初中英语阅读教学及教材使用的几点建议课件

1、初中英语阅读教学及教材使用的几点建议陈道明华南师范大学外文学院School of Foreign StudiesSouth China Normal University(chendm)初中英语阅读教学及教材使用的几点建议陈道明初中英语阅读教学的原则阅读的三种模式格式塔理论及其对阅读教学的启示阅读课中的策略性技能（微技能）对教材使用的几点建议初中英语阅读教学及教材使用的几点建议初中英语阅读教学的原则初中英语阅读教学及教材使用的几点建一. 初中英语阅读教学的原则实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；重视关注内容信息，兼顾关注语言形式和结构；把阅读技能和其它语言技能有机地结合

2、起来。一. 初中英语阅读教学的原则实施英语课程标准的要求，结合初中英语阅读教学的原则(1)实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；广州市的特点广州市的初中英语教学初中英语阅读教学的原则(1)实施英语课程标准的要求，结合综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际视野祖国意识合作精神自信意志兴趣动机交际策略资源策略调控策略认知策略跨文化交际文化理解文化知识话题功能语法词汇语音写读说听课 程 目 标综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际2400-2500 单词1500-1600 单词一门外语过关600-700 单词一级二级三级四级五级六级七

3、级八级九级六年级结束时的要求九年级结束时的要求普通高中毕业要求课程设计思路有条件的地区或学校可以提高相应级别的要求；条件暂不具备的地区或学校可以适当降低相应级别的要求。顺序选修课程 必修课程 任意选修课程一门外语过关一级二级三级四级五级六级七级八级九级六年级结束时小学英语课程目标培养学生学习英语的兴趣。（喜欢唱，喜欢玩，喜欢听，喜欢说，喜欢读。）初中英语课程目标培养学生听、说、读、写的交际能力，特别是听和说的能力。小学英语课程目标培养学生学习英语的兴趣。（喜欢唱，喜欢玩，喜高中英语课程目标在进一步发展学生综合语言运用能力的基础上，着重提高三种能力：用英语获取信息、处理信息的能力；用英语分析问题

4、、解决问题的能力；用英语进行思维和表达的能力。(高中课标. 2003:6)高中英语课程目标在进一步发展学生综合语言运用能力的基础上，实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；重视关注内容信息，兼顾关注语言形式和结构；先关注内容信息，后关注语言形式。词汇的学习要遵循“化整为零，利用语境”的原则。初中英语阅读教学的原则(2)实施英语课程标准的要求，结合本地特点，适当调整对学生的要实施英语课程标准的要求，结合本地特点，适当调整对学生的要求；重视关注内容信息，兼顾关注语言形式和结构（兼顾词汇和语法的学习）；把阅读技能和其它语言技能有机地结合起来。输入活动和输出活动的对立统一；声音活动

5、和文字活动的对立统一；因此：不能孤立地对待听、说、读、写；要提高活动的交互性（interactioin）。初中英语阅读教学的原则(3)实施英语课程标准的要求，结合本地特点，适当调整对学生的要二. 阅读的三种模式The Bottom-Up ModelThe Top-Down ModelThe Interactive Model (The Schema Theory Model)二. 阅读的三种模式The Bottom-Up Model1. The Bottom-Up Model自下而上的模式In this model, reading is regarded as a process of “d

6、ecoding”, which moves from the bottom to the top of the system of language.1. The Bottom-Up Model自下而上的模式SentencePhraseWordMorphemePhonemeTopBottomSentencePhraseWordMorpheme自下而上的模式对阅读教学的影响 这种模式是最传统的模式。在这种模式的影响下，教师在阅读教学中：先解词，后解词组，再后解句，最后才通篇理解。因此，常常是把一篇文章的所有生词放在最前面来单独进行教学。这就是所谓的“扫雷”。自下而上的模式对阅读教学的影响 这种模

7、式是最传统的模式。2. The Top-Down Model自上而下的模式 A prediction-check process（一个假设检验的过程），a guessing gameNot only linguistic knowledge but also background knowledge is involved in reading.2. The Top-Down Model自上而下的模式 SentencePhraseWordMorphemePhonemeLinguistic Knowledge&Background KnowledgeSentencePhraseWordMorph

8、eme自上而下的模式对阅读教学的影响这种模式是对“自下而上”模式的一种反叛。在这种模式的影响下，教师在进行阅读教学的时候，会重视背景知识对理解的作用。因此，教师常常是先提供相关的背景知识，然后进入对材料的理解。自上而下的模式对阅读教学的影响这种模式是对“自下而上”模式的SentencePhraseWordMorphemePhonemeSchemata to be activated:The schema of language;The schema of content;The schema of forms3. The Interactive Model (The Schema Theory

9、 Model)相互作用的模式（图式理论模式） SentencePhraseWordMorpheme图式理论模式对阅读教学的启示重视内容图式的作用，在阅读之前激活学生大脑中的内容图式；重视内容图式和语言图式的相互作用，在语境中猜词义，利用语言知识和背景知识重构作者想表达的信息和意义。图式理论模式对阅读教学的启示重视内容图式的作用，在阅读之前对“图式理论模式”的机械性应用（1）先集中时间学习所有的生词和语法；然后引入主题，提供背景知识，激活学生大脑中的“内容图式” ；再然后进入对课文的理解；最后巩固单词和语法。对“图式理论模式”的机械性应用（1）先集中时间学习所有的生对“图式理论模式”的机械性应用

10、（2）先提供背景知识，激活学生大脑中的“内容图式”，引入主题；然后集中时间学习所有的生词和语法；再然后进入对课文的理解；最后巩固单词和语法。对“图式理论模式”的机械性应用（2）先提供背景知识，激活学机械应用的缺陷把语言和语境分离开来。虽然试图激活内容图式，但在处理生词和语法的时候又把它和语境分离出来了。这时候，内容图式又不起作用了。机械应用的缺陷把语言和语境分离开来。三. 格式塔理论及其对阅读教学的启示格式塔理论：整体的功能 各部分的功能之和e.g.:I + am + a + man Im a man 三. 格式塔理论及其对阅读教学的启示格式塔理论：格式塔理论对阅读教学的启示整体性教学注重语言

11、的整体功能注重语境（Context）格式塔理论对阅读教学的启示整体性教学阅读教学的一般模式Pre-reading: to set the scene, and to predict;While-reading: to get the gist, then to get the specific information (details), and to re-produce language used in the material;Post-reading: to sum up, to make decisions, to give opinions, and to produce lang

12、uage based on what has been learned 阅读教学的一般模式Pre-reading: 四. 阅读的一些策略性技能（阅读的微技能）Predicting; (Setting the scene/situation by using title prompts, picture prompts, vocabulary prompts, etc.) Getting the gist (Skimming)Understanding details (Scanning);Transforming information by using Transition Device;

13、Making inferences;Understanding references;Guessing unknown words; Recognising indicators in the discourse;Recognising the organization of the text;Understanding relations between sentences and between paragraphs; Summarizing; Retelling;Q & A;MC exercises;T/F questions;四. 阅读的一些策略性技能（阅读的微技能）PredictiS

14、etting the sene and PredictingT:What do you read out of class?Why do we read out of class?Do you know what an encyclopedia is?引出单词：encyclopedia,What can we read in an encyclopedia?What animals can we read about in it?What do you expect/want to know about dinosaurs?引出单词： dinosaurs, existed long ago,

15、Setting the sene and PredictinSetting the sene and PredictingT:Can we read about famous persons in an encyclopedia?Have you heard about Walt Disney？引出单词：amusement park, Disneyland, Setting the sene and PredictinSetting the sene and PredictingT:We are going to read two passages from an encyclopedia.

16、One about dinosaurs, and the other about a famous person. What do you expect/want to know about dinosaurs?What do you think was Walt Disney famous for?引出单词：cartoon characters, Mickey Mouse, Donald Duck, Setting the sene and PredictinPredictingPredictingGetting the gist (Skimming)Read the 1st passage

17、 and tell your neibour what a dinosaurs is in a simple/short sentence.Read the 2nd passage and tell your neibour what Walt Disney is.When shall the teacher ask the question(s)?The question(s) must go before reading.Getting the gist (Skimming)ReaUnderstanding details (Scanning)What do we mean by “sca

18、nning”?e.g. : Looking at the timetable at the station.Doing information transfer activities using transition devicesUnderstanding details (ScanninInformation transfer activities using transition devicesTransition device: A way to transfer information from one form, e.g. the text form, to another, e.

19、g. a visual form. Sophisticated Input (SI) Transition Device (TD) Output (OP) Transition devices can be used to make information in text form effectively processed and retained. Information transfer activitieSome transition devicesPictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie

20、 charts, bar charts, flow charts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. Some transition devicesPictureTree diagramTree diagramBar chartBar chartPie chartPie chartExamples of using transition devices Example 1Read the following passage and c

21、omplete the table, which compares the two earthquakes. Examples of using transition At 5:13 on the morning of April 18th, 1906, the city of San Francisco was shaken by a terrible earthquake. A great part of the city was destroyed and a large number of buildings were burnt. The number of people who l

22、ost their homes reached as many as 250 000. About 700 people died in the earthquake and the fires.Another earthquake shook San Francisco on October 17th, 1989. It was Americas second strongest earthquake and about 100 people were killed. It happened in the evening as people were travelling home. A w

23、ide and busy road, which was built like a bridge over another road, fell onto the one below. Many people were killed in the cars, but a few lucky ones were not hurt.Luckily the 1989 earthquake did not happen in the centre of town but about 50 kilometres away. In one part of the town a great many bui

24、ldings were destroyed. These buildings were over 50 years old, so they were not strong enough. There were a lot of fires all over the city. The electricity was cut of for several days too.At 5:13 on the morning of ApriTime Date Location Number of people killed Damage Earthquake in 1906MorningApril 1

25、8thSan FranciscoAbout 700Many buildings were destroyed or burnt.Earthquake in 1989EveningOctober 17thAbout 50 kilometres away from San FranciscoAbout 100A road fell. Old buildings were destroyed. Fires. Power cut.Number of people killed EarthqExample 2 Example 2 Size?Wings?Food?Where?Harmful?Elephan

26、tsBigNo wingsTree leavesNear treesHarmless if they are not attacked.DinosaursCould be as big as ten elephants, and as smail as chickensSome had wings and could fly.Plants, or meateverywhereMany were harmless.Others were harmful.Size?Wings?Food?Where?Harmful?Making inferences;Understanding references;Guessing unknown words;Making inferences;What does the word mean?What does it/its mean here?Why did he become rich and famous?What does the word mean?What dSummarizing; Dinosaurs existed long after human beings. They lived in some parts of the world. They were all very bi