活動課件集高中版3名師

論壇話題英語閱讀教學：文本與設計you

raise

me

up

伴奏.mp3話題討論：1.核心素養(yǎng)？2.課堂教學文本作用？3.閱讀課教學設計？教學設計的組成部分教學指導思想教學內(nèi)容分析學生情況分析教學目標描述教學重難點教學過程設計教學效果評價教學輔助手段及板書教學設計特點及教學反思教學過程設計：課堂導入教學環(huán)節(jié)與步驟教學活動設計課堂互動形式時間安排作業(yè)布置英語教學案例談2014，6王薔教授關于閱讀教學“閱讀教學存在的主要問題:閱讀教學過程過于簡單化,更關注結果,忽視閱讀體驗過程.閱讀停留在信息提取表面,并視其作為閱讀的結果;急于要求學生進行語言輸出,不為學生提供語言和信息內(nèi)化的機會和時間;對發(fā)展學生深層次思維關注不夠;對文體特征關注不夠;對個性化閱讀關注不夠;語言學習脫離閱讀內(nèi)容和閱讀過程;語言表達不能體現(xiàn)課堂閱讀所獲取的信息和觀點,以及對所學語言(語言、內(nèi)容、形式)的理解和運用”閱讀是一種復雜的心理過程，它不是簡單的被動接受信息的過程，而是積極主動的信息解碼、加工和處理的過程。高中英語閱讀課不僅要幫助學生對語言和信息進行表層的理解，還要幫助學生對文本進行深層次的理解，關注作者觀點、情感態(tài)度和寫作意圖，把握文本的脈絡層次和結構特點，了解文本的遣詞造句和謀篇布局等方面的技巧，進而鑒賞語言文化（葛炳芳，2010）閱讀教學模式？？？學生英語語言知識的輸入與學習學生閱讀策略與閱讀能力的培養(yǎng)學生人文精神與素養(yǎng)的培養(yǎng)與熏陶（三維目標）閱讀教學目標設定閱讀教學第一步：設定教學目標：教學目標設定教學目標的設定與.ppt第二步：文本解讀文本特征文本特征與閱讀理解.doc第三步：課堂教學（前，中，后）第四步……文本特點

(體裁,

題材,

內(nèi)容,

結構，語言

)文本特征(字體,標題,顏色,排版,圖片…)學生閱讀理解的困難預測(背景知識,語言 障礙…)----學生閱讀所需的閱讀策略方法，教學的重點和難點閱讀文本的關鍵做好閱讀教學備課第一步---研讀文本Reading

passages

are

not

only

text,

they

also

haveother

things

included.

These

things

can

be:TitlesParagraph

headingsSub-headingsItalicized

or

bold

typePicturesDiagrams

&

other

visual

informationTables

&

chartsYou

can

use

these

things

to

help

you

to

intelligentlyguess

or

“predict”

what

the

passages

are

going

to

be

about

and

what

kind

of

information

you

mightexpect

to

find

in

them.

You

can

do

this

even

if

youdon’t

really

know

anything

about

the

topic

becauseyou

will

always

find

that

you

have

some

ideas

aboutthe

topic

and,

even

if

those

ideas

may

not

be

correct,they

will

help

a

lot

in

predicting.For

example,

if

you

look

at

any

pictures

in

the

text

andask

yourself:-

What

is

happening?Who

is

doing

it?Where

is

it

taking

place?Why

is

it

being

done?What

is

needed

to

do

it?What

other

things

do

I

think

I

know

about

this?From

just

asking

and

answering

a

few

simple

questionsyou

can

get

an

idea

of

what

kind

of

information

will

becontained

in

the

passage.

Even

if

you

never

think

aboutmountain

climbing

and

know

nothing

about

it,

you

canstill

use

your

general

knowledge

to

come

up

with

someinformation

that

will

help

you

to

understand

the

passagemore.E.g

Topic:（牛津教材、人教版教材）Interesting

Plants

of

the

WorldUsing

English

ProbablyTips

of

Using

EnglishCare

for

Your

HairSurprises

at

the

Studio.EarthquakeLife

in

the

FutureGreat

Minds研讀文本的關鍵文本的特征文本的主題文本的結構文本的語言——湯青理解文本意義和特點選擇恰當?shù)拈喿x教學策略與方法尋找出能引導學生理解文本內(nèi)容、掌握語言知識的有效途徑研讀文本文本的特征:標題：The

rise

of

chain

stores

in

China圖片：超市貨柜導語：Chain

stores

are ing

more

and

morecommon

in

China.

Read

this

article

from

aChinese

business

journal.標題、插圖、表格、不同字體等顯性的形式文本的主題—關注文本的題材The

rise

of

chain

stores

in

China本課話題比較貼近學生的生活實際導語：Chain

stores

are ing

moreand

more

common

in

China.文本的標題文本的圖示本文出現(xiàn)的場合文本的導語文本在Evening

post上出現(xiàn)的板塊文本的結構—關注文本的體裁本文為議論文，每段首句為主題句。主體部分結構清晰引入話題-闡述現(xiàn)象-分析原因-簡短總結確定本堂課重點在于:引導學生理解文章結構，了解謀篇布局的基本特點Para.2

Chain

stores

have e

part

of

people’sdaily

lives.They

may

pop

into

a

BreadTalk

to

buy

a

sweet

roll

forbreakfast

on

their

way

to

work.They

may

visit

a

Lianhua

Supermarket

in

the

evening

tobuy

some

food

for

dinner.For

a

birthday,

they

might

celebrate

with

friends

at

a

LittleSheep

Hot

pot

Restaurant.At

the

weekend

they

may

go

to

GoMe

Appliances

to

buya

DVD

or

MP3

player.Chain

stores

have e

so

popular

that

some

people

include

themas

a

factor

when

deciding

where

to

live.不同文本體裁Oliver

Twist秦亮.ppt復件

Unit

4.定稿

Wildlife

Protection2.pptUnit_5_VR.ppt按照意義為引領課文整個主線在意義探究的過程中發(fā)展語言思維培養(yǎng)學生學會運用閱讀策略，培養(yǎng)學生在寫作中運用文本結構的特征，Whatwas

the

fight

like?Whathappened

to

Rivera

at

the

beginning?Whatwas

the

turning

point?Whatwas

the

climax?climaxReview

the

story

briefly

Whatwas

Rivera’s

focus

at

the

end

of

the

fight?Money

or

his

people/country?

Why?themesettingPlot問題：1.導入、引入活動的目的？時間長度？5.9

Miracle

in

the

Rice

Field(1).pptUnit

8_宋伯君.pptx課文內(nèi)容的處理？PPT的目的？PPT只是將課文內(nèi)容換個形式搬上PPT？閱讀技能？思維品質(zhì)的培養(yǎng)？學習能力的培養(yǎng)？Critical

thinking?

Problem

solving?課文后的討論？Group

discussion?教學目標的檢測？“閱讀活動”階段所設計的活動以訓練學生的閱讀技能為目標閱讀教學（吳燕琴）...ppt英語閱讀教學（蔡嫻...ppt要注意根據(jù)閱讀文本的特點設計閱讀活動，以學生閱讀活動為主要注意學生的閱讀能力,語言能力和思維能力的培養(yǎng)要注意閱讀理解的不同層次:read

the

line/

read

between

the

line/read

beyond

the

line讀中活動設計的關鍵是測試學生的閱讀理解還是幫助學生的閱讀理解?是結構的梳理還是文本內(nèi)容的理

解?phantom

of

the_opera-fuxing-

2011.2.23.ppt吳蕾第一稿\Christmas

Day\Christmas

Day---My

Favourite

Holiday.ppt學生真正閱讀活動的時間和空間?學生閱讀思維能力如何培養(yǎng)?教師的困惑Are

you

a

teacher

of

reading

or

a

teacher

oftesting?Example:Twas

brilling

and

the

swithy

toves

didgyme

and

gimble

in

the

wabe.Q:

What

did

toves

do?Ss:

Toves

did

gyme

and

gimble

in

the

wabe.Read

for

testingORRead

for

understanding讀中活動設計常見問題（一）基于核心素養(yǎng)的英語學習活動觀學習理解活動：感知與注意、獲取與梳理、概括與整合應用實踐活動：描述與闡釋、推理與判斷、內(nèi)化與運用遷移創(chuàng)新活動：分析與論證、批判與評價、想象與創(chuàng)造學習內(nèi)容

學習方式

教學設計主題語境語篇類型語言知識文化知識語言技能學習策略What

is

reading?Reading

is

the

process

of

constructing

meaning

through

the

dynamic

interaction

among

the

reader’s

existing

knowledge,

the

information

suggested

by

the

written

language,

and

the

context

of

the

reading

situation.

(Anthony,

Pearson,

&

Raphael,

1993)Reading

is

enjoying,

entertaining

andenlightening.Reading

is

listening,

speaking

and

writingReading

is

talking

and

discussing,

with

yourselfwith

the

author

and

with

the

othersReading

is

exploring,

investigating

and

guessing.Reading

is

traveling

backward

and

forward,historically

and

geographically.Reading

is

thinking

in

your

own

language,and/or

in

the

other

language.Reading

is

encoding

and

decoding.Reading

is

civilizing,

rationalizing

andintellectualizing.Reading

is

as