初中英語閱讀教學(xué)ppt課件

1、1初中英語閱讀教學(xué)及教材使用的幾點建議School of Foreign StudiesSouth China Normal University()2初中英語閱讀教學(xué)的原則初中英語閱讀教學(xué)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(xué)的啟示格式塔理論及其對閱讀教學(xué)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(xué)及教材使用的幾點建議3一. 初中英語閱讀教學(xué)的原則實施英語課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點，適當(dāng)調(diào)整對學(xué)生的要求；重視關(guān)注內(nèi)容信息，兼顧關(guān)注語言形式和結(jié)構(gòu)；把閱讀技能和其它語言技能有機(jī)地結(jié)合起來。4初中英

2、語閱讀教學(xué)的原則(1)實施英語課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點，適當(dāng)調(diào)整對學(xué)生的要求；廣州市的特點廣州市的初中英語教學(xué)5綜合語言運用能力情感態(tài)度情感態(tài)度學(xué)習(xí)策略學(xué)習(xí)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(jī)興趣動機(jī)交際策略交際策略資源策略資源策略調(diào)控策略調(diào)控策略認(rèn)知策略認(rèn)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(biāo)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結(jié)束時的六年級結(jié)束時的要求要求九年級結(jié)束時

3、的九年級結(jié)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(shè)計思路課程設(shè)計思路有條件的地區(qū)或?qū)W?？梢蕴岣呦鄳?yīng)級別的要求；條件暫不具備的地區(qū)或有條件的地區(qū)或?qū)W校可以提高相應(yīng)級別的要求；條件暫不具備的地區(qū)或?qū)W校可以適當(dāng)降低相應(yīng)級別的要求。學(xué)校可以適當(dāng)降低相應(yīng)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(xué)英語課程目標(biāo)培養(yǎng)學(xué)生學(xué)習(xí)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(biāo)培養(yǎng)學(xué)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(biāo)高中英語課程目標(biāo)在進(jìn)一步發(fā)展學(xué)生綜合語言運用能力的基礎(chǔ)上，著重提高在進(jìn)一步發(fā)展學(xué)生綜合語言

4、運用能力的基礎(chǔ)上，著重提高三種能力：三種能力：用英語獲取信息、處理信息的能力；用英語獲取信息、處理信息的能力；用英語分析問題、解決問題的能力；用英語分析問題、解決問題的能力；用英語進(jìn)行思維和表達(dá)的能力。用英語進(jìn)行思維和表達(dá)的能力。(高中課標(biāo)高中課標(biāo). 2003:6)9實施英語課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點，適當(dāng)調(diào)整對學(xué)生的要求；重視關(guān)注內(nèi)容信息，兼顧關(guān)注語言形式和結(jié)構(gòu)；先關(guān)注內(nèi)容信息，后關(guān)注語言形式。詞匯的學(xué)習(xí)要遵循“化整為零，利用語境”的原則。初中英語閱讀教學(xué)的原則(2)10實施英語課程標(biāo)準(zhǔn)的要求，結(jié)合本地特點，適當(dāng)調(diào)整對學(xué)生的要求；重視關(guān)注內(nèi)容信息，兼顧關(guān)注語言形式和結(jié)構(gòu)（兼顧詞匯和語法的學(xué)

5、習(xí)）；把閱讀技能和其它語言技能有機(jī)地結(jié)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(xué)的原則(3)二. 閱讀的三種模式The Bottom-Up ModelThe Top-Down ModelThe Interactive Model (The Schema Theory Model)11.121. The Bottom-Up Model自下而上的模式自下而上的模式In this model, reading is regarded as a process of “deco

6、ding”, which moves from the bottom to the top of the system of language.13SentencePhraseWordMorphemePhonemeTopBottom14自下而上的模式對閱讀教學(xué)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(xué)中：在這種模式的影響下，教師在閱讀教學(xué)中：先解詞，后解詞組，再后解句，最后才通篇理解。先解詞，后解詞組，再后解句，最后才通篇理解。因此，常常是把一篇文章的所有生詞放在最前面來單獨進(jìn)行教學(xué)。這就是所因此，常常是把一篇文章的所有生詞放在最前面來單獨進(jìn)行教

7、學(xué)。這就是所謂的謂的“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(shè)檢驗的過程），a guessing gameNot only linguistic knowledge but also background knowledge is involved in reading.16SentencePhraseWordMorphemePhonemeLinguistic Knowledge&Background Knowledge17自上而下的模式對閱讀教學(xué)的影響這種模式是對這種模式是對

8、“自下而上自下而上”模式的一種反叛。模式的一種反叛。在這種模式的影響下，教師在進(jìn)行閱讀教學(xué)的時候，會重視背景知識對在這種模式的影響下，教師在進(jìn)行閱讀教學(xué)的時候，會重視背景知識對理解的作用。理解的作用。因此，教師常常是先提供相關(guān)的背景知識，然后進(jìn)入對材料的理解。因此，教師常常是先提供相關(guān)的背景知識，然后進(jìn)入對材料的理解。18SentencePhraseWordMorphemePhonemeSchemata to be activated:The schema of language;The schema of content;The schema of forms3. The Interacti

9、ve 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(xué)的啟示對閱讀教學(xué)的啟示重視內(nèi)容圖式的作用，在閱讀之前激活學(xué)生大腦中的內(nèi)容圖式；重視內(nèi)容圖式的作用，在閱讀之前激活學(xué)生大腦中的內(nèi)容圖式；重視內(nèi)容圖式和語言圖式的相互作用，在語境中猜詞義，利用語言知識重視內(nèi)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知識重構(gòu)作者想表達(dá)的信息和意義。和背景知識重構(gòu)作者想表達(dá)的信息和意義。20對對“圖式理論模式圖式理論模式”的機(jī)械性應(yīng)用的機(jī)械性應(yīng)用（1）先集中時間學(xué)習(xí)所有的生詞和語法；

10、先集中時間學(xué)習(xí)所有的生詞和語法；然后引入主題，提供背景知識，激活學(xué)生大腦中的然后引入主題，提供背景知識，激活學(xué)生大腦中的“內(nèi)容圖式內(nèi)容圖式” ；再然后進(jìn)入對課文的理解；再然后進(jìn)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(jī)械性應(yīng)用的機(jī)械性應(yīng)用（2）先提供背景知識，激活學(xué)生大腦中的先提供背景知識，激活學(xué)生大腦中的“內(nèi)容圖式內(nèi)容圖式”，引入主題；，引入主題；然后集中時間學(xué)習(xí)所有的生詞和語法；然后集中時間學(xué)習(xí)所有的生詞和語法；再然后進(jìn)入對課文的理解；再然后進(jìn)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(jī)械應(yīng)用的缺陷把語言和語境分離開來

11、。把語言和語境分離開來。雖然試圖激活內(nèi)容圖式，但在處理生詞和語法的時候又把它和語境分離雖然試圖激活內(nèi)容圖式，但在處理生詞和語法的時候又把它和語境分離出來了。這時候，內(nèi)容圖式又不起作用了。出來了。這時候，內(nèi)容圖式又不起作用了。23三三. 格式塔理論格式塔理論及其對閱讀教學(xué)的啟示及其對閱讀教學(xué)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(xué)的啟示整體性教學(xué)整體性教學(xué)注重語言的整體功能注重語境（Context）25閱讀教學(xué)的一般模式Pre-reading: to set the scene,

12、 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 has been learned 26四. 閱讀的一些策略性技能（閱讀的微技能）Predicting; (Set

13、ting 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 references;Guessing unknown words; Recognising indicators in th

14、e 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 class?Why do we read out of class?Do you know what an encyclop

15、edia 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 about famous persons in an encyclopedia?Have you heard about Walt Disne

16、y？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 dinosaurs?What do you think was Walt Disney famous for?引出單詞：cartoon characters

17、, Mickey Mouse, Donald Duck, 30Predicting31Getting 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.When shall the teacher ask the question(s)?The question(s) must go before rea

18、ding.32Understanding details (Scanning)What do we mean by “scanning”?e.g. : Looking at the timetable at the station.Doing information transfer activities using transition devices33Information transfer activities using transition devicesTransition device: A way to transfer information from one form,

19、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 transition devicesPictures, drawings, maps, tables, tree diagrams, cyclic diagram

20、s, 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 Magager36Bar chart37Pie chartOutput12345678938Examples of using transition devices Example 1Read the following passage and compl

21、ete 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 number of buildings were burnt. The number of people who lost their homes reached as many

22、 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 happened in the evening as people were travelling home. A wide and busy road, which was bu

23、ilt 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 kilometres away. In one part of the town a great many buildings were destroyed. These bu

24、ildings 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 Earthquake in 1906MorningApril 18thSan FranciscoAbout 700Many buildings were destroyed or b

25、urnt.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?ElephantsBigNo wingsTree leavesNear treesHarmless if they are not attacked.DinosaursCould be as big as

26、 ten elephants, and as smail as chickensSome had wings and could fly.Plants, or meateverywhereMany were harmless.Others were harmful.43Making inferences;Understanding references;Guessing unknown words;44What does the word mean?What does it/its mean here?Why did he become rich and famous?45Summarizing; Dinosaurs existed long af