课后笔记6--阅读教学

1、六级阅读技能目标(1) 基本形成对不同目的的不同的阅读方法与技巧(2) 基本把握不同体裁的文体特征，形成对所有常用体裁的阅读能力(3) 基本形成对于阅读过程、阅读质量的自我监控与评价能力(4) 能从一般文字资料屮获取主要信息(5) 能利用上下文和句子结构猜测词义(6) 能根据上下文线索预测故事情节的发展(7) 能根据阅读目的使用不同的阅读策略(8) 能通过不同信息渠道查找所需信息models for teaching reading bottom-up model读者经过对字母、词、短语直至更大的语言单位(如句子)的逐级识别而建构语篇的意义。 “自下而上”的过程强调把文本材料作为信息输入从低级

2、到高级单位的认知处理流程，又 被称为“材料驱动"(data drive id程)。依照这个模式去理解阅读过程，教师在教授阅读课 时，主要任务就是帮助学生解决语言上的障碍，即弄清词的意义、短语的意义和句子的 意义。但是随着对阅读理解过程的深入研究发现，学生在阅读时，语言问题解决了，但对文章 的理解并不一定能够解决，对作者的意图并不一定能够把握。这个过程低估了读者的主 动作用，没有把阅读者看成信息的积极处理者。 top-down model根据这种观点，背景知识比词汇问题更重要。阅读中，读者所需要的更多是相关经历和 对文章背景知识的了解。不同的读者由于其经历不同对文章的理解可能会相差甚远

3、，这 也许就是为什么阅读异文化的材料比阅读本族文化材料要难，阅读不同时代的材料比阅 读同时代的材料耍难。但是这个模式在强调读者背景知识作用的同时，似乎忽视了词 汇识别、语法结构处理等低层次的阅读技巧。事实上，快速、准确地识别文本中的语言 特征对于流利的阅读是至关重要的。 interactive model认为阅读不单纯是“自下而上'或“自上而下”的过程，而是两者相互作用的处理过程。交互 作用模式强调了阅读处理过程的双向性和交互性，认为阅读过程的各个层次z间存在交互作 用，因而解释力更强。图式(schema)理论该理论强调人u经具有的知识及知识结构对当前的认知活动起决定作用。按照图式理论

4、，人 脑中所贮存的知识都组成单元，这种单元就是图式。对阅读而言，图式一般分为三种类型: 语言图式(linguistic schema);内容图式(content schema)和修辞图式(rhetorical schema)® 语言图式指读者已有的语言知识，即关于语音、词汇和语法等方面的知识。内容图式指读者 对阅读材料所讨论主题(内容范畴)的了解程度。修辞图式指读者对阅读材料文章体裁、篇 章结构的熟悉程度。阅读技能(strategic skills ) 区分 (distinguishing) the main idea from supporting details 略读 (skim

5、ming) : reading for the gist or main idea 查读 (scanning) : looking for specific information 猜测 (predicting) : guessing what is coming next 推 论 making inferences教学阅读的步骤what to consider while planning reading lessons( 1)1. pre-reading stagehow to activate students' schematahow to raise students'

6、; interesthow to help students predict what they will read 2. while-reading stagehow to help students acquire different reading skillshow to help students understand features of a text.3. post-reading stagehow to help students use what they have learned每种教学步骤的方法或途径1 .pre-reading 的方法(1) predicting pr

7、edicting based on the title predicting based on vocabulary predicting based on the pictures predicting based on the t/f questions predicting based on questionsqi. where was jane walking?q2: what did she hear behind her?q3: what was her necklace made of?q4: what did the thief steal (two things)?q5: w

8、hat did he do next?(2) .setting the scene discussing culture bound aspects relating what students already know to what they want to know using visual aids(3) skimming &scanning skimming for gist(s ask general questions(s provide 3-4 statementsq provide subtitles and put in the right place scanni

9、ng for specific in formationfs a numberq a definition(s a name(4) 需注意 bear in mind set a time limit give clear instructions for the task wait until 70% of the students finish how to get feedback answers are scattered throughout the text2. while-reading(1) fast reading快读的原因：让学生快速默读或略读。以阅读理解为目的的阅读教学一定

10、要强调用默读 的方式，而不用朗读的方式，因为朗读影响速度，不易将注意力放在理解上，耐用影响 他人默读。限时是保证学生快速阅读的有效手段。 skimming for gistqask general questions(sprovide 3-4 statementseprovide subtitles and put in the right place scanning for specific informationqa numberea definitionqa name例子如ppt阅读教学38-39(2) reading in detail1) information transfer

11、activitiestransition device 的目的：a. focus on the main meaningb. simplify sophisticated inputc. perfonn tasks while readingd highlight the main structural organizatione involve all the studentsf. precede one step at a timeg. a basis for further oral or written practicetransition device 的方法：a. pictures

12、b. mapsc. tables 表格d. tree diagrams 树形图e. cyclic diagrams 循环图(如：水)f. flowcharts流程图(如：纸的制作)2) reading comprehension questionsa. questions for literal comprehensionb. questions involving reorganization or reinterpretationc. questions for evaluation or appreciationde questions for personal responsee. q

13、uestions for inferences3) understanding references4) making inferenceshomework machinerefer to:silverstein, s. 1981. a light in the attic pp.56-57. new york: harpercollins.t t j i hahahicwm taw囘 w whoho gj -11/ 11/ 11/ 11/ xi s一 1 卞 2 3 4 oe th sgurnto onbke 乜nsta rapeaitt ntmes zcorddok? a隅or .is仇

14、m w t岀i 6predicti onbokattheguessing wordn；?ineaninghsh a piecesea nningsebs inferring 二萨 ning rs deling?5) what kind of h 皐mq do%?。叭。wh；版黒狀篇3. post-reading目的：provide opportunities to relate what they have read to what they already know or feelenable students to produce language based on what they h

15、ave learnedpost-reading 的方法：1) discussion2) role play defining the roles and setting up goals pairing/grouping students and assigning roles preparation: whole class brainstorm possible questions students playing the same roles go into a group to work out the questions role play in pairs/group class viewing/demonstration teacher gives feedback based on active monitoring3) retelling4) gap-filling5) writing produce a tourist brochure for a place described in a text. produce a