初中英语阅读教学省公开课一等奖全国示范课微课金奖课件

刘清波淄博市教学研究室

.3.14阅读教学1/131阅读教学主要性2/131初衷

充分利用教材文本，取得语言学习最大成效。

3/131初中英语阅读教学开展，迫在眉睫。组成我们学业考试卷子，除了小部分句子，大部分都是以篇章形式出现。仅从备考角度来看，阅读教学也是非常之主要。阅读教学主要性4/131而老师们平时阅读教学，却是把新单词、词组、语法从篇章中抽出来，进行单词词组汉译英、英译汉，语法讲解与单项选择练习。假如你不带着书本，你根本不知道老师在讲什么，只知道讲了哪些单词，哪些语法。阅读教学主要性5/131这么教法，在师资水平极其低下年代，尚情有可原。在师资水平已大幅提升，英语资源极其丰富今天，这种教法，就显得很落后，而且效率低下。阅读教学主要性6/131英语也是一个语文。语文教学，不关注语篇，只关注组成语言词汇与语法等知识碎片，既达不到课程标准要求工具性目标，更达不到人文性目标，永远不会有效率，永远不会有境界。阅读教学主要性7/131即使是单词与语法学习，学生也仅仅是机械地记忆。因为单词和语法学习缺乏语境，学生在单词和语法上花费了很大时间与精力，学习效率却很低。有老师，在连续很长时间内，只是讲单词语法，不让学生接触语篇，这么备考，是不可能取得好成绩。阅读教学主要性8/131

TherearemanyreasonswhygettingstudentstoreadEnglishtextsisanimportantpartoftheteacher'sjob.Inthefirstplace,manyofthemwanttobeabletoreadtextsinEnglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.JeremyHarmer:HowtoTeachEnglish阅读教学主要性Whyteachreading?9/131

Readingisusefulforotherpurposestoo:anyexposuretoEnglish(providedstudentsunderstanditmoreorless)isagoodthingforlanguagestudents.Attheveryleast,someofthelanguagesticksintheirmindsaspartoftheprocessoflanguageacquisition,and,ifthereadingtextisespeciallyinterestingandengaging,acquisitionislikelytobeevenmoresuccessful.

JeremyHarmer:HowtoTeachEnglishP68阅读教学主要性Whyteachreading?10/131

ReadingtextsalsoprovidegoodmodelsforEnglishwriting.Whenweteachtheskillofwriting,wewillneedtoshowstudentsmodelsofwhatweareencouragingthemtodo.

JeremyHarmer:HowtoTeachEnglishP68阅读教学主要性Whyteachreading?11/131

Readingtextsalsoprovideopportunitiestostudylanguage:vocabulary,grammar,punctuation,andthewayweconstructsentences,paragraphsandtexts.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponsesandbethespringboardforwell-rounded,fascinatinglessons.

JeremyHarmer:HowtoTeachEnglishP68阅读教学主要性Whyteachreading?12/131阅读维度Definition定义Goals目标Theories理论Strategies策略Modes模式Issues问题13/131阅读定义14/131阅读定义

Readingisasetofskillsthatinvolvesmakingsenseandderivingmeaningfromtheprintedword.

PracticalEnglishLanguageTeaching:YoungLearnersP6915/131

Inordertoread,wemustbeabletodecodetheprintedwordsandalsocomprehendwhatweread.

PracticalEnglishLanguageTeaching:YoungLearnersP69阅读定义16/131

Forsecondlanguagelearnerstherearethreedifferentelementswhichimpactreading:thechild’sbackgroundknowledge,thechild’slinguisticknowledgeofthetargetlanguage,andthestrategiesortechniquesthechildusestotacklethetext.

PracticalEnglishLanguageTeaching:YoungLearnersP69阅读定义17/131

Readingcanbedefinedsimplyasmakingmeaningfromprint.

PracticalEnglishLanguageTeaching:ReadingP2阅读定义18/131

Fourkeyelementscombineintheprocessofmakingmeaningfromprint:thereader,thetext,readingstrategies,andfluency.

PracticalEnglishLanguageTeaching:ReadingP2阅读定义19/131阅读定义

Readingisaprocessofreaderscombininginformationfromatextandtheirownbackgroundknowledgetobuildmeaning.Meaningdoesnotrestinthereadernordoesitrestinthetext.Thereader’sbackgroundknowledgeintegrateswiththetexttocreatethemeaning.

PracticalEnglishLanguageTeaching:ReadingP2-320/131阅读定义

Thegoalofreadingiscomprehension.Fluentreadingisdefinedastheabilitytoreadatanappropriateratewithadequatecomprehension.Strategicreadingisdefinedastheabilityofthereadertouseawidevarietyofreadingstrategiestoaccomplishapurposeforreading.Goodstrategicreadersknowwhattodowhentheyencounterdifficulties.

PracticalEnglishLanguageTeaching:ReadingP321/131阅读定义

Readingisareceptivelanguageprocess.Itisapsycholinguisticprocessinthatitstartswithalinguisticsurfacerepresentationencodedbyawriterandendswithmeaningwhichthereaderconstructs.Thereisthusanessentialinteractionbetweenlanguageandthoughtinreading.

Thewriterencodesthoughtaslanguageandthereaderdecodeslanguagetothought.

InteractiveApproachestoSecondLanguageReadingP1222/131阅读定义

Further,proficientreadersarebothefficientandeffective.Theyareeffectiveinconstructingameaningthattheycanassimilateoraccommodateandwhichbearssomelevelofagreementwiththeoriginalmeaningoftheauthor.Andreadersareefficientinusingtheleastamountofefforttoachieveeffectiveness.

InteractiveApproachestoSecondLanguageReadingP1223/131阅读定义

Toaccomplishthisefficiencyreadersmaintainconstantfocusonconstructingthemeaningthroughouttheprocess,alwaysseekingthemostdirectpathtomeaning,alwaysusingstrategiesforreducinguncertainty,alwaysbeingselectiveabouttheuseofthecuesavailableanddrawingdeeplyonpriorconceptualandlinguisticcompetence.

InteractiveApproachestoSecondLanguageReadingP1224/131阅读定义

Efficientreadersminimizedependenceonvisualdetail.Anyreader’sproficiencyisvariabledependingonthesemanticbackgroundbroughtbythereadertoanygivenreadingtask.

InteractiveApproachestoSecondLanguageReadingP1225/131阅读目标26/131英语课程负担着培养学生基本英语素养和发展学生思维能力任务，即学生经过英语课程掌握基本英语语言知识，发展基本英语听说读写技能，初步形成用英语与他人交流能力，深入促进思维能力发展，为今后继续学习英语和用英语学习其它相关科学文化知识奠定基础。

《义务教育英语课程标准》（年版）阅读目标工具性27/131英语课程负担着提升学生综合人文素养任务，即学生经过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好品格和正确人生观与价值观。

《义务教育英语课程标准》（年版）阅读目标人文性28/131

语言知识语音词汇语法功效话题《义务教育英语课程标准》（年版）阅读目标五个维度目标29/131

语言技能听说读写《义务教育英语课程标准》（年版）阅读目标五个维度目标30/131情感态度动机兴趣自信意志合作精神祖国意识国际视野《义务教育英语课程标准》（年版）阅读目标五个维度目标31/131学习策略认知策略调控策略交际策略资源策略《义务教育英语课程标准》（年版）阅读目标五个维度目标32/131文化意识文化知识文化了解跨文化交际意识和能力《义务教育英语课程标准》（年版）阅读目标五个维度目标33/131ReadingforpleasureReadingforinformationPracticalEnglishLanguageTeaching:YoungLearners阅读目标PurposesforReading34/131一、为寻求知识而读书；二、为寻求技能而读书；三、为满足好奇心而读书；四、是出于情感需要、情感驱使而去读书；五、为了寻求一个生命意义，人生意义，最高、终极意义上价值目标而去读书；六、是关于人该怎么样奋斗，该怎么样向上而读书。香港科技大学丁学良教授《中华读书报》阅读目标读书六种目标取向35/131阅读理论36/131阅读理论Bottom-up自下而上Top-down自上而下Interactive交互SchemaTheory图式理论37/131阅读理论Bottom-up

Bottom-upmodelsconsistoflowerreadingprocesses.Studentsstartwiththefundamentalbasicsofletterandsoundrecognition,whichinturnallowsthemtomoveuptomorphemerecognitionfollowedbywordrecognition,buildinguptotheidentificationofgrammaticalstructures,sentences,andlongertexts.

PracticalEnglishLanguageTeaching:ReadingP338/131

Understandingletters,letterclusters,words,phrases,sentences,longertext,andfinallymeaningistheorderinachievingcomprehension.Withthebottom-upmodel,studentsstartfromthebottom(lettersandsounds)togettothetop(comprehension).PracticalEnglishLanguageTeaching:ReadingP5阅读理论Bottom-up39/131阅读理论Top-down

Top-downreading,ontheotherhand,beginswiththeideathatcomprehensionresidesinthereader.Thereaderusesbackgroundknowledge,makespredictions,andsearchesthetexttoconfirmorrejectthepredictionsthataremade.GrabeandStoller()pointoutthatinatop-downmodelofreading,comprehensionisdirectedbythereader’sgoalsandexpectations.PracticalEnglishLanguageTeaching:ReadingP640/131

Areadingpassagecanthusbeunderstoodevenifnotalloftheindividualwordsareunderstood.Withinatop-downapproachtoreading,theteacherfocusesonmeaning-generatingactivitiesratherthanonmasteryofthebottom-upskillsofletter,sound,andwordrecognition.PracticalEnglishLanguageTeaching:ReadingP6阅读理论Top-down41/131

Goodman(1976),oneoftheoriginaladvocatesoftop-downmodelsofreading,criticizesbottom-upmodelsbecausethereadersbecome“wordcallers”,peoplewhocanreadthewordsonthepagebutdonotunderstandwhattheyhaveread.Goodmanbelievesthatteachersmakelearningtoreaddifficult“bybreakingwhole(natural)languageintobite-sizedabstractlittlepieces”.PracticalEnglishLanguageTeaching:ReadingP6阅读理论Top-down42/131

Theapproachthatisacceptedasthemostcomprehensivedescriptionofthereadingprocessisaninteractiveapproach.Thisthirdtypecombineselementsofbothbottom-upandtop-downapproaches.Thebestreadersinanylanguagearethosewhocombineelementsofboth.PracticalEnglishLanguageTeaching:ReadingP7阅读理论InteractiveApproach43/131

Forexample,mostreadersbeginreadingbyusingtop-downreadingstrategiesuntilthereisaproblem,andthentheyshifttobottom-upstrategies.

PracticalEnglishLanguageTeaching:ReadingP7阅读理论InteractiveApproach44/131

Howdoreadersconstructmeaning?Howdotheydecidewhattoholdonto,andhavingmadethatdecision,howdotheyinferawriter’smessage?Thesearethesortsofquestionsaddressedbywhathascometobeknownasschematheory,thehallmarkofwhichisthatatextdoesnotbyitselfcarrymeaning.

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358阅读理论SchemaTheory45/131

Thereaderbringsinformation,knowledge,emotion,experience,andculture——thatis,schemata——totheprintedword.Threedecadesago,MarkClarke

andSandraSilbersteincapturedtheessenceofschematheory:

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358阅读理论SchemaTheory46/131

Researchhasshownthatreadingisonlyincidentallyvisual.Moreinformationiscontributedbythereaderthanbytheprintonthepage.Thatis,readersunderstandwhattheyreadbecausetheyareabletotakethestimulusbeyonditsgraphicrepresentationandassignitmembershiptoanappropriategroupofconceptsalreadystoredintheirmemories…

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359阅读理论SchemaTheory47/131

Skillinreadingdependsontheefficientinteractionbetweenlinguisticknowledgeandknowledgeoftheworld.

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359阅读理论SchemaTheory48/131Principle1:Readingisnotapassiveskill.

Readingisanincrediblyactiveoccupation.Todoitsuccessfully,wehavetounderstandwhatthewordsmean,seethepicturesthewordsarepainting,understandthearguments,andworkoutifweagreewiththem.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading49/131Principle1:Readingisnotapassiveskill.

Ifwedonotdothesethings-andifstudentsdonotdothesethings—thenweonlyjustscratchthesurfaceofthetextandwequicklyforgetit.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingof

reading50/131Principle2:Studentsneedtobeengagedwithwhattheyarereading.

Aswitheverythingelseinlessons,studentswhoarenotengagedwiththereadingtext-notactivelyinterestedinwhattheyaredoing-arelesslikelytobenefitfromit.Whentheyarereallyfiredupbythetopicorthetask,theygetmuchmorefromwhatisinfrontofthem.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论PrinciplesbehindtheteachingofReading51/131Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.

Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,thenumberofparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,isjustasimportantandwemustgivestudentsachancetorespondtothatmessageinsomeway.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading52/131Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.

Itisespeciallyimportantthattheyshouldbeallowedtoexpresstheirfeelingsaboutthetopic—thusprovokingpersonalengagementwithitandthelanguage.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading53/131Principle4:Predictionisamajorfactorinreading.

Whenwereadtextsinourownlanguage,wefrequentlyhaveagoodideaofthecontentbeforeweactuallyread.Bookcoversgiveusahintofwhat'sinthebook,photographsandheadlineshintatwhatarticlesareaboutandreportslooklikereportsbeforewereadasingleword.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading54/131Principle4:Predictionisamajorfactorinreading.

Themomentwegetthishint-thebookcover,theheadline,thewordprocessedourbrainstartspredictingwhatwearegoingtoread.Expectationsaresetupandtheactiveprocessofreadingisreadytobegin.Teachersshouldgivestudents‘hints’sothattheycanpredictwhat‘scomingtoo.Itwillmakethembetterandmoreengagedreaders.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading55/131Principle5:Matchthetasktothetopic.

WecouldgivestudentsHamlet'sfamoussoliloquy'Tobeornottobe'andaskthemtosayhowmanytimestheinfinitiveisused.Wecouldgivethemarestaurantmenuandaskthemtolisttheingredientsalphabetically.Theremightbereasonsforbothtasks,but,onthefaceofit,theylookabitsilly.WewillprobablybemoreinterestedinwhatHamletmeansandwhatthemenufoodsactuallyare.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading56/131Principle5:Matchthetasktothetopic.

Onceadecisionhasbeentakenaboutwhatreadingtextthestudentsaregoingtoread,weneedtochoosegoodreadingtasks—therightkindofquestions,engagingandusefulpuzzlesetc.Themostinterestingtextcanbeunderminedbyaskingboringandinappropriatequestions;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading57/131Principle6:Goodteachersexploitreadingtextstothefull.

Anyreadingtextisfullofsentences,words,ideas,descriptionsetc.Itdoesn'tmakesensejusttogetstudentstoreaditandthendropittomoveontosomethingelse.Goodteachersintegratethereadingtextintointerestingclasssequences,usingthetopicfordiscussionandfurthertasks,usingthelanguageforStudyandlaterActivation.

JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading58/131阅读策略59/131阅读策略Recognizethesignificanceofthecontent.Recognizeimportantdetails.Recognizeunrelateddetails.Findthemainideaofaparagraph.Findthemainideaoflargesectionofdiscourse.

PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning60/131阅读策略6.Differentiatefactandopinion.7.Locatetopicsentences.8.Locateanswerstospecificquestions.9.Makeinferencesaboutcontent.10.Criticallyevaluatecontent.

PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning61/131阅读策略11.Realizeanauthor’spurpose.12.Determinetheaccuracyofinformation.13.Useatableofcontents.14.Useanindex.15.Usealibrarycardcatalog.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning62/131阅读策略16.Useappendices.17.Readandinterprettables.18.Readandinterpretgraphs.19.Readandinterpretcharts.20.Readandinterpretmaps.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning63/131阅读策略21.Readandinterpretcartoons.22.Readandinterpretdiagrams.23.Readandinterpretpictures.24.Readandinterpretformulae.25.Readandunderstandwrittenproblems.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning64/131阅读策略26.Readandunderstandexpositorymaterial.27.Readandunderstandargument.28.Readandunderstanddescriptivematerial.29.Readandunderstandcategories.30.Adjustreadingraterelativetopurposeofreading.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning65/131阅读策略31.Adjustreadingraterelativetodifficultyofmaterial.32.Scanforspecificinformation.33.Skimforimportantideas.34.Learnnewmaterialfromtext.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning66/131阅读策略1.DiscriminateamongthedistinctivegraphemesandorthographicpatternsofEnglish.2.Retainchunksoflanguageofdifferentlengthsinshort-termmemory.3.Processwritingatanefficientrateofspeedtosuitthepurpose.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MicroskillsforReadingComprehension67/131阅读策略4.Recognizeacoreofwords,andinterpretwordorderpatternsandtheirsignificance.（词序）5.Recognizegrammaticalwordclasses(nouns,verbs,etc.),systems(e.g.,tense,agreement,pluralization),patterns,rules,andellipticalforms.（语法形式）6.Recognizethataparticularmeaningmaybeexpressedindifferentgrammaticalforms.（语法形式含义）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MicroskillsforReadingComprehension68/131阅读策略1.Recognizecohesivedevicesinwrittendiscourseandtheirroleinsignalingtherelationshipbetweenandamongclauses.(连接词)2.Recognizetherhetoricalformsofwrittendiscourseandtheirsignificanceforinterpretation.（修辞）3.Recognizethecommunicativefunctionsofwrittentexts,accordingtoformandpurpose.（交际功效）4.Infercontextthatisnotexplicitbyusingbackgroundknowledge.（背景）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension69/131阅读策略5.Inferlinksandconnectionsbetweenevents,ideas,etc.;deducecausesandeffects;anddetectsuchrelationsasmainidea,supportingidea,newinformation,giveninformation,generalization,andexemplification.（连接、因果）6.Distinguishbetweenliteralandimpliedmeanings.（字面意义语隐含意义）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension70/131阅读策略7.Detectculturallyspecificreferencesandinterprettheminacontextoftheappropriateculturalschemata.（文化）8.Developanduseabatteryofreadingstrategiessuchasscanningandskimming,detectingdiscoursemarkers,guessingthemeaningofwordsfromcontext,andactivatingschematafortheinterpretationoftexts.（策略）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension71/131阅读策略1.Identifythepurposeinreading.(明确阅读目标和指令)2.Usegraphemicrulesandpatternstoaidinbottom-updecoding.（音形关系）3.Useefficientsilentreadingtechniquesforimprovingfluency.（策略）4.Skimthetextformainideas.5.Scanthetextforspecificinformation.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371StrategiesforReadingComprehension72/131阅读策略6.Usesemanticmappingorclustering.(语义图)7.Guesswhenyouaren’tcertain.（猜测）8.Analyzevocabulary.（词汇分析）9.Distinguishbetweenliteralandimpliedmeanings.（字面与隐含意义）10.Capitalizeondiscoursemarkerstoprocessrelationships.（语篇连接词）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371StrategiesforReadingComprehension73/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies1.HavingapurposeItisimportantforstudentstohaveaclearpurposeandtokeepinmindwhattheywanttogainfromthetext.2.PreviewingConductingaquicksurveyofthetexttoidentifythetopic,themainidea,andtheorganizationofthetext.3.SkimmingLookingquicklythroughthetexttogetageneralideaofwhatitisabout.74/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies4.ScanningLookingquicklythroughatextinordertolocatespecificinformation.5.ClusteringReadingclustersofwordsasaunit.6.AvoidingbadhabitsAvoidinghabitssuchasreadingwordbyword.75/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies7.PredictingAnticipatingwhatistocome.8.ReadingactivelyAskingquestionsandthenreadingforanswers.9.Inferring

Identifyingideasthatarenotexplicitlystated.76/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies10.IdentifyinggenresIdentifyingtheoverallorganizationalpatternofatext.11.IdentifyingparagraphIdentifyingtheorganizationalstructureofaparagraph,forexample,whetheritfollowsaninductiveordeductivepattern.12.IdentifyingsentencestructureIdentifyingthesubjectandmainverbincomplexsentences.77/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies13.NoticingcohesivedevicesAssigningcorrectreferentstoproforms,andidentifyingthefunctionofconjunctions.14.InferringunknownvocabularyUsingcontextaswellaspartsofwords(e.g.prefixes,suffixesandstems)toworkoutthemeaningofunknownwords.15.IdentifyingfigurativelanguageUnderstandingtheuseoffigurativelanguageandmetaphors.78/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies16.UsingbackgroundknowledgeUsingwhatonealreadyknowstounderstandnewideas.17.IdentifyingstyleanditspurposeUnderstandingthewriter’spurposeinusingdifferentstylisticdevicessuchasaseriesofshortorlongsentences.18.EvaluatingReadingcritically,andassessingthetruthvalueoftextualinformation.79/131阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies19.IntegratinginformationTrackingideasthataredevelopedacrossthetextthroughtechniquessuchashighlightingandnote-taking.20.ReviewingLookingbackoveratextandsummarizingit.21.ReadingtopresentUnderstandingthetextfullyandthenpresentingittoothers.80/131阅读策略Crookes&Chaudron'slanguageteachingtechniques1-19ControlledTechniques20-28SemicontrolledTechniques29-38FreeTechniquesTeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18681/131阅读策略Crookes&Chaudron'slanguageteachingtechniques1.Warm-up:热身Mimes,dance,songs,jokes,play.Thisactivitygetsthestudentsstimulated,relaxed,motivated,attentive,orotherwiseengagedandreadyforthelesson.Itdoesnotnecessarilyinvolveuseofthetargetlanguage.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18682/131阅读策略Crookes&Chaudron'slanguageteachingtechniques2.Setting:背景Focusinginonlessontopic.Teacherdirectsattentiontothetopicbyverbalornonverbalevocationofthecontextrelevanttothelessonbyquestioningormimingorpicturepresentation,possiblybytaperecordingofsituationsandpeople.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18683/131阅读策略Crookes&Chaudron'slanguageteachingtechniques3.Organizational:组织Structuringoflessonorclassactivitiesincludesdisciplinaryaction,performance,structureandpurposeoflesson,etc.4.Contentexplanation:内容解释Grammatical,phonological,lexical,sociolinguistic,pragmatic,oranyotheraspectsoflanguage.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18684/131阅读策略Crookes&Chaudron'slanguageteachingtechniques5.Role-playdemonstration:角色饰演Selectedstudentsorteacherillustratetheprocedurestobeappliedinthelessonsegmenttofollow.Includesbriefillustrationoflanguageorothercontenttobeincorporated.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18685/131阅读策略Crookes&Chaudron'slanguageteachingtechniques6.Dialogue/Narrativepresentation:对话/故事展现Readingorlisteningpassagepresentedforpassivereception.Noimplicationofstudentproductionorotheridentificationofspecifictargetformsorfunctions(studentsmaybeaskedto“understand”).TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18686/131阅读策略Crookes&Chaudron'slanguageteachingtechniques7.Dialogue/Narrativerecitation:对话/故事背诵Recitingapreviouslyknownorpreparedtext,eitherinunisonorindividually.8.Readingaloud:朗诵Readingdirectlyfromagiventext.9.Checking:检验Teachereithercirculatingorguidingthecorrectionofstudents’work.Providingfeedbackasanactivityratherthanwithinanotheractivity.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18687/131阅读策略Crookes&Chaudron'slanguageteachingtechniques10.Question-answerdisplay问答展示Activityinvolvingpromptingofstudentresponsesbymeansofdisplayquestions(i.e.,teacherorquestioneralreadyknowstheresponseorhasaverylimitedsetofexpectationsfortheappropriateresponse).Distinguishedfromreferentialquestionsbythelikelihoodofthequestioner’sknowledgeoftheresponseandthespeaker’sawarenessofthatfact.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18688/131阅读策略Crookes&Chaudron'slanguageteachingtechniques11.Drill:操演Typicallanguageactivityinvolvingfixedpatternsofteacherpromptingandstudentresponding,usuallywithrepetition,substitution,andothermechanicalalterations.Typicallywithlittlemeaningattached.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18689/131阅读策略Crookes&Chaudron'slanguageteachingtechni