指向思维品质提升的英语阅读教学课件高考英语二轮复习

指向思維品質提升的英語閱讀教學

2024.3.26·湖北宜昌要素一：思維品質思維品質是指思維在邏輯性、批判性、創新性等方面所體現的能力和水平。思維品質是英語學科核心素養的心智表徵。《普通高中英語課程標準》（2017年版）邏輯創新批評思維的規則和規律質疑、求證態度和行為求異、求新的意識獲取理解加工表達要素二：英語（思維）語言與思維的關係思維是大腦對「客觀事物及聯繫」間接概括的反映：感知-分析-綜合-抽象-概括-記憶-探索-發現人類與動物的最大區別之一是思維，因為人類有複雜的語言符號系統語言是思維的‘物質外殼’思維是語言的‘內核’要素二：英語（思維）漢語與英語的不同思維在詞法上，英語屬於「綜合型」語言，漢語是「分析型」語言英語句子呈樹形，漢語句子呈線形；英語重心在句前，漢語重心在句後在漢語背景下，我們更習慣於形象、直觀思維在英語體系中，他們更習慣於邏輯思維要素三：閱讀（理解）語言能力指在社會情境中，以聽、說、讀、看、寫等方式理解和表達意義的能力，以及在學習和使用語言的過程中形成的語言意識和語感。《高中英語課程標準（2017年版）》順著條理進行詳細的分析，在一定的認知上瞭解，明白。蘇軾在《眾妙堂記》說：「庖丁之理解，郢人之鼻斲，信矣。」要素三：閱讀（理解）toknoworrealizethemeaningofwords,alanguage,whatsomebodysays,etc.toknoworrealizehoworwhysomethinghappens,howitworksorwhyitisimportanttoknowsomebody’scharacter,howtheyfeelandwhytheybehaveinthewaytheydotothinkorbelievethatsomethingistruebecauseyouhavebeentoldthatitisfromtheOxfordAdvancedLearner'sDictionary解題：指向思維品質提升的英語閱讀教學目的：讓學生更聰明行為：讀更多書途徑：教他們學習閱讀英語教師教學生學習英語教學的路徑（Approach）語言語義理解（表層結構理解）文化內容理解（幔層結構理解）語篇主題理解（深層結構理解）自我素養提升It

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today.語言語義理解（表層結構理解）文化內容理解（幔層結構理解）語篇主題理解（深層結構理解）自我素養提升閱讀的技巧（Skills）激活背景知識（Activatepriorknowledge）培養詞彙技能（Cultivatevocabulary）傳授閱讀技巧（Teachforcomprehension）提高閱讀速度（Increasereadingrate）驗證閱讀策略（Verifyreadingstrategies）評估學習效果（Evaluateprogress）閱讀的技巧（Skills）激活背景知識（Activatepriorknowledge）大腦風暴（brainstorming）腦圖構建（mindmapping）話題猜測（predicting）閱讀的技巧（Skills）培養詞彙技能（Cultivatevocabulary）詞彙識記機械重復（roterepetition）記憶術輔助法（mnemonicapproaches）詞義識別構詞分析（analysisofwordstructure）語境利用（useofcontext）閱讀的技巧（Skills）傳授閱讀技巧（Teachforcomprehension）閱讀理解過程是信息的獲取、加工、貯存、提取和使用等一系列認知操作的過程，其心智活動涉及感覺、知覺、記憶、想象、思維（邏輯性、批判性、創新性）等HypothesisSkimmingScanningPredictionInferencesInterpretingJudgingMakingassociationsDeducing思維：邏輯性、批判性、創新性Makinghypotheses（Guessing）Beforeyoureadatext,lookatthetitle,theheadings,andthepictures.Thenmakehypothesesabout:•thetopicofthetext.•theopinionsthewriterwillhave.•thewordsthetextwilluse.•howthetextwillmakeyoufeel.SkimmingYoucanskimatextindifferentways.Youcanread:thetitleandotherheadingsandlookatthepictures.thefirstsentenceofeachparagraph.thelastsentenceofeachparagraph.thefirstandlastparagraph.ScanningWhenscanning,youlookoverthetextveryquicklywithoutstoppingortryingtounderstandthetext.Youarejustlookingfortheinformationyouneed.Whenscanning,youlookforpeople’snames,places,numbers,dates,andtimes,aswellasotherkeywords.MakingpredictionsWhilereading,readersthinkaboutwhataction,topic,orwordswillcomenext.Forexample,“IwasonvacationinHongKong,China,andIcouldn’tbelieveitwhenIsaw...”Tellapartnerhowyouthinkthissentencewillend.Makingandcheckingpredictionswhilewearereadingwillhelpusunderstandandstayinterestedinthetext.MakinginferencesTomakeaninference,youreadatext,sentence,orphrase,thinkaboutit,andunderstandthingsaboutthetextthatarenotmentioned.Forexample,“Suzyisrelaxingonhersofa”.Wecaninfer:Suzyisawoman;Suzyisprobablyathome;Suzyisprobablylyingdownonhersofa;Thewriterdoesn’ttellusthatSuzyisawomanwhoislyingonhersofaathome,butwecanmaketheseinferencesfromtheinformationinthetext.MakinginterpretationsToreadeffectively,weoftenneedtointerpretthetext,askingourselves,“Whatisthewritersaying?Forexample:(inarestaurant)Acustomersaid“Youmustbejoking”whenhesawabill.Youcaninterpretthecustomertomeanthebillisveryexpensiveandhewasn’texpectingsuchalargebill.MakingjudgmentsThatistodecidewhetherstisgoodorbad,rightorwrong,interestingorboring,fairorunfair,strangeornormal,etc.Forexample:“WhenIwas16,Ionlychosefriendswhowereattractiveandgoodatsports.Ididn’ttakenoteofwhethertheywerekindtoothers.”Hisreasonforchoosingfriendswasgoodorbad?Hisfeelingswerenormalorunusualfora16-year-old?Hewillfindgoodfriendsthisway?MakingassociationsTothinkaboutsimilarsituationsfromourownlivesandassociatethetextwithourownpersonalknowledge.Forexample:“ItwasthenightbeforeLisa’sfinalEnglishexam,shewastiredanddrinkingalotofcoffee.”readersmaythinkaboutasimilarexperiencetheyhad.Theymaythinkabout:wheretheywerestudyingfortheirEnglishexam.whytheywerestillstudyinglate.howtheyfeltwhiletheywerestudying.whathappenedintheexam(whethertheypassedorfailed).DeducingthemeaningofwordsToguessthemeaningofwordsfromthecontextwefindthemin.Forexample:Thebravefirefighterstriedvaliantlytosavethefamily’spetfromtheburninghouse.quietlybravelyslowly閱讀的技巧（Skills）提高閱讀速度（Increasereadingrate）速度遞增閱讀（如60秒增速）重復閱讀（如200詞，正確率）班級同步閱讀（