教材文本解讀與初中英語(yǔ)閱讀教學(xué)課件

教材文本解讀與初中英語(yǔ)閱讀教學(xué)——如何使用GoForIt!教材上好閱讀課人民教育出版社英語(yǔ)編輯室肖菲教材文本解讀與初中英語(yǔ)閱讀教學(xué)——如何使用GoForIt一、關(guān)于英語(yǔ)閱讀教學(xué)的幾個(gè)問(wèn)題二、教材文本解讀與閱讀活動(dòng)設(shè)計(jì)一、關(guān)于英語(yǔ)閱讀教學(xué)的幾個(gè)問(wèn)題一、關(guān)于英語(yǔ)閱讀教學(xué)的幾個(gè)問(wèn)題一、關(guān)于英語(yǔ)閱讀教學(xué)的幾個(gè)問(wèn)題A.Readingforinformation.B.Readingforlearningthelanguage.C.Readingforlearningcultures.D.Readingforwriting.E.Readingforpleasure.Question1:

Whydoweread?A.Readingforinformation.QueA.Forgeneralcomprehension.B.Tosearchforinformation.C.Tolearnnewinformation.D.Tosynthesizeandevaluateinformation.Question2:

Whataretheacademicpurposesforreading?A.Forgeneralcomprehension.QA.Toteachtheimportantlanguagepoints.B.Toteachreadingstrategies.

C.TotestSs'readingcomprehension.Question3:

Whatisthemainfocuswhenyouteachreading?A.ToteachtheimportantlangA.Checkthestudents'understanding.

B.LetSstalkaboutthereading.C.Havestudentsreadthetext.D.Explainthelanguagepoints.E.Letstudentsusethelanguage.Question4:

Whatisthemajoractivityofthereadinglesson?A.Checkthestudents'understQuestion5:

Howmanytimesarestudentssupposedtoreadthepassage?A.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.Question5:

HowmanytimesarA.ReadingforinformationB.ReadingforlearningthelanguageC.ReadingforlearningculturesD.ReadingforwritingE.ReadingforpleasureQuestion1:

Whydoweread?Answer:A,EA.ReadingforinformationQuesA.forgeneralcomprehensionB.tosearchforinformationC.tolearnnewinformationD.tosynthesizeandevaluateinformationQuestion2:

Whataretheacademicpurposesforreading?Answer:A,B,C,DA.forgeneralcomprehensionQuA.TeachtheimportantlanguagepointsB.TeachreadingstrategiesC.TestSs'readingcomprehensionQuestion3:

Whatisthemainfocuswhenyouteachreading?Answer:BA.Teachtheimportantlanguag“閱讀教學(xué)就應(yīng)該，也必須以閱讀技能的培養(yǎng)和提高為重點(diǎn)?！薄队⒄Z(yǔ)閱讀教學(xué)》(DevelopingReadingskills)導(dǎo)讀“閱讀教學(xué)就應(yīng)該，也必須以閱讀技能的培養(yǎng)和提高為重點(diǎn)。”A.Checkthestudents'understandingB.LetSstalkaboutthereadingC.HavestudentsreadthetextD.ExplainthelanguagepointsE.LetstudentsusethelanguageQuestion4:

Whatisthemajoractivityofthereadinglesson?Answer:CA.Checkthestudents'understA.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.Question5:

Howmanytimesarestudentssupposedtoreadthepassage?Answer:DA.Onceortwice,fromtheverQuestion6:

Whatlevelofreadingcompetencearestudentsrequiredtoachieve?Question6:

Whatlevelofrea《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》（2011版）

關(guān)于閱讀技能的五級(jí)目標(biāo)表述級(jí)別技能標(biāo)準(zhǔn)表述五級(jí)讀1.能根據(jù)上下文和構(gòu)詞法推斷、理解生詞的含義。2.能理解段落中各句子之間的邏輯關(guān)系。3.能找出文章的主題，理解故事的情節(jié)，預(yù)測(cè)故事情節(jié)的發(fā)展和可能的結(jié)局。4.能讀懂相應(yīng)水平的常見(jiàn)體裁的讀物。5.能根據(jù)不同的閱讀目的運(yùn)用簡(jiǎn)單的閱讀策略獲取信息。6.能利用詞典等工具書進(jìn)行閱讀。7.課外閱讀量應(yīng)累計(jì)達(dá)到15萬(wàn)詞以上?！读x務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》（2011版）

關(guān)于閱讀技能的五級(jí)目Question7:

Whatarethecommonreadingstrategiesthatcanbetaughttostudents?Question7:

WhatarethecommReadingstrategiesthatcanbetaught:ActivatingPriorKnowledgePredictingSkimmingScanningGuessingmeaningofunknownwordsRecognizingtexttypesIdentifyingtopicsandmainideasWordrecognitionexercises——ThomasS.C.Farrell,《閱讀課的設(shè)計(jì)》PlanningLessonsforaReadingClassReadingstrategiesthatcanbeQuestion8:

Whatkindofactivitiesdoyouusuallyuseduringareadingclass?Question8:

WhatkindofactiTrueorFalse?Multiplechoice?Askandanswerquestions?Fillinthetable?Puttheeventsinorder?Doyouusuallyusethefollowingactivitieswhenyouteachreading?TrueorFalse?Doyouusuallyguessthemeaningofunknownwords?predictwhatthepassagemighttalkabout?predicthowthestorymightend?thinkofatitle?describetheauthor'sviewpoint/attitude?findthetopicofaparagraph?identifythemainideaofapassage?createamindmapbasedonthepassage?usetheirownwordstoretellthestory?…Doyouusuallyencourageyourstudentsto:guessthemeaningofunknownwTheaimoftheexercisesmustbeclearlydefinedandacleardistinctionmadebetweenteachingandtesting.Testingwillobviouslyinvolvemoreaccuracy-typeexerciseswhereasthroughteachingoneshouldtrytodeveloptheskills.Thestudentsmustbetaughthowtoapproachandconsiderthetextinordertobeindependentandefficientreaders.…——《英語(yǔ)閱讀教學(xué)》(DevelopingReadingskills)TheaimoftheexercisesmustREADINGCOMPREHENSIONEXERCISE-TYPESI.SensitizingInference:throughthecontextInference:throughword-formation2.Understandingrelationswithinthesentence3.Linkingsentencesandideas:referenceLinkingsentencesandideas:Link-wordsII.ImprovingReadingspeedIII.FromSkimmingtoScanningPredicting,Previewing,Anticipation,Skimming,ScanningReadingtechniquesHowtheaimisconveyedI.AimandFunctionoftheTextFunctionofthetextFunctionswithinthetextII.OrganizationoftheText:DifferentThematicPatternsMainideaandsupportingdetailsChronologicalsequenceDescriptionsAnalogyandcontrastClassificationArgumentativeandlogicalorganizationIII.ThematizationREADINGCOMPREHENSIONEXERCISEI.Non-linguisticResponsetotheTextOrderingasequenceofpicturesComparingtextsandpicturesMatchingUsingillustrationsCompletingadocumentMappingitoutUsingtheinformationinthetextJigsawreadingII.LinguisticResponsetotheTextReorganizingtheinformation:reorderingeventsReorganizingtheinformation:usinggirds2.Comparingseveraltexts3.CompletingadocumentQuestion-typesStudyskills:summarizing,note-takingUnderstandingmeaningAssessingthetextFactVersusOpinionWriter’sIntention—FrancoiseGrellet,DevelopingReadingSkillsI.Non-linguisticResponsetoQuestion9:

Whataretheproceduresofteachingreading?Question9:

Whataretheproc

“在具體的閱讀過(guò)程中，由于閱讀內(nèi)容的不同，作者所采用的表達(dá)思想、陳述內(nèi)容的方法也不同，而讀者本身語(yǔ)言水平、認(rèn)知能力和閱讀目的也有所區(qū)別，因此閱讀的方法也不盡相同。”——《英語(yǔ)閱讀教學(xué)》(DevelopingReadingskills)導(dǎo)讀“在具體的閱讀過(guò)程中，由于閱讀內(nèi)容的不同，作二、教材文本解讀與閱讀策略培養(yǎng)二、教材文本解讀與閱讀策略培養(yǎng)單元背景分析閱讀活動(dòng)分析語(yǔ)篇特點(diǎn)分析教學(xué)重難點(diǎn)分析單元背景分析教材文本解讀案例(七年級(jí)下冊(cè)Unit11Howwasyourschooltrip?)教材文本解讀案例單元背景分析單元目標(biāo)：話題，功能，結(jié)構(gòu)，詞匯板塊聯(lián)系：先前所學(xué)，后續(xù)任務(wù)單元背景分析單元目標(biāo)：話題，功能，結(jié)構(gòu)，詞匯教材文本解讀與初中英語(yǔ)閱讀教學(xué)ppt課件教材文本解讀與初中英語(yǔ)閱讀教學(xué)ppt課件教材文本解讀與初中英語(yǔ)閱讀教學(xué)ppt課件教材文本解讀與初中英語(yǔ)閱讀教學(xué)ppt課件Topic:Aschooltriptothesciencemuseum(diaryentries)Function:Describeone'spersonalexperienceandfeelingsduringaschooltripStructure:Pasttense:positive/negativesentence,was/were,pastformofverbsVocabulary:Positive/negativeadjectives,othernewwordsandexpressionsWriting:AdiaryentryofyourownschooltripTopic:閱讀活動(dòng)分析閱讀部分每個(gè)活動(dòng)的設(shè)計(jì)意圖是什么？其中滲透了什么策略？活動(dòng)的可操作性和難度如何？是否適用于現(xiàn)實(shí)的教學(xué)條件和課堂環(huán)境？學(xué)生以什么形式開(kāi)展活動(dòng)？活動(dòng)的結(jié)果是什么？想要完成該活動(dòng)，學(xué)生應(yīng)當(dāng)具備什么語(yǔ)言水平和能力？在課堂教學(xué)過(guò)程中，學(xué)生可能存在哪些困難和障礙？教師可以提供什么支持和幫助？閱讀活動(dòng)分析閱讀部分每個(gè)活動(dòng)的設(shè)計(jì)意圖是什么？其中滲透了什么活動(dòng)設(shè)計(jì)意圖與相關(guān)策略：激活學(xué)生已有的詞匯儲(chǔ)備，呈現(xiàn)部分新詞匯，為下面的閱讀做好鋪墊(Activatingpriorknowledge)讓學(xué)生學(xué)會(huì)自主整理和歸納詞匯，幫助他們構(gòu)建詞匯體系(Vocabularylearningstrategy)活動(dòng)設(shè)計(jì)意圖與相關(guān)策略：GoodBadPre-reading(1)1LetSsgetintogroupsandbrainstormtheadjectivesthatcanbeusedtodescribegoodorbadthings.Sswillmaketwowordlistsandbereadytoreporttotheclass.GoodBadPre-reading(1)1Let2Tintroducessomenewadjectivesbydescribinghis/herowntrip(showingsomepicsorphotos).3TreadsaloudthenewwordsandSsrepeataftertheteacher.4LetSsfinish2aandthenchecktheanswers.Newwords:

lovely,expensive,exciting,cheap,slow,fast2TintroducessomenewadjectPre-reading(2)1(Booksclosed)TtellstheSsthattheywillreadtwodiaryentriesaboutschooltrips.LetSspredictwhattheauthorsmightwriteabout.Questions:

Imagineyouaregoingtowriteaboutyourschooltrip,whatkindofthingswillyouwrite?Whatadjectiveswillyouusetodescribeyourtrip?Pre-reading(2)1(BooksclosedPossibleanswers:Time,place,people,weather,transportation,activities,shopping,feelingsWhen,where,who,what,how,whyPossibleanswers:2HaveSsbrainstormadjectivesforeachitemandwritedownthewordsonBb.Tintroducesthenewwordsifnecessary.Place:beautiful,…People:friendly,lovely,…Weather:nice,cool,cold,terrible,rainyTransportation:clean,dirty,slow,

fast,…Activities:interesting,boring,…Shopping:expensive,cheap,…Feelings:excited,happy,interested,angry,…Trip:interesting,excellent,exciting,terrible…3LetSsdividethewordsintodifferentgroups:positive,negative,neutral2HaveSsbrainstormadjecti語(yǔ)篇特點(diǎn)分析題材體裁篇章結(jié)構(gòu)語(yǔ)言特色文化內(nèi)涵人文素養(yǎng)語(yǔ)篇特點(diǎn)分析題材SkimmingScanningSkimming題材：學(xué)校組織的郊游活動(dòng)體裁：日記語(yǔ)言特色：第一人稱，描述性形容詞（褒義、貶義），一般過(guò)去時(shí)題材：學(xué)校組織的郊游活動(dòng)篇章結(jié)構(gòu)DateWheredidtheygo?Howwastheplace?Howdidtheygothere?Whatdidtheysee?/Whatdidtheylearn?Whatdidtheydooverthere?Howdidtheyfeelaboutthetrip?篇章結(jié)構(gòu)Date文化內(nèi)涵與背景文化內(nèi)涵與背景教學(xué)重難點(diǎn)分析如何進(jìn)行取舍？詞匯（生詞、短語(yǔ)、動(dòng)詞搭配、語(yǔ)塊）目標(biāo)結(jié)構(gòu)句型長(zhǎng)難句教學(xué)重難點(diǎn)分析如何進(jìn)行取舍？教材文本解讀與初中英語(yǔ)閱讀教學(xué)ppt課件goonatripbytrain/takethetrainalongthewayplaychesswithsb.teachsb.howtodosth.buysth.forsb.takephotositisdifficulttodosthnot…atallgoonatripHowtodealwithvocabulary

inanintensivereadingtextJustifyingproceduresReasons:Itisahighfrequencywordorwilloccurinothertexts.Itisausefultechnicalword.Itisalowfrequencyword.Itisimportantforthemessageofthetext.Itisnotimportantforthemessageofthetext.Ithasusefulparts.Itiseasytoguessfromcontext.Itislikeafirstlanguageword.Howtodealwithvocabulary

iJustificationsforProceduresforDealingwithWordsinTextsWaysofdealingwithwordsReasons1,2,34,56,7,8Preteach146Replaceitinthetextbeforegivingthetexttothelearners34,5Putitinaglossary1，34,5Putitinanexerciseafterthetext14,56,8Quicklygivethemeaning34,58Donothingaboutit357,8JustificationsforProceduresWaysofdealingwithwordsReasons1,2,34,56,7,8Helpthelearnersusecontexttoguess1,2,347Helpthelearnersuseadictionary1,2,34,5Breakitintopartsandexplain1,2,34,56Spendtimelookingatitsrangeofmeaningsandcollocations1,24,5PaulNation,ManagingVocabularyLearning

中小學(xué)英語(yǔ)教師發(fā)展叢書：詞匯教學(xué)設(shè)計(jì)WaysofdealingwithwordsReasPreteach/Quicklygivethemeaning:robot,guide,gift

(Pre-reading3)Guessthemeaningofunknownwords:interested,everything,dark,hearallinallPossibleSolutionPreteach/Quicklygivetheme1(Booksopen)LetSsreadthetwodiaryentriesquicklyandfindouttheanswerstothequestionsin2b.2ChecktheanswerswithSsandhavethemcirclethecluesthatsupporttheiranswers.

June15th,museum,robots,giftshopAllinall,itwasanexcitingday.Ithinktoday'sschooltripwasterrible.Ididn'tlikethetripatall.While-reading(1)1(Booksopen)LetSsreadthe1(Booksopen)LetSsreadthediaryentriesandcheckwhethertheirpredictionsareright.Ticktheonesthatarementionedinthediaryentries.

()time()place()people()weather…While-reading(2)1(Booksopen)LetSsreadthe2LetSsreadthediaryentriesagainandanswerthefollowingquestions.Whatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelenorJiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedidtheydoduringthetrip?Didtheybuyanything?Whatdidtheybuy?Didtheyenjoythetrip?Howdoyouknow?2LetSsreadthediaryentrieWhatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelen/Jiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedid

Helen/Jim

doduringthetrip?Did

Helen/Jim

buyanything?Whatdidtheybuy?Did

Helen/Jim

enjoythetrip?Howdoyouknow?

Whatwasthedateoftheschoo3LetSsreadthediaryentriesagainandunderlinetheadjectivesthatHelenandJimusedtodescribethethings.Thenfinish2c.3LetSsreadthediaryentriOtherwhile-readingactivitiesOtherwhile-readingactivities1.LetSsreadthediaryentriesforthethirdtimeandfindoutthedifficultsentences.Thentheguidetaughtushowtomakeamodelrobot.Allinall,itwasanexcitingday.EverythingwasaboutrobotsandI’mnotinterestedinthat.Ididn’tlikethetripatall.Texplainsthedifficultsentencesorphrasesifnecessary.1.LetSsreadthediaryentri2.LetSsfindoutthepastformofalltheverbsfromthetext.ThenaskSstoputthemintodifferentcategories.went,visited,was,got,saw,learned,taught,took,bought,wereIrregularverbs:gowentRegularverbs:visitvisitedLetSsreadaloudthepairofverbs.2.LetSsfindoutthepastfo3.LetSsreadagainandsummarizethemainideaofeachdiaryentry.Howtosummarizethemainidea:

When,where,who,what,how,why3.LetSsreadagainandsummaExamples:

HelenvisitedthesciencemuseumduringherschooltripinJuneandshereallyenjoyedit.Helenwentona