阅读的策略ExploringSecondLanguagereading精选课件

1、Strategiesof Second Language Reading Lv Minying July, 2019第1页，共38页。Some reading strategies can you suggest ? 第2页，共38页。ACTIVE StrategiesA Activate prior knowledgeC Cultivate vocabularyT Teach for comprehensionI Increase reading rateV Verify reading strategiesE Evaluate processB Build motivationP Plan

2、 for instruction and select appropriate reading materials第3页，共38页。阅读策略激活背景知识培养词汇知识传授阅读技巧提高阅读速度验证阅读策略评估学习效果提高阅读动机备选合适材料第4页，共38页。策略1 ：激活背景知识阅读的过程实际上就是读者把书本的知识与读者已有的知识联系起来的过程。1、常识，即读者都具有的世界知识（world knowledge) ；2、我们对具体的一些事物或事情的熟悉程度。第5页，共38页。如何激活背景知识？ 养成良好的阅读习惯；通过阅读前的提问、预测等方式；提供必要的背景知识或引导学生去搜索一些背景知识。第6页，

3、共38页。策略2：培养词汇知识词汇量 vocabulary size （教哪些词汇）；词汇技能 vocabulary skill（如何教词汇）。第7页，共38页。Nation提出的四种词汇教法通过周密地控制或安排阅读材料中的词汇使学生接触目标词汇；在生词自然出现时向学生介绍词汇的意思；把词汇教学与其他教学活动结合起来；单独的词汇教学活动；第8页，共38页。策略3：传授阅读技巧误区：很多阅读活动的目的是检验学生阅读理解的结果，而不是帮助学生去理解。认知活动：思考（thinking ）。即理解阅读材料所表达的意思的过程。元认知活动: 对思考的思考（thinking about thinking ）

4、。即对阅读理解过程的监控。第9页，共38页。元认知技能选择、连接和解释材料中的信息；提出假设和预测；根据材料内容设问；采用自我监控和自我修正策略；评价阅读活动的成果。第10页，共38页。精读和泛读精读：学习语言知识，培养阅读技能；泛读：训练阅读技能和扩大知识面；训练学生把精读课训练的阅读技能运用到泛读中。第11页，共38页。策略4：提高阅读速度只有提高阅读速度，才能真正实现自动阅读（automatic reading）,只有提高阅读速度，才能在有限的时间内阅读大量的材料。第12页，共38页。四种提高阅读速度的方法速度递增阅读；重复阅读；全班同步阅读；自我控制阅读。第13页，共38页。策略5：验

5、证阅读策略这是什么策略？为什么要学会使用这个策略？如何使用这个策略？在什么时候、什么情况下学习这个策略？ 如何评价这一策略的使用情况和使用效果？第14页，共38页。监控自己策略使用情况的方法口头报告（verbal report）或有声思维（thinking aloud）。一边阅读（包括阅读理解的问题）一边自己的思维过程说出来；教师了解学生阅读过程中策略方面的使用情况；学生之间可以相互了解和学习。第15页，共38页。策略6：评估学习效果教师了解学生的进步与不足，调整教学计划，进一步明确以后的教学重点；学生了解自己的不足，调整自己努力的 方向。看到自己的进步，进一步激发学习动机。评估方法：对阅读情

6、况做记录阅读量、阅读速度、阅读理解程度以及测试成绩等等。第16页，共38页。策略7：提高阅读动机Reading for information ;Reading for pleasure;提高动机的方式有：1、提高预期回报；2、降低预期付出的努力；3、提高预期回报的同时，降低预期付出的努力。第17页，共38页。提高预期回报经常表扬学生；设计趣味性较强的活动；设计公平合理的测试题；布置成功率高的阅读任务；让学生清楚阅读目的；让学生自己设问；尽可能使阅读活动有意义，给学生自己选择的空间。第18页，共38页。降低预期付出的努力提供背景知识；明确具体的阅读目的；预习阅读任务；预习词汇；讨论阅读策略；使

7、用成功率较高的阅读材料；把较长的阅读材料分批阅读。第19页，共38页。策略8：备选合适的材料教师要认真考虑：阅读活动所需要的时间、活动的操作步骤、学生分组活动（如讨论）的形式、以及学生的需求、兴趣和实际能力等等。第20页，共38页。Nuttall提出的选择阅读材料的三个原则合适程度（suitability) :指材料是否符合学生的阅读需求、是否课堂教学的需要。可利用程度；( exploitability)：指材料是否能够满足阅读课的目的、是否能够使学生综合运用各种阅读技能等。可读性(readability) ：指阅读材料的难易程度（如词汇量）。第21页，共38页。Oxford Basics阅读

8、教学Simple Reading ActivitiesJill HadfieldCharles Hadfield第22页，共38页。阅读教学培养初级水平的阅读技能Lead-in (导入) -向学生介绍主题并集中他们的注意力。Read and respond（阅读和回答）-活动的主要部分，首先让学生快速阅读课文，然后再仔细阅读。Follow-up（延伸活动）-让学生有机会利用阅读内容中的材料来操练其他的语言技能。第23页，共38页。Lead-in 根据文章主题，就学生个人经历进行提问。询问学生意见并围绕主题展开一个简短的讨论。展示文章所涉及的人或物的图片并让学生对其进行描述。让学生想像出一个类似

9、于文章中所描述的场景或人物。第24页，共38页。Read and RespondSkimming -for global understanding. the beginning and ending the first and last sentence Scanning - for specific information.第25页，共38页。ScanningRead and completeRead and correctRead and drawRead and guessRead and matchRead and reorderRead and sort第26页，共38页。Food

10、 and drinkDear Svetlana,You asked me to tell you what we eat and drink here in China. Well, for breakfast I usually have green tea and rice porridge. For lunch I have rice and vegetables and more tea, and for dinner I have rice again, usually with some pork or chicken. I usually drink tea-again! And

11、 we finish the meal with some soup. On special occasions we have duck or fish for dinner-I like duck, but I dont like fish very much-and in the summer we often have fruit, like mangoes or peaches or melons. I love mangoes! At Chinese New Year we have my favorite meal-dumplings! Please write and tell

12、 me about food in your country.Song Lin第27页，共38页。 Lead-inRead and completeFollow-up第28页，共38页。Lead-in 1Ask learners what they usually have for breakfast, lunch, and dinner. Ask about different seasons and whether they eat any special food in particular seasons.Ask what they eat on special occasions，f

13、or example birthday and festivalsElicit or supply food vocabulary from the text: tea, rice, vegetables, pork, chicken, soup, duck, fish, mangoes, peaches and melons.第29页，共38页。Read and complete2. Put up the text. Cover all of it except for the first sentence. Ask the learners what they think people e

14、at and drink in China. List the suggestions on the board.3. Uncover the text. Did the learners suggest any of the kinds of food and during in the letter? 第30页，共38页。4. Put up this chart and tell the learners to copy itBreakfastLunchDinnerSpecial OccasionsSummerNew Year第31页，共38页。5. Tell them to comple

15、te the chart with the foods Song Lin eats at different times. Tell them to put a tick against those she likes. If necessary, explain New Year and Special occasions. Check learners know what all the different foods mentioned are before they fill in the chart.第32页，共38页。6. Get them to compare their com

16、pleted charts in pairs7. Ask a volunteer to come and complete the list on the board by asking the rest of the class what to write.8. Get the class to try to guess what rice porridge and dumplings might be.第33页，共38页。Follow-upWrite the following headings on the board Fruit vegetable dairy products mea

17、t Explain to the learners that they are categories of food. Give them an example for what goes in each category.Ask the learners to put the different kinds of food in their charts in the correct categories. Then tell them to think of more kinds of food to put in each category.第34页，共38页。Timesaver Rea

18、ding lessonBeing BeautifulBefore readingDuring readingFollow-up activities第35页，共38页。A model reading lessonA moral for any age by Jacob Bronowski第36页，共38页。Strategies for developing reading skillsA note about, evoke the possible prior experience, background about the author the passage.During the First Reading, cover the main themes.After the First Reading, are directed at the sa