整体阅读教学课型探讨.doc

整体阅读教学课型探讨美国教育心理学家林格伦 (H.G.Liggren) 指出：“凡习惯于准备理解整体的儿童将比全身贯注于细节部分的儿童读得多阅读缓慢的人在同一时刻只集中于某一局部细节，而一旦同时注意的细节太多时，他就陷入困境。解决这个问题的办法是改变儿童的心向，使他开始对整体，而不是对局部作出反映。”心理学家布鲁纳 (J.S.Bruner) 也认为：“语言必须有完整的形式、完整的结构，单个的词语不是语言”阅读教学的整体模式对培养学生全方位的阅读能力产生积极的推动作用。但随着阅读教学研究的不断深入，人们逐渐用辨证观来认识从整体到局部或从局部到整体两种阅读模式，分析二者之间的相互关系，并通过介入二者之间的“结合形式” (interactive model) 研究，对两种模式的运用扬长避短，去粗取精，并根据文章的类型和学生已有的知识经验来决定是“交替渗透使用”还是“互立分别使用”这两种模式。“分段教学”和“整体教学”是这两种模式在教学中的具体化。在现阶段中学英语教学中更多的是体现和运用这两种模式的结合式。这种结合模式可演变为“归纳演绎型整体教学”、“任务型整体教学”、“功能结构型整体教学”。一、 任务型整体阅读教学任务型整体阅读教学包括如下四个部分： (1) 整体预见性推测与判断； (2) 整体综合性理解与任务型实践； (3) 整体发展性评价与验证； (4) 局部分析性操练与检测。以 Bill Gates 一课为例：内容：BILL GATESBill Gates was bom on October 28 ， 1955.He grew up in Seattle ， Washington.Bill Gates was named William Henry after his father and grandfather.He was a very clever boy.His favourite subjects at school were science and maths.When people asked him what he wanted to be in the future ， he always said ，“ A scientist. ”When he was 13 years old ， Bill started to play with computers.At that time ， computers were very large machines.Once he was interested in a very old computer.He and some of his friends spent lots of time doing unusual things with it.In the end ， they worked out a software program with the old machine.Bill sold it for 4 200 dollars when he was only 17.In 1973 ， Bill went to Harvard University.At Harvard ， he developed the BASIC language for the first microcomputer.In his third year ， he left Harvard to work for a company called Microsoft.Bill began this company in 1975 with his friend Paul Allen.They thought that the computer would be a very important tool in every office and in every home.So thev began developing software for personal computers.They improved thc software to make it easier for people to use computers.In 1999 ， Bill wrote a book called Business (al the Speed of Thought.In the book he told people how computer technology could solve business problems in new ways.It was one of the best sellers on the New York Times list.Bill married Melinda French on January 1 ， 1994.They have two children ： a daughter and a son.Bill enjoys reading very much.He also enjoys playing golf and bridge.任务：为比尔盖茨填写一份履历表操作过程：Step 1 ：整体预见性推测与判断说明：调动、激活学生已有的知识经验，预测大意，激发兴趣，营造阅读所需要的语言环境，提供阅读所需要的语言文化背景知识。要求学生运用想象和对比尔盖茨的点滴了解解读比尔盖茨。1. 要求学生换位思 考，回答应该由比尔盖茨回答的问题，老师适当介绍其趣闻逸事，激发兴趣并加深对比尔盖茨的感性认知。(1)How much money do you have?(46.6 billion)(2)How will you spend all your money?(contribute it to the world)(3)How much money are you going to leave to your children.(only 1000 million)(4)Are you a good student?(No,I didnt finish my Harvard University s four years of education.I think practice is a college but I also stress finishing normal universty education is necessary.)(5)Are you strict in work and careless in life ? (Yes.老师可以讲比尔盖茨动辄捐款过亿，却在咖啡店忘付三美圆一杯的 咖啡，而成为报纸头条的故事。 )(6)Whats your favourite well-known saying ?( If I were to be thrown in the desert,naked and penniless,I would become a millionarie on condition that a team of businessmen were passing by.)2. 通过问题引入，讨论一个科学家应有的优秀品质，为阅读理解作铺垫。 Question ： Is Bill Gates an outstanding scientist ? If so,what standards used to judge an outstanding scientist.Discussion ： ambitious/independent/unusually clever/predictable/creative/brave/generous/interest centred/responsible/open-minded .( 让学生各述己见，老师归纳时注意结合课文内容。 )Step 2 ：整体综合性理解与任务型实践通过做来完成一项接近生活真实的任务，在完成任务的过程中，培养学生阅读能力和与未来社会相关的生活技能，获得一定的生活常识和人生感悟。在设计填表的环节，学生还能默化阅读中所接触的语言知识。1. 布置任务，要求学生为比尔盖茨填写履历表。 2. 板书介绍履历表的具体格式和内容。 3. 阅读课文，填写表格。 Step 3 ：整体发展性评价与验证( 说明：在老师引导下，以发展的眼光进行整体性任务评价。在任务评价的过程中，深化阅读理解，并实现阅读技能与口头表达技能之间的转换，习得语言知识，积极的任务评价让学生获得成就感。在该环节还需验证课前的预测判断。 )1. 让两位同学将自己填写的简历板书在黑板上。 2. 两位同学进行互评，指出对方简历中存在的问题。 3. 全班部分同学汇报自己所填写的简历。 4. 老师进行综合评价。5. 验证课前预测，判断比尔盖茨是否是一个杰出的科学家。 ambitious/interestedinsciencesincechildhood/independent/predictable/creative/brave/generous/responsible/open - minded .（1） ambitious ：T ： Is Bill Gates ambitious ?Read the text and say which sentence tells us about that.S1 ： When people asked him what he wanted to be in the future ， he always said ，“ A scientist ” .（2） independent ：T ： A scientist should be interested in science since childhood.Is he such a person ? Find the answer in the text.S2 ： His favourite subjects in school were science and maths.When he was 13 years old ， Bill started to play with computers.（3） Creative ：T ： Is he creative?S3 ： Yes ， He and some of his classmates spent lots of time doing unusual things with it.In the end ， they work out a software program with the old machine（4）Step 4 ：局部分析性操练与检测( 说明：局部分析以段落为单位，分析段落大意，通过问答的形式落实语言知识点的巩固运用，并处理相关的配套练习。 )1. 阅读并总结段落大意，操练重要的语言点。 Paragragh 1：About his childhood.T：( 老师板书语言点并通过提问来引导学生操练语言点 )The first paragraph tells us about his childhood ： name，birthday，growth，schooling and his ideal.Say something about them.( 板书： be born on，grow up，be named，favourite ， in the future)S1 ： He was born on He was named He grew up Paragraph 2 ： About his start of science career.( 板书： play with ， be interested in ， spend doing ， work out ， sell for )Paragraph 3 ： About his cause ( 板书： develop for ， leave for ， improve to make )Paragraph 4 ： About his book ( 板书： write called ， in ， one of )Paragraph 5 ： About his hamily ( 板书： enjoy doing)2. 处理相关的配套练习。 3. 作业是完成延伸性任务。 任务 1 ：填写本课第一个任务的设计项目中在课文中找不到的内容，像比尔盖茨的身高、体重、党派倾向、经历的另一部分、联络方式等，需要学生在课余通过资料库或因特网来查阅相关资料。任务 2 ：为自己写简历，题目为我的 2010 履历表，要求学生运用想象力为 2010 年那时的“我”中国的“比尔盖茨”写简历。二、功能结构型整体教学该课型的整体教学分三步来进行，即“激活已知来预测未知 (pre-reading) 整体理解与局部点线分析 (while-reading) 整体综合性运用 (post-reading) ”。在初三下学期的复习阶段，老师可以选用高一教材中的一课，既可开阔初中生的阅读眼界，又为他们的高中学习的衔接打下一定基础。以 look carefully and learn 一课为例：内 容：LOOK CAREFULLY AND LEARNMy friend Paul will never forget his first chemistry teacher.He was a little man with thick glasses ， but he had a strange way of making his classes lively and interesting.And his lessons were not easily forgotten.Paul remembers one of his first lessons from this teacher.After the students were all in the chemistry lab ， the teacher brought out three bottles.One was filled with petrol ， one with castor oil and one with vinegar. “Now watch carefully ”said the teacher.He then filled a cup with some of the petrol，some of the castor oil and some of the vinegar.As the students watched him quietly ，he mixed the three together.After that，he held up one of his fingers and showed it to the class.He then dipped it into the cup.After a few seconds he took his finger out. “Now watch ，”he said. “Remember，you must do everything as I do.”He put a finger in his mouth ，tasted it and smiled ，looking rather pleased.Then he handed the cup around the class of students.Each student dipped a finger into the mixture and sucked it.Instead of smiling ，each of them made a face.The mixture tasted terrible.When the cup was at last returned to the teacher ，he said sadly ，“ Im sorry ，none of you watched carefully enough.Yes ，I sucked a finger ，but the finger I put into my mouth was not the one I had dipped into the cup. ”It was Pauls first important lesson as a student of chemistry and he never forgot it.步 骤：Step1: (Pre-reading) ：激活已知来预测判断未知( 说明：在“激活已知来预测判断未知”环节，老师通过多种手段来激发学生对阅读的兴趣，激活学生业已储备的与课本内容相关的背景知识并创设一定的语言环境，启发和调动学生去预测课文大意。 )操作过程：1. 板书并分析标题标题往往是 课文中心思想的浓缩，当标题的内容接近学生生活时， 标题分析便成为激活并调动学生与课文相关知识经验的契机，熟悉的内容使他们有话可说，甚至有感而发，兴趣油然产生，为下一步的课文阅读作铺垫。板书： Look Carefully and Learn 设疑：问题 1: ( 集体回答 ) “ Looking carefully ” means what?( 启发学生回答 Looking attentively ， sometimes with our eyes and mouths wide open ，老师指出这只是注意观察外部特征，还应该重视内部特征 Asking silently and thinking actively.)问题 2: ( 小组讨论 )Learn what from a text and how to learn it?通过讨论达以下共识：学习内容 (what to learn) ：A. 掌握中心思想 (general ideas)B. 吸收文章信息 (who/whom/when/where/what/how/why)C. 内化语文知识 (word/grammar/pronunciation)D. 感悟生活启迪 (What a lesson can we draw from the text?)学习方法 (how to learn) ：A.skip ：就课文内容提出一个浅显的问题，通过限时跳读让学生寻求答案，训练合理运用眼球，养成阅读习惯，另外简单的提问容易让学生产生成就感。B.scan ：搜索型快读，重点抓文章的 WH 信息。C.skim ：浏览型快读，迅速抓文章大意或中心思想。D.meditative reading ：思辨型阅读，需要学生开卷而读，伏卷而论，闭卷而思。2. 模拟演示与观察 当生活中能找到与文章情节类似的环境和例证时，老师可以设置情景对课文内容进行超前模拟。如 “红鼻子与黄鼻子” ，这是老师所设计的一个与课文内容很接近的一个语言环境，老师拿出一瓶红色广告颜料和一个一次性塑料杯，将部分颜料倒入杯中，老师将一个指头放入杯中，要求学生传递杯子并将手指粘上红颜料，老师接着将手指按在鼻子上，要求学生也这样做，然后数一数有多少人的鼻子是红颜色，问题的 关键是老师放入杯子的手指不是按在鼻子上的那一个，不注意观察的人不易发现指头的替代变化。老师在演示的过程中运用课文中的词语交代演示内容：演示：I bring out one plastic cup.Watch carefully.I fill the cup with some colour.Now the cup is filled with the red colour.I hold up my finger and put it into the cup.I dip the finger into the colour.I take it out and show it to you.I put the finger on my nose.Remember ， you must do everything as I do.Obey the teacher and you will be a good student.Please hand the cup around the class.The cup will be returned to me.设疑：Why have so many noses been turned into red noses.释疑：I am sad.Some of you watched me carelessly.The finger I put on my nose is not the one I put into the cup.3. 通过预见性结论揭示主题 Whats the relationship between looking carefully and learning? If carefully ,what happens? Unless carefully what happens? The text talks about a chemistry lesson.Through a trick , the teacher wanted to tell the students how important observation is in the process of learning.While-reading 整体综合理解与局部点线分析1. 整体综合性理解 通过多层次的整体阅读训练快速阅读的方法与技巧。 skip 训练学生转动眼球的阅读技巧，完成简单的阅读任务； skim 验证预阅读环节对课文大意的预测； scan 要求学生在快速阅读时进行比较准确的记忆；比照性阅读 read by conreast 检验课前模拟性演示，实现知识在一定情景下的迁移和习得。(1) Skip and skim ： Read the text in a dancing way to say how many characters.And read fast to test and verify the general ideas of the text.(2) scan ： Read to know what ， when ， where from the text (teacher/students/conduction of a lesson/many years ago/in the lab/some careless students)(3) Read by contrast ：A. 找课文内演示与现场演示之间的相同点 a. 目的相同： (the purpose) Stress the importance of observation in the process of learning.b. 方式相同： (the way) Use demonstration to supply a positive example and counter example for the purpose of showing how important observation is.(If so or if not)c. 效果相同： (the effect)Make the lesson vivid and interesting.B. 找课文内演示与现场演示之间的差别a. 演示所涉及的人物不同 (characters)b. 时间不同： (time)c. 地点不同： (place)d. 演示的工具和过程不同： (aids and process)通过类比要求学生运用新词重新描述演示过程，在此过程中，老师适当正音。2. 局部“点”“线”分析性阅读 局部阅读在段落中围绕 topic sentence 来展开，要求学生开卷而读， 伏卷而思，闭卷而论。局部分析性阅读中的“点”指每个段落中的 topic sentence ，“线”则含义丰富，包括“信息线” ( 从细节上进一步了解每个段落表达的内容 ) 、“思想线” ( 段落内容涵盖对人及生活的启示 ) 、“知识线” ( 习得或学得段落中所包含的词汇、语法、语音等知识 ) 、“方法线” ( 渗透学法指导 ) 。(1)Read or listen to the tape of the textA. 向学生介绍如何寻找主题句the beginningthe endthe middlenoneB. 板书主题句a.My friend Paul will never forget his first chemistry teacher.b.Paul remembers one of his first lessons from this teacher.c.Now watch.You must do everything as I do.d.Instead of smiling ， each of them made a face.e.He said sadly none of you watched carefully enough.(2) 围绕主题句问答：( 通过问答的方式，弄清段落内部的因果联系，揭示段落内容对学生的启示，带出并运用重要的语言点并习得语言知识。 )A. My friend Paul will never forget his first chemistry teacher.Question 1 ： Why will Paul never forget him ?I think there are two reasons to explain that.His appearance ： He was a _ man _think _ .His teaching ： He had a strange way of _ his classes _ _ .Question2 ： What a lesson to draw from this paragraph ? It tells us that a good teacher is just like a book worth reading all your life.( 启迪：好的老师就像一本书，值得一生去品位。 )B. Paul remembers one of his first lessons from this teacher.Question 1 ： Why does Paul remember ? Because of his demonstration.Can you describe it ? The teacher _ _ three bottles.One _ _ _ was .One with _ .Question 2 ： What inspiration for you?Good learning method worth cherishing.( 启迪：好的方法值得珍藏。 )C. Now watch.You must do everything as I do.Question 1 What does“ everything ”mean in the sentence ? (hold up ；show to ；dip into ；put in ；taste .suck)Question 2 ：What inspiration ? Observation is the best teacher.( 启迪：观察是好的导师 )D. Instead of smiling ， each of them made a face.Question 1 ： Usually experiment is interesting ， but why did the teacher and students showed different facial expressions? Question 2 ： What s the teacher s expression ?Perhaps he _ ，_ _ _ ( smiled ， looking rather pleased) ， for he was _ _ (pleased with)his trick.Question 3 ： Why did the student make a face without smiling ?Question 4 ： What inspiration ? Carelessness is a kind of punishment life gives you all.( 启迪：粗心大意是生活给你们的惩罚 )E. He said sadly ，“ I am sorry ， none of you watched carefully enough.Question 1 ： Why did he say so ? The finger _ was not the one _ .Question 2 ： What inspiration ? The teacher s disappointment contains expectations.( 启迪：老师的失望中蕴涵着期待 )Step3 ：（ While - reading ）综合巩固性运用( 说明：综合巩固性运用通过全方位的手段，例如将叙述性语言转化为对话语言，将文字语言转化为肢体语言，将单向问答转为多向交流，目的是通过读者与作者、读者与老师，读者与读者之间的交流进一步加深对课文的理解，挖掘意义，巩固语言知识运用，用现场交流等形式取代课文复述、背诵等机械记忆的巩固方式，说明在巩固操练环节仍然要坚持以意义为中心。) 将叙述性语言转换为对话语言，通过角色表演来进行巩固性演练。 (1) 老师交代任务并示范T ：Now group work.If you were Paul ，how to conduct the lesson ? Let me demonstrate what you will do.T ：Class be