初中阅读技能

DevelopingStudents’

EnglishReadingAbility

培养初中生英语阅读能力刘道义liudy@Aimsofreadinginschool

学校阅读的目的Readingskills阅读技能要求Typesofreading阅读的类型Readingmodels阅读的模式Readingstrategies阅读策略Samplelessons课例Aimsofreadinginschool

阅读目的(Grant,1988)Toteachbasicreadingcomprehensionskills

阅读理解技能Toteachreal-lifereadingskills真实阅读技能Todevelopcriticalreadingskills批判性阅读技能Todevelopthestudents’generalknowledge(phonological,lexical,grammatical,cultural,discourseanalysis,etc)学习知识（语音、词汇、语法、文化、语篇分析等）Toactasastimulusfororalorwrittenwork

促进口笔语表达课程标准的阅读技能要求二级：能认读所学词语；能根据拼读的规律读出简单的单词；能读懂教材中简短的要求或指令；能读懂贺卡等所表达的简单信息；能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；能正确朗读所学故事或短文。五级：能根据上下文和构词法推断、理解生词的含义；能理解段落中各句子之间的逻辑关系；能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；能读懂相应水平的常见体裁的读物；能根据不同的阅读目的运用简单的阅读策略获取信息；能利用词典等工具书进行阅读。课外阅读量应累计达到15万词以上。TypesofreadingReadingattheearlystage初始阶段阅读

Readingaloud(practisingpronunciationandintonation)朗读

Recitation背诵

Silentreading(fastreadingforthecontent)

默读Readingatthelaterstage后期阶段阅读

Intensivereading(withtheteacher’shelpintheclassroom)精读

Extensivereading(gradedreadingoutsideclass)泛读ReadingattheearlystagePhonicworkletterssoundsGradedReadingwordssentencestextsLearningtoreadwords,phrasesandsentencesLearningtoreadstories,poems,etcGradedreadingPhonicwork拼音WithorwithoutlearningphoneticsymbolsLettershavesounds.(24)Soundsmakeupwords.Letterscombineinsyllablestomakewords.CV(V)VC(C)

CVCCVCECCVCCVVCCVCC,etcManywordsfollowaregularpattern,butmanydon’t.Teachthespellingrules.Connectspellingwithpronunciation

听其音知其形，见其形知其音Learningtoreadwords

―wordstressAwordwithtwoormorethantwosyllableshaswordstress.

Twosyllablesmonkeydoctorteacherworker▔.againrepeatexcusebetween.

ThreesyllablesormoreelephantSaturdayexercisevisitor▔

˙.tomatoexpensivesuggestion.▔.vegetablealternativenationalityinternationalLearningtoreadphrasesSentencestressabookaChinesebookinkandpaperLiaison

anEnglishclassbread

andmilkit

isthereisthink

about

itas

amatter

offactgood

ideaIncompleteexplosionrightnowaroundthecornerdon’tknoweggplanteightpicturesaskthedoctorSoundchangeWouldyou…?Nicetomeetyou.Didyou…?LearningtoreadsentencesSentencestressandintonationI’manEnglishteacher.Sitdown,please.Whoseeraseristhis?Isthebookontheshelfyours?Aretheboxesyoursortheirs?Youdon’thaveanybrotherorsister,doyou?Whatabeautifulday,isn’tit!LearningtoreadsentencesPausingandrhythm

Twinkle,twinkle,littlestar,HowIwonderwhatyouare.Upabovetheworldsohigh,Likeadiamondinthesky.Twinkle,twinkle,littlestar,HowIwonderwhatyouare.Hesaidthathewouldn’tbeabletocometomorrow.10TypesoftextPracticalwriting(应用文)Recount/Narration(叙述文)Exposition(说明文)Descriptivewriting(描述文)Reports(报道文)Essays(论说文)Stories/novels(故事/小说)Dialoguesorplayscripts(短剧)Poems(诗歌)Graphs,chartsandforms(图表)IntensiveandextensivereadingIntensivereading(mostlydoneinclassroomswiththeteacher’shelp)Extensivereading(mostlydonebystudentsthemselvesoutsideclass)Studentsarerequiredtoreadmorethan150,000wordsoutsideclass.(五级课外阅读量应累计达到15万词以上）FeaturesofIntensiveReading

Mainchanneltobringinformation,knowledge,emotion,experience,andculturetothestudentWiththeteacher’sinstructionandguidance,thestudentdevelopsreadingskillsNewlanguageisrecycledandchecked

Oftenpre-readingtasksaregiventoaidcomprehensionPostreadingtaskstocheckcomprehensionandapplicationAllstudentsreadthesamematerialintheclassTeacherselectsthematerialShorttextsManydifficultwordsDirectemphasisonvocabularybuilding/grammarFeaturesofExtensiveReadingAllthestudentscanreaddifferentmaterialStudentsselectematerialfromthelibraryoronlineWidevarietyofmaterial(genres)Readingatthestudent'sabilitylevelProbablywillinterestthestudentLongertextsFewerdifficultwordsNewwordsareoftenrecycledNotesandglossarieshelpstudentsunderstandthetextMostlyout-ofclassreadingwithlessanxietyEmphasisontheskillofreadingEmphasisonreadingforcomprehension/enjoymentGoodfordevelopinglanguagefeelProvidesinputforspeakingandwriting

Extensive&intensivereadingsmustgohandinhand精读泛读相结合Studentslearnwhatandhowtoreadfromintensivereadingclasseswiththeteacher’shelp.Textbooksforintensivereadingalonecan’tmakeagoodreader.Movebeyondthe‘teachthepieces’modelStudentsneedmassiveexposuretotextStudentshavetobeleftalone–maketheirownmistakesLetthemplan,read,exploreanddiscoverStudentshavetodeveloptheirownsenseoflanguageReadingmodels1Thetop-downapproach2Thebottom-upapproach3TheinteractiveapproachThetop-downapproach

自上而下的模式Readersbringtheirworldknowledgeandexperienceofthetopicinworkingoutthegeneralideaofthetext.Theyguessthemeaningofnewwordsandstructuresorpredictwhatthetextwillbeaboutthroughthecontext.Thentheystudycarefullythewayhowthetextisorganizedandworded.Thismodelisadoptedmostlybynativespeakersortop-levelEnglishstudents.该模式认为读者首先利用世界性知识、语言知识和对问题的了解来理解整体意义，用语境来猜测生疏项目的意义，然后才仔细研究语篇结构以及意义如何表达。本族语阅读者或外语水平较高的读者多采用这种模式。Thebottom-upapproach

自下而上的模式Thismodelisbasedonthebeliefthatreadingcomprehensionisaprocessofdecodingwordsandsentences.Theteacherhastodealwitheverywordandsentence,analyzetheorganizationofthetextinordertohelpstudentsunderstandthetext.He/Sheignoresthestudents’priorknowledgeandexperienceandfocusesonvocabularyandsyntax.Thismodelisusuallyusedforteachingbeginners.该模式认为阅读理解是一个转换代码或处理字词与句子的过程，教师一个个词、一个个句子地逐步处理，分析结构，使得学生理解课文。教师不关注学生已有的知识与经历，而是集中于词汇与句子结构的教学。教初学者多采用这种阅读模式。Theinteractiveapproach交互模式Thisapproachisactuallyacombinationofthetop-downandbottom-upapproaches.Asconsideredpracticalandscientific,itisacceptedbyanincreasingnumberofpeople.Thisinteractiveapproachgivesimportancetoreaders’backgroundknowledgeandpredictionofthetextaswellastheirabilityofdecodingwordsandsentencessoastohelpthemcomprehendthetext.交互模式是以上两种模式的结合，是一种比较科学、比较实用的模式，被越来越多的人所接受。它既强调背景知识，预测的重要性，也重视单词、短语和解码能力，以便帮助学生理解阅读材料。ReadingisaninteractionbetweenTop-downandBottom-upModels.(TomasS.C.Farrell)Readingstrategies阅读策略Whatareeffectivereadingstrategies?Readingstrategiesrefertohowreadersmakesenseofwhattheyread,whattheydowhentheydonotunderstandsomethinginatext,andhowtheycanmakemostofwhattheyread.有效的阅读策略是指读者如何理解所读内容的方法、读者不懂时所采取的对策，以及他们运用所读材料的方法。Readingstrategies阅读策略激活学生的已有的知识和经验预测略读寻读猜测词义分析篇章结构确定主旨大意分析作者目的、态度、隐含的事实等进行总结、结论、判断、采访、讨论、辩论、报道等活动联系自身实际开展活动ReadingstrategiesActivatingpriorknowledgeandexperiences(relevantbackgroundschema)ofthestudents激活学生的已有的知识和经验

Ways:questionsandanswerstalkingaboutpicturespicturecomparisonquestionnairesorquizwordassociationtaskReadingstrategies2.Predictinginvolvesthereadersinactiveinteractionwiththetextbymakingthemthinkaboutwhattheyhavereadandwhattheywillreadnext.预测

Step1PrepareatextStep2ShowtheSsthetitle/picture/firstline/firstparagraph.LetSspredict.Thencheck.Step3RepeatthecycleofStep2.Readingstrategies3.SkimminginvolvesSslookingthroughthetextrapidlyforthegeneralmeaningofthetext略读

Ssneedtoknowhowthetextisorganized,noticethemainpointofaparagraphandhavetheabilitytoinferthemainideaofapassage.Teacherhastoenforceatimelimittoincreasethespeedofreading.Readingstrategies4.ScanninginvolvesSsreadingtofindbasicandspecificinformation.Itisahigh-speedactivitybutslowerthanskimming.寻读

Activities:trueorfalse/fillinblanksquestionsandanswers(wh-questions)fillininformationsheetsverifyingpredictionworkoutthesequenceoftimeandspaceorthelogicalorderofevents(storymap)Readingstrategies5.Guessingmeaningofunknownwordsusingcontextualclues利用语境猜词

Usethesemanticweb(mindmap)tochecktheirknowledgeofvocabularyandhelpthemorganizethewordsintomeaningfulassociationGuessingthroughcontextclues1)Punctuation(运用标点符号引出对生词的解释)Theprincipal

—moneyheputinhissavingsaccounttoearninterest—wassafeeventhoughthebankwasclosedbythepolice.

例句中用了两个破折号把对principal的解释置于其间，说明principal

的意思是sumofmoney。其他用于解释的标点符号有：逗号，小括号和中括号等。2)Explanation(用辅助性词汇和标点符号解释生词意义）

Carloslookeddazed,thatis,stunned,asifsomeonehadshockedhimwithbadnewsorwithaheavyblowtothehead.

辅助性词语thatis能帮助学生理解dazed的意思是stunned。其他辅助性词语还有：meaning,suchas,or,iscalled等。3)Contrast

（通过相关反义词意义帮助理解生词）

Duringofficehourshelookedverytenseandanxious,butonweekendshewasquiterelaxed.

表示转折关系的连词but能帮助学生确定relaxed是tense的反义词。如果学生知道relaxed的意思是atease，就不难理解tense意思是

tight

或

atattention。4)Experience（学生个人的阅历也能帮助理解生词）

Martha'shusbandandmotherdiedwithinamonthofeachother,andshecriedoftenatherterriblesorrows.

家庭悲剧会让人感到非常伤心，这是众所周知的，运用这一常识就能理解sorrows的意思是

greatsadness。5)Context

（上下文也有助于理解）

…Idon’tlikeviolence…butin1963Ihelpedhimblowupsomegovernmentbuildings.

句子前半部分的violence和后半部分中的governmentbuildings有助于解释

blowup，意思是“

爆炸”。6)Definition

（用一个句子给生词下定义）

Shewantedbakedclamsforherappetizer.Anappetizeristhefirstcourseofameal.

第二个词用来给appetizer下定义，由此学生便知道appetizer是开胃菜。7)Hyponyms

（通过下义词推断词义）

Legume,likestringbeans,limabeans,andgreenpeasareimportantinyourdiet.

尽管句子中并没有直接说明

legume是一类植物的名称，但是从其下义词中可以推断：legume是anameforagroupofvegetableswithpods。8)Fromknowntounknown(用学生熟悉的词或短语来解释生词)Themayorwantedprivacybecauseheknewthatbeingalonewouldhelphimsolvehisproblems.

句中privacy指的是beingalone。TeachingvocabularyinreadingUsethecontexttoguessthemeaningPreteachorpreviewUsetheglossaryHelpstudentsuseadictionaryPeerstudyandtesteachotherTakenotesPutitinanexerciseafterthetextUsetranslation6.Analyzingtextstructure分析篇章结构

Aims:todistinguishbetweenmainideasandsupportingideastoidentifymainideastowritesummariestounderstandthewriter’sattitudeandmoodtounderstandhowpartsofthetextrelatedandrecognizecohesivedevicesthatwritersusetousethisknowledgetowritemoreclearlyReadingstrategiesTextstructure篇章结构LanguageContent/informationStructureGeneralideaParagraphsBeginning

Development

SummaryMainideaofeachparagraphTopicsentenceKeywordsSportsgamesbaseballbasketballsoccervolleyballPing-pongInterestingrelaxingeasyfunboringdifficultPre-readingWhile-readingPost-readingU.5,7APost-readingactivities(interviews)InterviewFrank.Doyouhave…?Whohas…?Whatdoyoudo…?WheredoYou…?Isit…?2.TalktoFrankaboutGina.DoesGinahave…?Whatelsedoesshehave?Whydoesshehave…?Doessheplay…?Whatdoesshe…?3.TalktoyourfriendaboutWangWei.DoesWangWeihave…?Whynot?Whatdoes…?Doeshelike…?Why…?Howmany…?Doesheplay…afterclass?Doeshe…with…?Readingstrategies7.Identifyingtopicsandmainideas确定主旨大意

Findingthetopic(keyword)fromalistofwordsRecognizingthetopic(topicsentence)ofaparagraphIdentifyingthemainideaofapassageUseconcept/mindmappingAnalyzingthemainideaandfindingthetopicBrainstormingandpredictingSkimmingScanningDetailedreadingReadingaloudVocabularystudyGrammarstudyU.5,7BPost-readingWhyareelephantssoimportanttoThailand?Whatcanelephantsdo?DopeoplelikeelephantsinThailand?Why?Whyaretheelephantsindanger?Howcanwesavetheelephants?WhenisThaiElephantDay?Whatdoyouthinkofthistext?FactsAnalyzingSynthesizing(Summary)MethodsofconceptmappingSelectionofconcepts选择要点Rankingconcepts排序Clusteringconcepts分层次Rearrangeintoatwo-dimensionalarray重组Linkingconcepts连接UsingcardsClarification

Groupwork

Open-endedness

Readingstrategies8.Findingthewriter’spurposesandattitudes,impliedfacts(causeandeffect,factsandopinions,etc)

分析作者目的、态度、隐含的事实等9.Makingasummary,conclusion,judgment,interview,discussion,debate,report,etc进行总结、结论、判断、采访、讨论、辩论、报道等活动

10.Establishingapersonalconnectiontothetext联系自身实际开展活动

(findapassageparticularlymeaningfultotheSs；explainanysimilarexperiencestheyhavehad；relatetoacharacter,orhowtheyhavebeenaffectedbythestory；makecriticisms)

有效的阅读不仅是指从文章中获取信息，更重要的是把所获得的信息进行加工处理，并运用于现实生活，尤其是运用于自身的生活实际，通过阅读拓宽视野，通过阅读启迪思维，通过阅读塑造自我。

Usequestionsforpost-readingUsequestionsforpost-reading（1）就情感方面的提问：

Howdoyoufeelaboutthesubjectofthereading?Whichpartsofthereadingseemedexciting/dull/funny/depressing?Whydidyoufeelthatway?（2）就阅历方面