meaning throughout the process, always seeking the most direct path to meaning, always using strategies for reducing uncertainty, always being selective about the use of the cues available and drawing deeply on pr

17、ior conceptual and linguistic competence. Interactive Approaches to Second Language Reading P12阅读的定义Efficient readers minimize dependence on visual detail. Any readers proficiency is variable depending on the semantic background brought by the reader to any given reading task.Interactive Approaches

18、to Second Language Reading P12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

19、语言知识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Reading for pleasureReading for infor

20、mationPractical Practical English Language Teaching: Young LearnersEnglish Language Teaching: Young Learners阅读的目的Purposes for Reading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。 香港科技大学香港科技大学丁学良教授丁学良教授中华读书报中华读书报阅读的目的读书的六种目的取向阅读理

21、论阅读理论Bottom-up 自下而上Top-down 自上而下Interactive 交互Schema Theory图式理论阅读理论Bottom-upBottom-up models consist of lower reading processes. Students start with the fundamental basics of letter and sound recognition, which in turn allows them to move up to morpheme recognition followed by word recognition, buil

22、ding up to the identification of grammatical structures, sentences, and longer texts.Practical English Language Teaching: Reading P3Understanding letters, letter clusters, words, phrases, sentences, longer text, and finally meaning is the order in achieving comprehension. With the bottom-up model, s

23、tudents start from the bottom(letters and sounds)to get to the top(comprehension).Practical English Language Teaching: Reading P5阅读理论Bottom-up阅读理论Top-downTop-down reading, on the other hand, begins with the idea that comprehension resides in the reader. The reader uses background knowledge, makes pr

24、edictions, and searches the text to confirm or reject the predictions that are made. Grabe and Stoller (2002)point out that in a top-down model of reading, comprehension is directed by the readers goals and expectations.Practical English Language Teaching: Reading P6A reading passage can thus be und

25、erstood even if not all of the individual words are understood. Within a top-down approach to reading, the teacher focuses on meaning-generating activities rather than on mastery of the bottom-up skills of letter, sound, and word recognition. Practical English Language Teaching: Reading P6阅读理论Top-do

26、wnGoodman (1976), one of the original advocates of top-down models of reading, criticizes bottom-up models because the readers become “word callers”, people who can read the words on the page but do not understand what they have read. Goodman believes that teachers make learning to read difficult “b

27、y breaking whole(natural) language into bite-sized abstract little pieces”.Practical English Language Teaching: Reading P6阅读理论Top-downThe approach that is accepted as the most comprehensive description of the reading process is an interactive approach. This third type combines elements of both botto

28、m-up and top-down approaches. The best readers in any language are those who combine elements of both. Practical English Language Teaching: Reading P7阅读理论Interactive ApproachFor example, most readers begin reading by using top-down reading strategies until there is a problem, and then they shift to

29、bottom-up strategies. Practical English Language Teaching: Reading P7阅读理论Interactive ApproachHow do readers construct meaning? How do they decide what to hold on to, and having made that decision, how do they infer a writers message? These are the sorts of questions addressed by what has come to be

30、known as schema theory, the hallmark of which is that a text does not by itself carry meaning. Teaching by Principles: An Interactive Approach to Language Pedagogy P358阅读理论Schema TheoryThe reader brings information, knowledge, emotion, experience, and culturethat is, schematato the printed word. Thr

31、ee decades ago, Mark Clarke and Sandra Silberstein captured the essence of schema theory: Teaching by Principles: An Interactive Approach to Language Pedagogy P358阅读理论Schema TheoryResearch has shown that reading is only incidentally visual. More information is contributed by the reader than by the p

32、rint on the page. That is, readers understand what they read because they are able to take the stimulus beyond its graphic representation and assign it membership to an appropriate group of concepts already stored in their memories Teaching by Principles: An Interactive Approach to Language Pedagogy

33、 P359阅读理论Schema TheorySkill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world. Teaching by Principles: An Interactive Approach to Language Pedagogy P359阅读理论Schema TheoryPrinciple 1: Reading is not a passive skill.Reading is an incredibly active o

34、ccupation. To do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. Jeremy Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of readingPrinciple 1: Reading is not a pas

35、sive skill.If we do not do these things - and if students do not do these things then we only just scratch the surface of the text and we quickly forget it. Jeremy Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of readingPrinciple 2: Students need to be engaged with what they

36、are reading. As with everything else in lessons, students who are not engaged with the reading text - not actively interested in what they are doing - are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them. Jeremy

37、Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of ReadingPrinciple 3: Students should be encouraged to respond to the content of a reading text, not just to the language.Of course, it is important to study reading texts for the way they use language, the number of paragraphs t

38、hey contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important and we must give students a chance to respond to that message in some way. Jeremy Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of readingPrinciple 3: Stud

39、ents should be encouraged to respond to the content of a reading text, not just to the language.It is especially important that they should be allowed to express their feelings about the topic thus provoking personal engagement with it and the language. Jeremy Harmer: How to Teach English P70-71阅读理论

40、Principles behind the teaching of readingPrinciple 4: Prediction is a major factor in reading.When we read texts in our own language, we frequently have a good idea of the content before we actually read. Book covers give us a hint of whats in the book, photographs and headlines hint at what article

41、s are about and reports look like reports before we read a single word. Jeremy Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of readingPrinciple 4: Prediction is a major factor in reading.The moment we get this hint - the book cover, the headline, the wordprocessed page - our

42、 brain starts predicting what we are going to read. Expectations are set up and the active process of reading is ready to begin. Teachers should give students hints so that they can predict whats coming too. It will make them better and more engaged readers. Jeremy Harmer: How to Teach English P70-7

43、1阅读理论Principles behind the teaching of readingPrinciple 5: Match the task to the topic.We could give students Hamlets famous soliloquy To be or not to be and ask them to say how many times the infinitive is used. We could give them a restaurant menu and ask them to list the ingredients alphabeticall

44、y. There might be reasons for both tasks, but, on the face of it, they look a bit silly. We will probably be more interested in what Hamlet means and what the menu foods actually are. Jeremy Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of readingPrinciple 5: Match the task t

45、o the topic.Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks the right kind of questions, engaging and useful puzzles etc. The most interesting text can be undermined by asking boring and inappropriate questions; the most com

46、monplace passage can be made really exciting with imaginative and challenging tasks. Jeremy Harmer: How to Teach English P70-71阅读理论Principles behind the teaching of readingPrinciple 6: Good teachers exploit reading texts to the full.Any reading text is full of sentences, words, ideas, descriptions e

47、tc. It doesnt make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for Study and later Activation. Jeremy Harmer: How t

48、o Teach English P70-71阅读理论Principles behind the teaching of reading阅读策略阅读策略1. Recognize the significance of the content.2. Recognize important details.3. Recognize unrelated details.4. Find the main idea of a paragraph.5. Find the main idea of large section of discourse. Practical English Language T

49、eaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略6. Differentiate fact and opinion.7. Locate topic sentences.8. Locate answers to specific questions.9. Make inferences about content.10. Critically evaluate content. Practical Engli

50、sh Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略11. Realize an authors purpose.12. Determine the accuracy of information.13. Use a table of contents. 14. Use an index.15. Use a library card catalog.Practical English

51、Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略16. Use appendices.17. Read and interpret tables.18. Read and interpret graphs.19. Read and interpret charts.20. Read and interpret maps.Practical English Language Teachin

52、g: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略21. Read and interpret cartoons.22. Read and interpret diagrams.23. Read and interpret pictures.24. Read and interpret formulae.25. Read and understand written problems.Practical English

53、Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略26. Read and understand expository material.27. Read and understand argument.28. Read and understand descriptive material.29. Read and understand categories.30. Adjust rea

54、ding rate relative to purpose of reading.Practical English Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略31. Adjust reading rate relative to difficulty of material.32. Scan for specific information.33. Skim for import

55、ant ideas.34. Learn new material from text.Practical English Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning阅读策略1. Discriminate among the distinctive graphemes and orthographic patterns of English.2. Retain chunks of langu

56、age of different lengths in short-term memory.3. Process writing at an efficient rate of speed to suit the purpose.Teaching by Principles: An Interactive Approach to Language Pedagogy P367Microskills for Reading Comprehension阅读策略4. Recognize a core of words, and interpret word order patterns and the

57、ir significance.（词序）5. Recognize grammatical word classes(nouns, verbs, etc.), systems(e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms.（语法形式）6. Recognize that a particular meaning may be expressed in different grammatical forms.（语法形式的含义）Teaching by Principles: An Intera

58、ctive Approach to Language Pedagogy P367Microskills for Reading Comprehension阅读策略1. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.(连接词)2. Recognize the rhetorical forms of written discourse and their significance for interpreta

59、tion.（修辞）3. Recognize the communicative functions of written texts, according to form and purpose.（交际功能）4. Infer context that is not explicit by using background knowledge.（背景）Teaching by Principles: An Interactive Approach to Language Pedagogy P367Macroskills for Reading Comprehension阅读策略5. Infer l

60、inks and connections between events, ideas, etc.; deduce causes and effects; and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.（连接、因果）6. Distinguish between literal and implied meanings.（字面意义语隐含意义）Teaching by Principles: