初中英語閱讀教學

1、.1初中英語閱讀教學及教材使用的幾點建議陳道明華南師范大學外文學院School of Foreign StudiesSouth China Normal University().2初中英語閱讀教學的原則初中英語閱讀教學的原則閱讀的三種模式閱讀的三種模式格式塔理論及其對閱讀教學的啟示格式塔理論及其對閱讀教學的啟示閱讀課中的策略性技能（微技能）閱讀課中的策略性技能（微技能）對教材使用的幾點建議對教材使用的幾點建議初中英語閱讀教學及教材使用的幾點建議.3一. 初中英語閱讀教學的原則實施英語課程標準的要求，結合本地特點，適當調整對學生的要求；重視關注內容信息，兼顧關注語言形式和結構；把閱讀技能和其它

2、語言技能有機地結合起來。.4初中英語閱讀教學的原則(1)實施英語課程標準的要求，結合本地特點，適當調整對學生的要求； 廣州市的特點 廣州市的初中英語教學.5綜合語言運用能力情感態(tài)度情感態(tài)度學習策略學習策略文化意識文化意識語言技能語言技能語言知識語言知識國際視野國際視野祖國意識祖國意識合作精神合作精神自信意志自信意志興趣動機興趣動機交際策略交際策略資源策略資源策略調控策略調控策略認知策略認知策略跨文化交際跨文化交際文化理解文化理解文化知識文化知識話題話題功能功能語法語法詞匯詞匯語音語音寫寫讀讀說說聽聽課 程 目 標.6一級一級二級二級三級三級四級四級五級五級六級六級七級七級八級八級九級九級六年級

3、結束時的六年級結束時的要求要求九年級結束時的九年級結束時的要求要求普通高中畢業(yè)普通高中畢業(yè)要求要求課程設計思路課程設計思路有條件的地區(qū)或學?？梢蕴岣呦鄳墑e的要求；條件暫不具備有條件的地區(qū)或學?？梢蕴岣呦鄳墑e的要求；條件暫不具備的地區(qū)或學?？梢赃m當降低相應級別的要求。的地區(qū)或學?？梢赃m當降低相應級別的要求。順序順序選修選修課程課程 必修必修課程課程 任意選修課程任意選修課程.7小學英語課程目標 培養(yǎng)學生學習英語的興趣。（喜歡唱，喜歡玩，喜歡聽，喜歡說，喜歡讀。）初中英語課程目標 培養(yǎng)學生聽、說、讀、寫的交際能力，特別是聽和說的能力。.8高中英語課程目標高中英語課程目標在進一步發(fā)展學生綜合語言

4、運用能在進一步發(fā)展學生綜合語言運用能力的基礎上，著重提高力的基礎上，著重提高三種能力三種能力：用英語獲取用英語獲取信息信息、處理、處理信息信息的能力；的能力；用英語分析用英語分析問題問題、解決、解決問題問題的能力；的能力；用英語進行用英語進行思維思維和和表達表達的能力。的能力。1.(高中課標高中課標. 2003:6).9實施英語課程標準的要求，結合本地特點，適當調整對學生的要求；重視關注內容信息，兼顧關注語言形式和結構； 先關注內容信息，后關注語言形式。 詞匯的學習要遵循“化整為零，利用語境”的原則。初中英語閱讀教學的原則(2).10實施英語課程標準的要求，結合本地特點，適當調整對學生的要求；

5、重視關注內容信息，兼顧關注語言形式和結構（兼顧詞匯和語法的學習）；把閱讀技能和其它語言技能有機地結合起來。 輸入活動和輸出活動的對立統(tǒng)一； 聲音活動和文字活動的對立統(tǒng)一；因此： 不能孤立地對待聽、說、讀、寫； 要提高活動的交互性（interactioin）。初中英語閱讀教學的原則(3).11二. 閱讀的三種模式The Bottom-Up ModelThe Top-Down ModelThe Interactive Model (The Schema Theory Model).121. The Bottom-Up Model自下而上的模式自下而上的模式 In this model, readi

6、ng is regarded as a process of “decoding”, which moves from the bottom to the top of the system of language.13SentencePhraseWordMorphemePhonemeTopBottom.14自下而上的模式對閱讀教學的影響 這種模式是最傳統(tǒng)的模式。這種模式是最傳統(tǒng)的模式。 在這種模式的影響下，教師在閱讀教學中：在這種模式的影響下，教師在閱讀教學中：先解詞，后解詞組，再后解句，最后才通先解詞，后解詞組，再后解句，最后才通篇理解。篇理解。 因此，常常是把一篇文章的所有生詞放在因此，

7、常常是把一篇文章的所有生詞放在最前面來單獨進行教學。這就是所謂的最前面來單獨進行教學。這就是所謂的“掃雷掃雷”。.152. The Top-Down Model自上而下的模式自上而下的模式 A prediction-check process（一個假設檢驗的過程），a guessing game Not only linguistic knowledge but also background knowledge is involved in reading.16SentencePhraseWordMorphemePhonemeLinguistic Knowledge&Backgrou

8、nd Knowledge.17自上而下的模式對閱讀教學的影響 這種模式是對這種模式是對“自下而上自下而上”模式的一種模式的一種反叛。反叛。 在這種模式的影響下，教師在進行閱讀在這種模式的影響下，教師在進行閱讀教學的時候，會重視背景知識對理解的教學的時候，會重視背景知識對理解的作用。作用。 因此，教師常常是先提供相關的背景知因此，教師常常是先提供相關的背景知識，然后進入對材料的理解。識，然后進入對材料的理解。.18SentencePhraseWordMorphemePhonemeSchemata to be activated:The schema of language;The schema

9、of content;The schema of forms3. The Interactive Model (The Schema Theory Model)相互作用的模式（圖式理論模式）相互作用的模式（圖式理論模式） .19圖式理論模式圖式理論模式對閱讀教學的啟示對閱讀教學的啟示 重視內容圖式的作用，在閱讀之前重視內容圖式的作用，在閱讀之前激活激活學生大腦中的學生大腦中的內容圖式內容圖式； 重視重視內容圖式和語言圖式的相互作用內容圖式和語言圖式的相互作用，在語境中猜詞義，利用語言知識和背景在語境中猜詞義，利用語言知識和背景知識知識重構重構作者想表達的作者想表達的信息和意義信息和意義。.20

10、對對“圖式理論模式圖式理論模式”的機械性應用的機械性應用（1）先集中時間學習所有的生詞和語法；先集中時間學習所有的生詞和語法；然后引入主題，提供背景知識，激然后引入主題，提供背景知識，激活學生大腦中的活學生大腦中的“內容圖式內容圖式” ；再然后進入對課文的理解；再然后進入對課文的理解；最后鞏固單詞和語法。最后鞏固單詞和語法。.21對對“圖式理論模式圖式理論模式”的機械性應用的機械性應用（2）先提供背景知識，激活學生大腦中先提供背景知識，激活學生大腦中的的“內容圖式內容圖式”，引入主題；，引入主題；然后集中時間學習所有的生詞和語然后集中時間學習所有的生詞和語法；法；再然后進入對課文的理解；再然后

11、進入對課文的理解；最后鞏固單詞和語法。最后鞏固單詞和語法。.22機械應用的缺陷 把語言和語境分離開來。把語言和語境分離開來。 雖然試圖激活內容圖式，但在處雖然試圖激活內容圖式，但在處理生詞和語法的時候又把它和語理生詞和語法的時候又把它和語境分離出來了。這時候，內容圖境分離出來了。這時候，內容圖式又不起作用了。式又不起作用了。.23三三. 格式塔理論格式塔理論及其對閱讀教學的啟示及其對閱讀教學的啟示格式塔理論：整體的功能整體的功能 各部分的功能之和各部分的功能之和e.g.:I + am + a + man Im a man .24格式塔理論對閱讀教學的啟示整體性教學整體性教學注重語言的整體功能注

12、重語境（Context）.25閱讀教學的一般模式 Pre-reading: to set the scene, and to predict; While-reading: to get the gist, then to get the specific information (details), and to re-produce language used in the material; Post-reading: to sum up, to make decisions, to give opinions, and to produce language based on what

13、 has been learned .26四. 閱讀的一些策略性技能（閱讀的微技能）Predicting; (Setting the scene/situation by using title prompts, picture prompts, vocabulary prompts, etc.) Getting the gist (Skimming)Understanding details (Scanning);Transforming information by using Transition Device; Making inferences;Understanding refer

14、ences;Guessing unknown words; Recognising indicators in the discourse;Recognising the organization of the text;Understanding relations between sentences and between paragraphs; Summarizing; Retelling;Q & A;MC exercises;T/F questions;.27Setting the sene and PredictingT: What do you read out of cl

15、ass? Why do we read out of class? Do you know what an encyclopedia is?引出單詞：encyclopedia, What can we read in an encyclopedia? What animals can we read about in it? What do you expect/want to know about dinosaurs?引出單詞： dinosaurs, existed long ago, .28Setting the sene and PredictingT: Can we read abou

16、t famous persons in an encyclopedia? Have you heard about Walt Disney？ 引出單詞：amusement park, Disneyland, .29Setting the sene and PredictingT: We are going to read two passages from an encyclopedia. One about dinosaurs, and the other about a famous person. What do you expect/want to know about dinosau

17、rs? What do you think was Walt Disney famous for?引出單詞：cartoon characters, Mickey Mouse, Donald Duck, .30Predicting.31Getting the gist (Skimming) Read the 1st passage and tell your neibour what a dinosaurs is in a simple/short sentence. Read the 2nd passage and tell your neibour what Walt Disney is.W

18、hen shall the teacher ask the question(s)?The question(s) must go before reading.32Understanding details (Scanning)What do we mean by “scanning”?e.g. : Looking at the timetable at the station.Doing information transfer activities using transition devices.33Information transfer activities using trans

19、ition devicesTransition device: A way to transfer information from one form, e.g. the text form, to another, e.g. a visual form. Sophisticated Input (SI) Transition Device (TD) Output (OP) Transition devices can be used to make information in text form effectively processed and retained. .34Some tra

20、nsition devices Pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flow charts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. .35Tree diagram姓名職稱姓名職稱姓名職稱General Magager.36Bar chart.37Pie chartOutput123456789.3

21、8Examples of using transition devices Example 1 Read the following passage and complete the table, which compares the two earthquakes. .39At 5:13 on the morning of April 18th, 1906, the city of San Francisco was shaken by a terrible earthquake. A great part of the city was destroyed and a large numb

22、er of buildings were burnt. The number of people who lost their homes reached as many as 250 000. About 700 people died in the earthquake and the fires.Another earthquake shook San Francisco on October 17th, 1989. It was Americas second strongest earthquake and about 100 people were killed. It happe

23、ned in the evening as people were travelling home. A wide and busy road, which was built like a bridge over another road, fell onto the one below. Many people were killed in the cars, but a few lucky ones were not hurt.Luckily the 1989 earthquake did not happen in the centre of town but about 50 kil

24、ometres away. In one part of the town a great many buildings were destroyed. These buildings were over 50 years old, so they were not strong enough. There were a lot of fires all over the city. The electricity was cut of for several days too.40Time Date Location Number of people killed Damage Earthq

25、uake in 1906MorningApril 18thSan FranciscoAbout 700Many buildings were destroyed or burnt.Earthquake in 1989EveningOctober 17thAbout 50 kilometres away from San FranciscoAbout 100A road fell. Old buildings were destroyed. Fires. Power cut.41Example 2 .42Size?Wings? Food? Where? Harmful?ElephantsBigN

26、o wingsTree leavesNear treesHarmless if they are not attacked.DinosaursCould be as big as ten elephants, and as smail as chickensSome had wings and could fly.Plants, or meateverywhereMany were harmless.Others were harmful.43 Making inferences; Understanding references; Guessing unknown words;.44What does the word mean?What does it/its mean here?Why did he become rich and famous?.45 Summarizing; Dinosaurs existed