10-刘道义老师讲座-高中阅读-浙江市公开课一等奖省赛课微课金奖课件

DevelopingStudents’

EnglishReadingAbility

培养高中学生英语阅读能力刘道义liudy@1/63Aimsofreadinginschool学校阅读目标Readingability阅读能力分析Vocabularyandgrammarstudyinreading阅读中词汇与语法教学Texttypesandtextfeatures阅读文体和文本特征Typesofreading阅读类型ApproachestoreadingorReadingmodels阅读路径/模式Readingstrategies阅读策略Effectivelessonplanningforreading阅读教学有效设计2/63Aimsofreadinginschool学校阅读目标

(Grant,1988)Toteachbasicreadingcomprehensionskills

阅读了解技能Toteachreal-lifereadingskills真实阅读技能Todevelopcriticalreadingskills批判性阅读技能Todevelopthestudents’generalknowledge(phonological,lexical,grammatical,cultural,discourseanalysis,etc)学习知识（语音、词汇、语法、文化、语篇分析等）Toactasastimulusfororalorwrittenwork

促进口笔语表示Todevelopthinkingandexpressingability3/63ReadingWhatisreading?Readingistheprocessofconstructingmeaningthroughthedynamicinteractionamongthereader’sexistingknowledge,theinformationsuggestedbythewrittenlanguage,andthecontextofthereadingsituation.(Anthony,Pearson,&Raphael,1993)读者已经有知识、文字信息、阅读语境之间互动阅读了解不是读者感知文字意义，而是读者赋予文字以意义。（胡春洞、戴忠信）4/63语能语言知识=语言符号本身知识+语言变体篇章知识情景语言变体地域语言变体社会语言变体文体语言变体时代语言变体形式内容结构总主题段落开头发展终止段落大意主题句无主题句5/63课程标准阅读技能要求七级：能从普通性文章中获取和处理主要信息；能了解文章主旨和作者意图；能经过上下文克服生词困难，了解语篇意义；能经过文章中线索进行推理；能依据需要从网络等资源中获取信息；能阅读适合高中生英语报刊和杂志；除教材外，课外阅读量应累计到达23万字次以上。八级：能识别不一样文体特征；能经过分析句子结构了解难句和长句；能了解阅读材料中不一样观点和态度；能依据学习任务需要从各种媒体中获取信息并进行加工处理；能在教师帮助下观赏浅显英语文学作品；除教材外，课外阅读量应累计到达30万字次以上。6/63九级：能阅读普通英语报刊或杂志，从中获取主要信息；能阅读普通英文原著；抓住主要情节，了解主要人物；能读懂各种商品说明书等非专业技术性资料；能依据情景及上下文猜测不熟悉语言现象；能使用各种参考资料和工具书处理较复杂语言疑难；有广泛阅读兴趣及良好阅读习惯；能有效地利用网络等媒体获取和处理信息。7/63Howisourwordknowledgeorganized?

Mentallexicon

WORD

Themeaning义

Pronunciation音

Spelling形

Thegrammarbehavior

语法

Theword’sderivation

派生

Thecollocationsoftheword搭配Theregister

语域ofTheword–spokenandwritten口笔语利用Theconnotationsoftheword

隐含之意

Theword’sfrequency

复现率8/63WaysoflearningwordsLearnwordsincontext经过语境学词汇、猜词义(picture/sentences/texts)Learnthesound,shape&meaning掌握音、形、义Haveawideexposuretothewords大量接触（LSRW），积累词汇Have7-8experienceswithawordinordertoretainit重复复习UsethewordinLSRW学中用，用中学Integratethinking,looking,listening,readingandwriting脑思、眼看、耳听、口诵、手写Useglossariesanddictionaries使用词表和词典Learningvocabularyinchunks学习词块Formahabitoflearningandtestingwords养成学习和测验词汇习惯9/63WaysoflearningwordsClassification分类Translation翻译Usingthedictionary利用词典UsetheMindMaporWebbing

思维导图10/63WaysoflearningwordsComparisonandcontrast比较、对比

Wordswithsimilarmeaning

nearclosenexttocryshoutscreamWordswithoppositemeaning

up/downbefore/behindlive/dieAssociation联想

Wordswiththesameroot

unhappyhappyhappilyhappiness11/63Learningvocabularyinchunks心理学家提出“组块”理论。Lewis把词块分为单词和短语、搭配、惯用话语和句子框架等四种。固定组块如：atrisk,makeupone’smind,getaccustomedto,solongas,themanintheshop,Itissaidthat,etc.这种方法不但帮助学生记忆词汇，还可帮助他们用英语思维和表示。12/63MindmaporwebbingSPORTSBALLGAMESBasketballvolleyball…FIELDEVENTSHighjumpLongjump…AQUATICEVENTSSwimmingDiving…TRACKEVENTS100-mdash110-mhurdle…boxinggymnasticsWINTERSPORTS13/63GrammarteachinginChina’sschoolsGrteachinginschoolDeduction(fromrules)Induction(fromexamples,fromtexts)Lexicalapproach(Naturalgrammar)PresentationinLSRWIntegrationwithtopics&functionGrammar3D14/63Tentypesoftexts文体Practicalwriting(应用文)Recount/Narration(叙述文)Exposition(说明文)Descriptivewriting(描述文)Reports(报道文)Essays(论说文)Stories/novels(故事/小说)Dialoguesorplayscripts(短剧)Poems(诗歌)Graphs,chartsandforms(图表)15/63PracticalwritingLetters（personal,business)GreetingcardsDiaries,journalsMemos,notes,messagesannouncements16/63ExpositionInstructionsDirectionsManualsAdvertisementsPostersResume17/63Graphs,chartsandforms

Forms,applicationsQuestionnairesLabels,signsRecipes,menusSchedulesInvitationsDirectoriesMaps,chartsBills18/63Rhetoric修辞Simile(明喻)aswhiteassnowMetaphor(暗喻)Haveyoueverseensnowmenridebicycles?Personification(拟人)WhoamI?(Computers)Repetition(重复)Contrast(对照)Ihaveadream19/63Discoursemarkers因果关系dueto,owingto,thanksto,asaresult转折关系ratherthan,onthecontrary,inspiteof,条件aslongas,solongas,incase,unless,orelse时间、次序themoment,shortlyafter,afterwards空间ontheleft,inthecenterof,atthesideof列举firstofall,tobeginwith,next举例forinstance,suchas,namely,thatis递进what’smore,moreover,besides,inaddition目标sothat,inorderthat,forthepurpose总结inaword,inshort,onthewhole,inall,inconclusion,tosumup,inbrief,generalspeaking20/63Textfeatures文本特征分析activatebackgroundknowledge激活背景知识

outlinemainandsubordinatepointsinthetext概述文本主要和次关键点

synthesizeinformation综合信息

emphasizekeypoints强调重点

organizeitemsintoalist列举事项

providevisualreinforcementforapoint利用视觉强化伎俩突出重点

explainaconceptvisuallyinapicture,graph,chart利用图表说明观点

presentsupplementaryinformation补充信息

presentasummaryofmainpoints总结关键点21/63FromWhatyouknowWhatyoupredictWhatyoufindTitle/subtitleSizesandtypesoffontsGraphsandcharts(visualizationsoftext)HeadingsandsubheadingsPictures/photosBoxes,sidebarsandsupplementaryinformationLists(bullets,numbersSummaries,conclusion22/63TypesofreadingReadingattheearlystage初始阶段阅读

Readingaloud(practisingpronunciationandintonation)朗诵

Recitation背诵

Silentreading(fastreadingforthecontent)

默读Readingatthelaterstage后期阶段阅读

Intensivereading(withtheteacher’shelpintheclassroom)精读

Extensivereading(gradedreadingoutsideclass)泛读23/63IntensiveandextensivereadingIntensivereading(mostlydoneinclassroomswiththeteacher’shelp)精读Extensivereading(mostlydonebystudentsthemselvesoutsideclass)泛读Studentsarerequiredtoreadmorethan300,000wordsoutsideclass.(八级课外阅读量应累计到达30万词以上）24/63FeaturesofIntensiveReading

Mainchanneltobringinformation,knowledge,emotion,experience,andculturetothestudentWiththeteacher’sinstructionandguidance,thestudentdevelopsreadingskillsNewlanguageisrecycledandchecked

Oftenpre-readingtasksaregiventoaidcomprehensionPostreadingtaskstocheckcomprehensionandapplicationStudentscannotreadattheirownabilitylevelTeacherselectsthematerialthatmaynotinterestSsShorttextswithmanydifficultwords,yetnotrecycledFocusondiscretelanguagepoints(voc&gram)Can’treadmuchandfast25/63FeaturesofExtensiveReadingAllthestudentscanreaddifferentmaterial.Studentsselectmaterialfromthelibraryoronline.Widevarietyofmaterial(genres)Readingatthestudent'sabilitylevelProbablywillinterestthestudentLongertextsFewerdifficultwordsNewwordsareoftenrecycled.Notesandglossarieshelpthestudentunderstandthetext.Mostlyout-ofclassreadingwithlessanxietyEmphasisontheskillofreadingEmphasisonreadingforcomprehension/enjoymentGoodfordevelopinglanguagefeelProvidesinputforspeakingandwriting

26/63Extensive&intensivereadingsmustgohandinhand精读泛读相结合Studentslearnwhatandhowtoreadfromintensivereadingclasseswiththeteacher’shelp.Textbooksforintensivereadingalonecan’tmakeagoodreader.Movebeyondthe‘teachthepieces’modelStudentsneedmassiveexposuretotextStudentshavetobeleftalone–maketheirownmistakesLetthemplan,read,exploreanddiscoverStudentshavetodeveloptheirownsenseoflanguage27/63Approachestoreading/Readingmodels1Thetop-downapproach2Thebottom-upapproach3Theinteractiveapproach28/63Thetop-downapproach

自上而下模式Readersbringtheirworldknowledgeandexperienceofthetopicinworkingoutthegeneralideaofthetext.Theyguessthemeaningofnewwordsandstructuresorpredictwhatthetextwillbeaboutthroughthecontext.Thentheystudycarefullythewayhowthetextisorganizedandworded.Thismodelisadoptedmostlybynativespeakersortop-levelEnglishstudents.该模式认为读者首先利用世界性知识、语言知识和对问题了解来了解整体意义，用语境来猜测生疏项目标意义，然后才仔细研究语篇结构以及意义怎样表示。本族语阅读者或外语水平较高读者多采取这种模式。29/63Thebottom-upapproach

自下而上模式Thismodelisbasedonthebeliefthatreadingcomprehensionisaprocessofdecodingwordsandsentences.Theteacherhastodealwitheverywordandsentence,analyzetheorganizationofthetextinordertohelpstudentsunderstandthetext.He/Sheignoresthestudents’priorknowledgeandexperienceandfocusesonvocabularyandsyntax.Thismodelisusuallyusedforteachingbeginners.该模式认为阅读了解是一个转换代码或处理字词与句子过程，教师一个个词、一个个句子地逐步处理，分析结构，使得学生了解课文。教师不关注学生已经有知识与经历，而是集中与词汇与句子结构教学。教初学者多采取这种阅读模式。30/63TheinteractiveapproachThisapproachisactuallyacombinationofthetop-downandbottom-upapproaches.Asconsideredpracticalandscientific,itisacceptedbyanincreasingnumberofpeople.Thisinteractiveapproachgivesimportancetoreaders’backgroundknowledgeandpredictionofthetextaswellastheirabilityofdecodingwordsandsentencessoastohelpthemcomprehendthetext.交互模式是以上两种模式结合，是一个比较科学模式，也被越来越多人所接收。它既强调背景知识，上下文预测主要性，也重视单词、短语和解码能力，方便帮助学生快速捕捉关键信息以了解阅读材料。ReadingisaninteractionbetweenTop-downandBottom-upModels.(TomasS.C.Farrell)31/63Readingstrategies阅读策略Whatareeffectivereadingstrategies?Readingstrategiesrefertohowreadersmakesenseofwhattheyread,whattheydowhentheydonotunderstandsomethinginatext,andhowtheycanmakemostofwhattheyread.有效阅读策略是指读者怎样了解所读内容方法、读者不懂时所采取对策，以及他们利用所读材料方法。32/63Readingstrategies阅读策略激活学生已经有知识和经验预测略读寻读猜测词义分析篇章结构确定主旨大意分析作者目标、态度、隐含事实等进行总结、结论、判断、采访、讨论、辩论、报道等活动联络本身实际开展活动33/63ReadingstrategiesActivatingpriorknowledgeandexperiences(relevantbackgroundschema)ofthestudents激活学生已经有知识和经验

Ways:questionsandanswerstalkingaboutpicturespicturecomparisonquestionnairesorquizwordassociationtask34/63Readingstrategies2.Predictinginvolvesthereadersinactiveinteractionwiththetextbymakingthemthinkaboutwhattheyhavereadandwhattheywillreadnext.预测

Step1PrepareatextStep2ShowtheSsthetitle/picture/firstline/firstparagraph.LetSspredict.Thencheck.Step3RepeatthecycleofStep2.35/63Readingstrategies3.SkimminginvolvesSslookingthroughthetextrapidlyforthegeneralmeaningofthetext略读

Ssneedtoknowhowthetextisorganized,noticethemainpointofaparagraphandhavetheabilitytoinferthemainideaofapassage.Teacherhastoenforceatimelimittoincreasethespeedofreading.36/63Readingstrategies4.ScanninginvolvesSsreadingtofindbasicandspecificinformation.Itisahigh-speedactivitybutslowerthanskimming.寻读

Activities:trueorfalse/fillinblanksquestionsandanswers(wh-questions)fillininformationsheetsverifyingpredictionworkoutthesequenceoftimeandspaceorthelogicalorderofevents(storymap)37/63Readingstrategies5.Guessingmeaningofunknownwordsusingcontextualclues猜词

Usethesemanticweb(mindmap)tochecktheirknowledgeofvocabularyandhelpthemorganizethewordsintomeaningfulassociation38/63Guessingthroughcontextclues1)Punctuation(利用标点符号引出对生词解释)Theprincipal

—moneyheputinhissavingsaccounttoearninterest—wassafeeventhoughthebankwasclosedbythepolice.

例句中用了两个破折号把对principal解释置于其间，说明principal

意思是sumofmoney。其它用于解释标点符号有：逗号，小括号和中括号等。2)Explanation(用辅助性词汇和标点符号解释生词意义）

Carloslookeddazed,thatis,stunned,asifsomeonehadshockedhimwithbadnewsorwithaheavyblowtothehead.

辅助性词语thatis能帮助学生了解dazed意思是stunned。其它辅助性词语还有：meaning,suchas,or,iscalled等。39/633)Contrast

（经过相关反义词意义帮助了解生词）

Duringofficehourshelookedverytenseandanxious,butonweekendshewasquiterelaxed.

表示转折关系连词but能帮助学生确定relaxed是tense反义词。假如学生知道relaxed意思是atease，就不难了解tense意思是

tight

或

atattention。4)Experience（学生个人阅历也能帮助了解生词）

Martha'shusbandandmotherdiedwithinamonthofeachother,andshecriedoftenatherterriblesorrows.

家庭悲剧会让人感到非常难过，这是众所周知，利用这一常识就能了解sorrows意思是

greatsadness。40/635)Context

（上下文也有利于了解）

…Idon’tlikeviolence…butin1963Ihelpedhimblowupsomegovernmentbuildings.

句子前半部分violence和后半部分中governmentbuildings有利于解释

blowup，意思是“

爆炸”。6)Definition

（用一个句子给生词下定义）

Shewantedbakedclamsforherappetizer.Anappetizeristhefirstcourseofameal.

第二个词用来给appetizer下定义，由此学生便知道appetizer是开胃菜。41/637)Hyponyms

（经过下义词推断词义）

Legumes,likestringbeans,limabeans,andgreenpeasareimportantinyourdiet.

尽管句子中并没有直接说明

legume是一类植物名称，不过从其下义词中能够推断：legume是anameforagroupofvegetableswithpods。8)Fromknowntounknown(用学生熟悉词或短语来解释生词)Themayorwantedprivacybecauseheknewthatbeingalonewouldhelphimsolvehisproblems.

句中privacy指是beingalone。42/636.Analyzingtextstructure分析篇章结构

Aims:todistinguishbetweenmainideasandsupportingideastoidentifymainideastowritesummariestounderstandthewriter’sattitudeandmoodtounderstandhowpartsofthetextrelatedandrecognizecohesivedevicesthatwritersusetousethisknowledgetowritemoreclearlyReadingstrategies43/63Readingstrategies7.Identifyingtopicsandmainideas确定主旨大意

Findingthetopic(keyword)fromalistofwordsRecognizingthetopic(topicsentence)ofaparagraphIdentifyingthemainideaofapassageUseconcept/mindmapping思维导图Schematatheoryandbackgroundknowledge图示理论与背景知识44/63Sample

BALANCEDDIETdietVarioustypesoffoodIndividualneedsDailyrequirementsRightamountEssentialfoodnutrientsOtheressentialsubstancesEnergy-givingfoodbodybuildingfoodProtectivefoodFatcarbohydratesproteinsvitaminsMineralsRoughageProvidingenergyGrowth&repairMaintaininghealthWater45/63

46/63TheManWhoMadeSpellingSimpleSpellingdoesn’talwaysrepresentthesound.Somewordshavetoomanyletters.Inthe18thcentury,NoahWebsterfeltthat

writtenEnglishintheStatesshouldhaveadistinctivelook.ThankstoWebster’swork,TheESB

simp-lifiedthespellingandbecameaverypopu-larbook.Manywordsweresimplified,suchascenterinsteadofcentre,programinsteadofprogramme,andflavorinsteadofflavour.Webster’sbestknownADELintroducedlotsofAmericanwords.ItisanumberonestandardreferencebookintheStates,thoughitiscriticisedbytheBritish.TheElementarySpellingBookAmericanDictionaryoftheEnglishLanguage

47/63

ThelifeofWilliamShakespeareWilliamShakespearewriterplays&poemsHamletRomeo&JulietBornin1564InEnglandatschoollikedwatchingplaysattheageof14decidedtobeanactorin1582marriedandhad3childrenat28movedtoLondonandjoinedatheatrecompanybecameasuccessfulactorandstartedWritingplaysIn1599thecompanyopenedtheGlobeTheatrediedat52richandsuccessful48/63MethodsofconceptmappingSelectionofconcepts选择关键点Rankingconcepts排序Clusteringconcepts分层次Linkingconcepts连接UsingcardsClarification

Groupwork

Open-endedness

49/63Readingstrategies8.Findingthewriter’spurposesandattitudes,impliedfacts(causeandeffect,factsandopinions,etc)

分析作者目标、态度、隐含事实等9.Makingasummary,conclusion,judgment,interview,discussiondebate,report,etc进行总结、结论、判断、采访、讨论、辩论、报道等活动50/63

10.Establishingapersonalconnectiontothetext联络本身实际开展活动

(findapassageparticularlymeaningfultotheSs；explainanysimilarexperiencestheyhavehad；relatetoacharacter,orhowtheyhavebeenaffectedbythestory；makecriticisms)

有效阅读不但是指从文章中获取信息，更主要是把所取得信息进行加工处理，并利用于现实生活，尤其是利用于本身生活实际，经过阅读拓宽视野，经过阅读启迪思维，经过阅读塑造自我。

Usequestionsforpost-reading51/63Usequestionsforpost-reading

（1）就情感方面提问：

Howdoyoufeelaboutthesubjectofthereading?Areyourfeelingssimilartothewriter's?Whichpartsofthereadingseemedexciting?dull?funny?depressing?Whydidyoufeelthatway?Doyoufeelsympathywithanyofthepeopledescribedinthereading?（2）就阅历方面提问：

Didyoueverhaveanyexperiencesimilartotheeventsdescribedinthereading?Doyouknowanypeoplewhoaresimilartothepeopledescribedinthereading?Doesthereadingdescribeplacesorsituationsorproblemslikethosethatyouknow?52/63（3）就信念方面提问：

Doyouhavethesameopinionsaboutthesubjectasthewriterdoes?Isthereanystatementthatyouparticularlyagreeordisagreewith?（4）就思维方面提问：

Asyouwerereading,whatideaswentthroughyourmind?Didthereadingremindyouofotherthoughtsthatyouhavebeenhaving?Howdoesthereadingconnectwithanysubjectthatyouhavebeenthinkingabout?Didyouhaveanynewthoughtsafterdoingthereading?

53/63（5）就印象方面提问：

WhydoIfindthisboring?Whydon’tIlikethiskindofreading?Whydon'tIcareaboutthissubject?WhydoIthinkthatthispieceisworthless?Whatkindofpersonmightbeinterestedinthisreading?

54/63

Effectivelessonplanningforreading

阅读教学有效设计(AdaptedfromThomasS.C.Farrell)

Sevenprinciplesfordesigningreadinglessons1.Thereadingmaterialsareinteresting

2.ReadingtextsisthemajoractivityoftheSs.Teachersshouldhavestudentsdoactualreadingduringthelesson.3.Activitiesandexercisesreflecttheinteractivenatureofrealreading

(predicting,hypothesizing,andrevisingideasaboutwhatwasread)55/63Effectivelessonplanningforreading4.ActivitiesandtasksallowthestudentstobringtheirknowledgeandexperiencestothereadingpassagePrescriptionforthe“TenQuestionSyndrome”:theK-W-LstrategyWhatdoIknow?WhatdoIwanttoknow?WhathaveIlearned?56/63Effectivelessonplanningforreading5.Instructionalactivitieshaveateaching

ratherthanatestingfocus.重在阅读而非测试

Someteachersjustkeeptestingrea