初中英语任务型阅读课件

初中英语任务型阅读教学的问题与思考示例11.导入（教师介绍课文大意）

2.放录音

3.教师就课文内容提问，学生回答

4.教师归纳各段大意

5.讲解分析课文，学习语言点

6.熟读并准备复述课文示例21.与课文内容有关的讨论，预测课文要谈的话题

2.学生快读课文，为课文选择一个合适的标题

3.学生较细致地阅读课文，填写图表

4.学生再次阅读并与同桌讨论，确定各段大意

5.师生讨论进一步疏通课文内容和语言点，学生作出笔记

6.学生听课文录音，准备相互提问示例31.Lookatthetopicandtrytopredictthecontentofthetextandlead－inpairworkdiscussion.使所设计的问题尽量贴近学生的实际。由于学生很可能已经预习了课文，predicting可能会变得乏味，所以教师可以让学生预测一下计算机的未来是什么样的，或者计算机在你的生活中的位置。（在这种活动中，我们可以看出：讨论是一种形式，而进行预测这一阅读的技巧训练才是活动的实质。）2.Discussinpairsorgroupsaboutfunctionsthatacomputerhasandmakealistofit.Compareyourlistwithyourfriends'andthefunctionmentionedinthetext.Trytofindthreedifferencesbetweenyourlistandthetext.（这种活动，实际上也是一种阅读技巧的训练。学生练习的是通过略读和搜索阅读来查找有关信息以及学生的归纳能力。）示例33.Contextualizedreadingcomprehension.主要练习学生凭借语境/对上下文的理解而猜词判义的能力。（同时也是为了消除学生对生词的焦虑感和恐惧感。）4.Readandfillinachart/table.再次阅读文章，并填写后面表格空白处。（这里训练的是对阅读所获信息进行归纳分类的能力。）5.Aproblem－solvingactivity.根据三个顾客的不同要求分别为他们选择一台电脑并解释理由。（这一步是总结性的归纳，也是活动的高潮，它是前四个活动中所练习的能力的综合体现。）外语阅读教学理论阅读过程是读者和读物之间的相互作用过程。意义不附于语言形式表层，也不是被动地等待读者去获取。读者必须利用多方面的知识通过预测、推理等积极思维才能获取意义，理解读物。在阅读过程中读者掌握的相关知识（背景知识，跨文化知识，读物的结构知识等）和语言知识同等重要。足够的语言知识，迅速识别词义的语言运用技巧，一定的背景知识和运用相关知识进行预测、推理的阅读技巧是读者进行有效阅读的四大必要条件。

TheoryofLanguageLearning

建构主义理论

学习者:不是被动的旁观者,而是主动的参与者.教学者:不是水桶,而是一个支架.知识:不是客观的东西,而是人在实践活动中创造的暂定性的解释和假设.学习:不是简单复制和吸入信息,而是主动解释信息和建构知识.教学:不是传递,而是创造理想的环境促使学生自主建构知识.主要讨论的问题：I.Pre-taskphase：

1.没有抓住文章主旨，导入不得要领，或过于花哨，喧宾夺主；

2.缺乏必要铺垫（生词，难句，文化背景）；

3.没有为阅读前的预测创设一定的条件。II.While-taskphase:1.匆匆而过，处理粗糙,几乎没有阅读过程，侧重于语言产出，但产出语言与输入语言关系不大；

2.片面强调了信息输入，忽视语言输入，忽视了原文的精确理解；

3.把“问答”等练习作为任务的唯一形式，教师不再有讲授的过程，只是发指令、作评价。阅读课成了“阅读理解检测课”；

4.缺乏阅读深层理解的训练。什么是任务？

狭义的任务“是指与现实生活中的事情相近似的语言学习活动，是为了某种交际目的而使用目的语并获得某种结果的一种活动。”（Willis,1996)我们英语课堂中的任务是广义上的任务，既包括交际任务。又包括非交际任务（或叫语言任务或教学性任务）。什么是交际性任务？请比较下面二项任务：1.请用英语短文比较电子词典和纸质词典的优劣，谈谈你的选择。

2.请给在外出差的父亲写封信，让他买个电子词典回来，讲讲你的理由。任务与练习的区别：任务练习侧重点意义形式交际目的有无生活情景有无评价标准完成情况形式正确与否语言控制自由严格纠错与否观察—分析—纠正立即纠正信息流向双向、多向单向非交际学习:完全关注语言形式，例如无语境的纯语法练习，替换练习，语音练习等。前交际学习练习:主要是语言练习，但同时给予意义一些关注，例如问答练习。交际语言练习:是在语境中使用先前学过的语言交流新信息，例如信息差活动、问卷调查等。结构化交际:主要关注意义，教师精心构建情景，以使学生运用最近在交际语言练习中用过的语言进行交际，包括比较复杂的信息交流活动，如脚色扮演、简单的问题解决等。真实交际:完全关注意义交流，如创造性的脚色扮演、复杂问题解决和讨论等。任务型教学途径任务型教学途径包涵学习语言的练习和真实交际的活动一个连续体的两个维度。三种教学活动：非交际性语言练习（句型转换、替换句型、多项选择、问答、翻译、填空等）交际性语言活动（具有信息差的角色扮演、猜谜、调查、采访、讨论、写信/日记、辩论等）任务型活动（具有真实意义的、交际性、互动性、合作性、创造性的活动Pre-taskphaseThreepurposes:---toservetointroducenewlanguagethat learnerscanusewhileperformingthe task;---tomobilizeexistinglinguisticresources;---toeaseprocessingload,andtopush learnerstointerprettasksinmore demandingwaysDailyRoutinesI.Lead-inquestions1.Whatisapartofeveryday’sdailyroutine?2.Whodostudentsusuallysocializewith?3.Wheredostudentsusuallydoprivatestudy?Aroutineissomethingwedoregularly.Ourdailyroutine,therefore,isthethingsthatweusuallydoeveryday.Formostofus,theseincludeeating,sleeping,makingourselvesandourclothesclean,workingandhavingsomekindofrecreationandsociallife.Itisinourwork,sociallifeandrecreationthatourroutinesaremostdifferentfromotherpeople.Forsomepeople,keepingtotheirdailyroutineisveryimportant.Theyarenothappyiftheyhavetomakechangestoit.Forotherpeople,doingthesamethingsatthesametimeseverydayisboringandtheytrynottobeaslavetotheirroutines.Thefollowingisapossibledailyroutineforauniversitystudent…1.Whatisapartofeveryday’sdailyroutine?2.Whodostudentsusuallysocializewith?3.Wheredostudentsusuallydoprivatestudy?1.Whatarethethingsyoudoeverydayasastudent?(引入dailyroutine,recreation,sociallife)2.Doyouthinkyourdailylifeisinterestingorboring?3.Whatdoyouliketodobesidesstudying?4.Whatdoyouthinklifeislikeforauniversitystudent?

Bringingthecommunityintoschool1.Asastudent,whatdoyouthinkofyourownschool?2.Isyourschoolanimportantpartofthecommunity?3.Thefollowingpassageswilltellyousomethingabouthowtobringthecommunityintoschoolinmostwesterncountries.BringingthecommunityintoschoolINmostWesterncountriesschoolsareareallyimportantpartofthecommunity.

Forexample,inBritain,schoolsaregovernedbyboardsofgovernors①.Suchboardswillincludetheschoolheadteacher,teachers,parentsofstudentsandotherpeoplefromthecommunity.

Thereareparents'evenings.Ataparents'evening,parentsgoalongtodiscusstheirchild'sworkwiththeteachers.Inone-to-onetalksteacherstelltheparentshowthekidsaredoingandaskfortheparents'owninput②.Ifkidsarenotworkinghard,theymayfindthemselvestoldoff③afteraparents'evening!Ifakidistryinghard,buthasaproblem,theparentsandtheteacherstrytoworkoutawaytohelp.

Thereareotherwaysinwhichparentsgetinvolved④.Schoolsputonplays,atChristmasandonotherfestivals.Momsanddadscomealongtowatchtheirkids'firststepsinacting.

SchoolsalsoholdSportsDays.ThesearelikeminiatureOlympicGames.Parentsgoalongtowatchtheirkidscompetinginanumberofgames-somequitealotmorefunthanthoseintheOlympics.Iremembertakingpartinathree-leggedracewhenIwasakid!1.Asastudent,whatdoyouthinkofyourownschool?2.Isyourschoolanimportantpartofthecommunity?3.Thefollowingpassageswilltellyousomethingabouthowtobringthecommunityintoschoolinmostwesterncountries.1.Doyourparentsoftenvisityourschoolandtalktoyourteachers?2.Doesyourschoolholdparents’meetingseveryterm?3.Doyouthinkyourschooliscloselylinkedwiththesocietyasapartofthecommunity?

FastFoodFranchisesI.Lead-inquestions1.WhatisaFranchise?2.Franchisingisnotbigbusinessinmostwesternnations,isit?3.What’sthemainadvantageofhavingaFranchise?

ManypeoplethinkthatfastfoodsareanAmericaninvention.Infact,inmostcountriestherehavebeenandstillarestreethawkerssellingquickmealsforaslongaspeoplehavebeenlivingintowns.TheAmericaninventionhasbeenthefastfoodfranchise.Thesehavespreadallovertheworldinthepasttwentyyearsorso.Thebest-knownareMacdonald’s,KFCandPizzaHut.KFCusedtobecalledKentuckyFriedChickenbutthecompanyshorteneditsnametoKFCbecausemanypeoplebelievethatfriedfoodsarenothealthy.Afranchiseisalicensetosellsomething.Mostofthefastfoodrestaurantsarenotownedbythecompanywhosenamestheyuse.Theyareownedbyindividualshop-keeperswhopaythecompaniesfeestousetheirnameandmakeandselltheproductsthatthecompanieshavecreated---hamburgers,akindofsandwich,forexample.Franchisingisbigbusinessinmostwesternnations,notonlyforfastfoodsbutforallkindsofbusinesses---realestateagencies,pharmacies,clothingstores,bookstores,etc.Therearehardlyanykindsofbusinessforwhichtherearenotfranchisesavailable.Themainadvantageofhavingafranchiseinsteadofstartinganewbusinessisthatwithafranchisetheshop-keeperissellingsomethingthatisalreadywell-known.Thisisbecausetheownersofthecompaniesthathavecreatedthefranchisedproductsspendagreatdealofmoneyadvertisingthem,farmorethanindividualfranchisescouldeverspend.(252words)1.WhatisaFranchise?2.Franchisingisnotbigbusinessinmostwesternnations,isit?3.What’sthemainadvantageofhavingaFranchise?1.DoyouthinkalltheKFCsinourcityareownedbythesamecompany?2.Haveyoueverheardoftheword“franchise”?3.DoyouthinkMacdonald’s,KFCandPizzaHutareexamplesofsuccessfulbusiness?Why?Youshouldlistthereasonswhichyoucancomparewithwhatarementionedinthetext.总结：导入过程应完成下列三项任务：1.从学习者已有的认知出发引入新话题（由近至远，由己及人，由浅入深，由具体到抽象），激活图式，激发兴趣；

2.为自主阅读，提供语言方面的支撑，扫除文化背景的障碍；

3.为阅读前的预测设置情景，让学生带着问题阅读。能回答问题就一定理解吗？Johnwaslatethatmorning.Obviouslyhehadn’texpectedtheroadwouldbesopancky.WhywasJohnlatethatmorning?Whatshoulditbetokeepthereaderinterested?Itshouldbefullofaction.Whatshouldwegivetothecharacters?Weshouldgivethecharactersstrongpersonality.Whatdoes“messy”mean?Itmeans“untidy”.Whydidhethrowawaythecup?Becausehewasathinkerandphilosopher.

理解了信息等于理解了语言吗？While–taskphase没有完成contextualcomprehension.

忽视语言输入，忽视了原文的精确理解,忽视了阅读课的首要任务。Creatingacomicstrip--thinkofaplot--strongpersonality--bedramaticwithanexcitingfinish--fullofaction--keepthereaderinterested--Youcantellwhat…（请观察“空中英语教室”如何做到contextualcomprehension)什么是阅读的深层理解？你能读懂下面的句子吗？

Awomanwithoutamanislikeafishwithoutabicycle.下面的句子在交际中还有可能表达怎样的意思？

I’mtired.It’scoldhere.

鲁梅哈特（Rumelhart）曾经指出，一个读者不能正确理解一篇文章的原因可能有三种情况：一是读者不具备与文章内容相关的图式；二是读者虽然具有与文章内容相关的图式，但作者提供的线索不足以激活读者的图式；三是读者自以为读懂了文章，却误解了作者的意思。StagesofReadingComprehension了解词句意义；预测内容发展；概括全文大意；掌握内容细节；推测隐含意义；理解篇章结构；识别文体风格；揣摩作者意图；评判鉴赏文章。ThreeLevelsofComprehension:RecognitionInferenceInterpretation&applicationReadingLinesReadingbetweenLinesReadingbehindTheLines1、了解词句意义；2、预测内容发展；3、概括全文大意；4、掌握内容细节；8、揣摩作者意图；9、评判鉴赏文章。5、推测隐含意义；6、理解篇章结构；7、识别文体风格；Criticalthinking—

22comprehensionstrategiesDrawingconclusionsUnderstandingcauseandeffectMakingconnectionsComparingviewpointsEvaluatingideasReadingbetweenthelinesMakingjudgments22comprehensionstrategiesMakingcomparisonsInterpretingmeaningMakinginferencesComparingcharactersReadingamapInterpretinggraphsandchartsMakingcalculationsExaminingreasons22comprehensionstrategiesSeparatingfactsfromopinionIdentifyingthemainideaOrganizinginformationSequencingSummarizingRecallingdetailsSynthesizingMakingjudgmentsHighlightthethreepiecesofinformationinthetextthatyouthinkeveryoneshouldknow.Mostimportant_________________Secondmostimportant___________Leastimportant__________________DevelopingalternativesolutionsWithagroup,brainstormthreedifferentsolutionsto..’sproblem.A__________________B__________________C___________________

Whenyoubrainstorm,everyonecontributeideas.Writedowneveryidea.….ExaminingreasonsWhydoyouthinkit’snecessaryinthisexperimenttocollect…?____________________________Howdoyouthinktheauthorsaystouse…?_____________________________Whydoyouthink…?MakingcomparisonsSimilarities________________________________________________________Differences____________________________FormingopinionsHowdoyouthinktheauthorofthisarticlefeelabout…?___________________________Doyouthinkthese..arefairorunfair?Inyournotebook,writeaparagraphexplainingyouropinionaboutwhathappensto…__________________________________________________________OrganizinginformationInthetext,theauthortalksaboutthreekindsofproblems:environmental,animalandhuman.Foreachstatementbelow,labelthekindofproblembeingdescribed___________________________

__________________________

__________________________ContrastingandcomparingselectionsWhenyoucontrastselectionsyouthinkabouthowtheyaredifferent.Whenyoucompareselectionsyouthinkabouthowtheyarethesame.summarizingTosummarizeistomakeabriefstatementgivingthemainpointsofatext.

Checkoffthethreesentencesbelowthatyouthinkbestsummarize“…”.TypesofPossibleTasksExtractingmainideas1)Decidewhethereachparagraphreferstothe‘DreamHotel’orhis‘Nightmare’.2)Readthroughthepassagequicklyanddecidewhichofthesentencesbelowbestsummarizesitsmainideas.a)Thepassagedescribeshowwellorganized

muggingsinLondonhavebecome.b)Thepassagequestionswhetherthepolicegiveus

sufficientprotectioninoureverydaylivesinthecity.c)Thewriterdescribestheoutrageandterrorhe

experiencedwhenhewasmugged.d)Thewriterdescribeshisexperienceofbeingmugged

andrevealsacertainsympathyforhisattackers.TypesofPossibleTasks2、Dealingwithunfamiliarwords1)Choosethebestanswer.a)“classy”:Isaclassyhotellikelytobe:(i)averygoodone?(ii)averybadone?b)‘elite’:Isanelitecorpsofservantslikelytobe:(i)veryordinary?(ii)veryspecial?TypesofPossibleTasks3、UnderstandcomplexsentencesCertainsentencesaremademorecomplexbecauseaparticiplereplacedacompleterelativeclause.Insuchcases,itisdifficulttodecide(i)whatthesubjectoftheparticipleis,(ii)whatthetensesoftherelativeclausemightbe.e.g.BetweenNovember1983andMarch1984，theRoyalAcademyofArtswillbemountingthegreatestexhibitionofItalianOldMasterpaintingsseeninthiscountrysincetheItalianexhibitionof1030,alsoattheRoyalacademy.i)Whatisthesubjectof‘seen’?ii)Thetenseintherelativeclausewouldbe:/Whichhasseen./Whichwasseen./Whichhasbeenseen./Whichwillbeseen.TypesofPossibleTasks4、Readingforspecificinformation

（1）Fillinthechartbelowwithinformationfromthepassage.Notalltheboxescanbefilledin.

DreamhotelNightmarehotelHotelserviceFoodLiftsRestaurantserviceTypesofPossibleTasks5、CheckingcomprehensionDecidewhetherthefollowingstatementsaretrueorfalse.TypesofPossibleTasks6、Predictinga)Lookatthetitle.Discusswithyourpartnerwhatyoumightexpecttofindinthepassage.Nowthinkoftenorsowordsthatyoumightexpecttofindinthispassageandwritethemdown.Thenreadthepassageandcheckwhetherthewordsyoupredictedappearornot.Rumelhart(鲁梅哈特)：在阅读理解中，人们的阅读过程是一种主动地“猜测——证实”的过程。TypesofPossibleTasks7、InferringDecidewhatevidencethereisinthepassageforthefollowingstatements.Ifthereisnoevidence,explainwhatthepassageactuallysays.a)Thewriterisatheatrecritic.b)Hewasgoingoutwithanoldgirlfriendsbecausehiswifewasaway.c)Thereactionofthesecondmantookhimbysurprise.d)Thepolicewerenotparticularlyhelpful.d)Thewriterhadmixedfeelingsaboutgivingmoneytothefirstoldman.TypesofPossibleTasks8、LinkingideasandUnderstandtextorganizationWhatdothewordsinitalicsreferto?a)Togetthere…b)…manyofthemcaretakers,4000ofthemliving…c)That’sreasonable;itstartedearlier..TypesofPossibleTasks9、Understandingwriter’sstyle‘Picnicswereintendedtobeeatenunderabluesky,withwaspsinattendance.’suggeststhat:i)unfortunatelyyoucan’tgetridofwaspsonpicnics.ii)theperfectpicnicironicallyinvolvesalittlediscomfort.(Thewriter’sstyleisironicandhumorous.)TypesofPossibleTasks10、Evaluatingthetexta)Afterreadingthepassage,wouldyoudescribeitas:i)factualii)criticaliii)humorousiv)ironicb)Whatwouldyousaywasthemainaimoftheauthorinwritingthepassage?i)Togiveexamplesofhowhardpeopleworkin

theCity.ii)ToshowhowearlyworkbeginsintheCity.iii)ToillustratethevarietyofworkintheCity.iv)Todrawattentiontothesmallnumberof

residentsinthecity.TypesofPossibleTasks11、ReactingtothetextWorkingroups.Doyouknowanyofthecountriesmentionedinthepassage?Doesitmentionthecustomsinyourcountry?Ifso,doyouagreeordisagreewiththeadvicegiven?Ifnot,telltheotherstudentswhatyoushoulddoinsocial