初中英语阅读教学的思考.ppt

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1、初中英语阅读教学的思考初中英语阅读教学的思考赵林静赵林静Zhaolinjing 一、初中英语阅读教学的问题反思一、初中英语阅读教学的问题反思二、初中英语阅读教学的目标分析二、初中英语阅读教学的目标分析三、英语阅读教学有关理论和方法三、英语阅读教学有关理论和方法四、初中英语阅读策略四、初中英语阅读策略五、几点个人建议五、几点个人建议一、初中英语阅读的几点思考普遍性的问题 1、技能目标的表述过于笼统，如：培养学生的阅读理解能力。 2、以听为首的输入方式。 在学生对语篇还没有实质性的理解前，老师过早地让学生通过听录音的方式获取相关信息。 3、以学生的出声读作为获取信息的方式。4、过多地关注知识和语篇

2、的表层意义，忽视对文化现象及文本篇章结构的分析，缺少对语篇资源的进一步挖掘。 5、 阅读的输入量不够，不能为学生的输出做充分的铺垫。 6、阅读前将所有生词全部处理，致使学生失去通过上下文猜测词义的训练机会。 二、初中英语阅读教学目标分析二、初中英语阅读教学目标分析1、阅读目的、阅读目的中文阅读的目的中文阅读的目的: 修身养性、增长见修身养性、增长见识、学习技术、了解心灵、发泄欲识、学习技术、了解心灵、发泄欲望、兴趣、获取知识、丰富生活望、兴趣、获取知识、丰富生活2.英语阅读目的：英语阅读目的：Reading for languageReading for informationReading

3、for skillsReading for enjoyment为获取知识信息；为获取知识信息；为提高英语水平。为提高英语水平。 2 2、中学英语阅读教学目的与目标、中学英语阅读教学目的与目标通过阅读英语文章，学生学习英语语言知识，获取通过阅读英语文章，学生学习英语语言知识，获取信息，培养阅读技能、英语学习兴趣和英语阅读信息，培养阅读技能、英语学习兴趣和英语阅读兴趣。兴趣。1.1.能理解英语文章所传递的信息能理解英语文章所传递的信息2.2.能学会英语语言知识能学会英语语言知识3.3.能理解文章所蕴含的文化能理解文章所蕴含的文化4.4.能获取阅读技巧，并能运用阅读技巧进行阅读能获取阅读技巧，并能运

4、用阅读技巧进行阅读5.5.能逐渐形成英语阅读的兴趣能逐渐形成英语阅读的兴趣3.3.课标课标中阅读技能分级目标中阅读技能分级目标七年级阅读技能目标七年级阅读技能目标 能正确地朗读课文；能正确地朗读课文； 能理解简单的书面指令并根据要求进行学习活动；能理解简单的书面指令并根据要求进行学习活动； 能读懂简单故事和短文并抓住大意；能读懂简单故事和短文并抓住大意； 能初步使用简单工具书；能初步使用简单工具书； 除教材外，课外阅读量要累计达到除教材外，课外阅读量要累计达到4万词以上。万词以上。八年级阅读技能目标八年级阅读技能目标 能连贯、流畅地朗读课文；能连贯、流畅地朗读课文； 能读懂说明文等应用文体的材

5、料；能读懂说明文等应用文体的材料； 能从简单的文章中找出有关信息，理解大意；能从简单的文章中找出有关信息，理解大意； 能根据上下文猜测生词的意思；能根据上下文猜测生词的意思； 能理解并解释图表提供的信息；能理解并解释图表提供的信息； 能理解简易读物中的事件发生顺序和人物行为；能理解简易读物中的事件发生顺序和人物行为； 能读懂简单的个人信件；能读懂简单的个人信件； 能使用英汉词典等工具书帮助阅读理解；能使用英汉词典等工具书帮助阅读理解； 除教材外，课外阅读量应累计达到除教材外，课外阅读量应累计达到10万词以上。万词以上。九年级阅读技能目标九年级阅读技能目标 能根据上下文和构词法推断、理解生词的含

6、义；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；事情节的发展和可能的结局； 能读懂常见体裁的阅读材料；能读懂常见体裁的阅读材料； 能根据不同的阅读目的运用能根据不同的阅读目的运用 简单的阅读策略获取简单的阅读策略获取信息；信息； 能利用字典等工具书进行学习；能利用字典等工具书进行学习； 除教材外，课外阅读量应累计达到除教材外，课外阅读量应累计达到15万词以上。万词以上。Book 5阅读教学材料分析阅读教学材料分析语篇

7、教学示例(Lesson 2, Unit 1, Book 5) Chinas First Gold in SwimmingZhuang Yong swam her way to a gold medal today. It was the first gold medal in an Olympic swimming event for our country. Zhuang Yong won the womens 100-meter freestyle with a time of 54.64 seconds.It was a very close race. When it was over

8、, no one knew who had won. It seemed that Zhuang Yong and Jenny Thompson, an American swimmer, had finished at the same time. When it showed: “First, Zhuang Yong, China. Second, Jenny Thompson, U.S.A.”, the Chinese spectators at the swimming pool jumped up and down, cheering. They were very excited!

9、Zhuang Yong surprised everyone. Before the Olympics, her best time had been slower than Miss Thompsons. Miss Thompson had set a world record in the 100-meter event, with a time of 54.48 seconds. But today Zhuang Yong caught up with the American swimmer. She also won two silver medals. Zhuang Yong be

10、gan swimming when she was eight years old. She is one of the four Chinese women to win Olympic medals in swimming at the 1992 Olympic Games. The otheres are Qian Hong, Lin Li and Yang Wenyi.Pre-reading Step 1: Lead inProject a picture or CAI about a swimming event.Thinking or discussing: Are you int

11、erested in sports?What sports do you like best?What sports are you good at?Have you ever gone swimming?Where do you like to swim?Have you watched Olympic Games on TV?Who is your sports star?While-readingStep 2:Skimming (Reading) Pre-reading tasks: Read the passage in 2 minutes and try to tell us the

12、 main idea of the passage in one or two sentences.Individual or pair work (discussing in pairs): try to sum up the passage.“Zhuang Yong surprised us at the 1992 Olympic Games. She won the first gold medal in swimming for China.”Step 3: Scanning (maybe one or two times) (for some special information)

13、Pre-scanning tasks: 1. How long did Zhuang Yong spend in the 100- meter freestyle? 2. Who was the second winner? Scanning Post Scanning: Ss write the right answers and then exchange paper with their partners.Step 4: While-reading (for details) and speaking 1. What did the Chinese spectators at the s

14、wimming pool do? Why? 2. What record had Miss Thompson set? 3. Who were the other three swimmers winning the gold medals at Barcelona in 1992?Step 5: A fourth reading (to deal with some new words or language points)Encourage Ss to tell the meaning of the following: a close race -The runners reached

15、the goal almost at the same time.( athletes,players,teams) almost get the same score) catch up with e up to sb. seem It seemed that they had finished at the same time. -They seemed to have finished Post-reading tasks:1. Who is your favorit sports star?2. How do you like him or her? Book 2 Unit 1May

16、I Invite Danny and Jenny?Step 1 Lead in (1minute)Show pictures of peoples preparation for Beijings Olympic Games.Many visitors are hoping to go to Beijing. Do you want to go to Beijing?Step 2 Fast Reading (skimming)Get a general meaning by asking questions:1. Who does Li Ming want to take to Beijing

17、?Step 3 Intensive readingQuestions: 1. Who does Li Ming want to invite to China?2. When does Li Ming leave?三、英语阅读教学有关理论和方法三、英语阅读教学有关理论和方法1. 阅读方法阅读方法2. 阅读材料阅读材料3. 阅读策略阅读策略4. 阅读教学原则与模式阅读教学原则与模式1 阅读的方法阅读的方法Reading aloudSilent readingMannerSpeedPurposeSkills involvedForm of activityLevel of difficulty i

18、n classroom management阅读的方法阅读的方法Reading aloudMannerUtterance of every wordSpeedslowPurpose(s）Share inf. With others;Appreciation MemorisationSkills involvedPronunciation;IntonationForm of activity Collective activity；Individual activityLevel of difficulty in classroom management Easy to manage as it

19、 can be observed and heard阅读的方法阅读的方法Reading aloudSilent readingMannerUtterance of every wordSilentSpeedslowUsually fast(10 lines at 1 glance)PurposeShare inf. With others;Appreciation MemorizationFor getting or extract inf. ; for pleasureSkills involvedPronunciation;IntonationEffective strategiesFor

20、m of activity Collective activity；Individual activity Individual activityLevel of difficulty in classroom management Easy to manage as it can be observed and heard Difficult to manage as teachers cannot see what is going on in the students mind2 阅读材料（阅读材料（50） What do we read?Calendars AddressesPhone

21、 booksName cardsBank statementsCredit cardsMapsAnecdotesWeather forecastPamphletsProduct labelsWashing instructionsShort storiesNovelsPlaysPoemsHandbooksNoticesClothes size labelsGraffiti on wallsChildrens scribblingInformal lettersBusiness lettersRules and regulationsElectronic mailFax messagesJunk

22、 mailPostcardsComic booksGreeting cardsNewspapersDiplomasApplication formsStore cataloguesPostersName tagsMagazinesRadio/TV guidesAdvertisementsTravel guidesCookbooksRepair manualsStreet signsSyllabiJournal articlesSong lyricsFilm subtitlesDiagramsFlowchartsWebsites3 阅读技巧阅读技巧(1) Read aloud: pronunci

23、ation and intonation new words and the stress patterns of English confidence in speaking the language.Practice reading aloud in class ?(at proper time)Read aloud after Ss comprehend the textLearn the text through silent reading; then practice reading aloud by using an audio tape to provide a good mo

24、delRead aloud after adequate practice( booster Sss motivation and confidence; feedback)2)Silent reading (Reading skills) Skimming; Scanning; Predicting; Guessing unknown words from the context; Understanding details; Understanding relations between sentences and paragraphs; Understanding references;

25、 making inferences; Evaluating the writers attitudes and opinions. 4 阅读教学原则与模式阅读教学原则与模式（ Principles and models for teaching reading)1) PrinciplesA. 取材（材料分析）：取材（材料分析）：accessible to studentsB. 任务设计（任务设计（Tasks ）: clearly given in advance. selective and intelligent reading for the main meaning vs test t

26、he students understanding of trivial details. develop reading skills vs test their reading comprehension.C. 教师的作用（教师的作用（The teacher） help students not merely to copy with one particular text in class but to develop their reading strategies and reading ability in general. provide enough guidance and

27、assistance at the beginning to help students read and develop reading strategies gradually withdraw his/ her guidance as students progress so that they eventually become independent readers.(2)ModelBottom-up model: A.Introduce new vocabulary and structuresB.Go over the text sentence by sentence and

28、paragraph by paragraph with the studentsC.Ask and answer questions to check comprehensionD.Ss read aloud the text(A linear process from recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text )(2)ModelTop-down modelA.Teach background knowle

29、dgeB.Read and guess meaning from the text.(Goodman1967: reading is a psycholinguistic guessing game.)Interactive modelA.Pre-readingB.While-readingC.Post- reading(Good language skillsautomatic recognition of words and phrases, understanding sentence structures, building a discourse structurea decodin

30、g process) 3 Reading Activities (1)Circle (2)Draw (3)Underline (4)Fill in blanks (5)Match with the pictures (6)Make conversations (7)Answer questions (8)Number the pictures/find the place教学案例教学案例课堂结构：写作课堂结构：写作1.描述描述a famous person所需的所需的words/expressions/sentences2.谈论熟悉的人，好朋友或喜爱的老师谈论熟悉的人，好朋友或喜爱的老师（pa

31、ragraph）3.阅读获取所需知识和信息阅读获取所需知识和信息4.根据信息，在老师的指导下谈人物根据信息，在老师的指导下谈人物5.根据信息写你所崇拜的人根据信息写你所崇拜的人八年八年级（下）阅读策略训练内容级（下）八年八年级（下）阅读策略训练内容级（下）阅读策略训练内容阅读策略训练内容 Learn to predict what will be read in order to acquire new information. Learn to use a learners dictionary in order to use new words better. Learn to read

32、the title and the first sentence of each paragraph before you read. Learn to guess the meaning of the words you dont know from the context. Learn to scan the text to find detailed information without reading the whole text. Learn to find topic sentences to help understand what the paragraph is about

33、. Learn to summarize a passage by answering “who, what, where, why, how, etc.” questions while reading Learn to reflect after reading in order to remember things better.九年级教学设计分析九年级教学设计分析1.以以dream为话题组织教学材料：为话题组织教学材料：Dreamstudents dreamBill Gates dreamMartin Luther Kings dream2.强调从阅读文本中获取语言知识强调从阅读文本中

34、获取语言知识3. 阅读技巧使用？（阅读技巧使用？（fast reading and careful reading）4.文体及文章的基本结构（文体及文章的基本结构（Survey report.） 四、初中英语阅读技能四、初中英语阅读技能 1. Learning strategy: Using dictionaries Dictionaries are useful learning tools. But many English words have different meanings. We need to make sure that the definitions we find in

35、 dictionaries match the context. 2. Learning strategy: Using context Always use the information around the words or phrase you dont understand. You can learn a new language in this way, or understand a what is necessary to complete a task.3. Learning strategy: Activating your language learning“Readi

36、ng” is a passive activity. To really learn any new language, you need to use it actively. For example, after reading, do an “active” task by using the new language in sentences of your own.4. Learning strategy: Using what you knowYou know more than you think. When you are faced with a task or situat

37、ion, use what you know already to help you learn more, or deal with the problem.5. Learning strategy: Reading with focus1. Adjust your speed according to the amount of detail you need to take in. 2. Underline key points as you read to remember what you read. 3. Read faster the second time.6. Learnin

38、g strategy: Knowing different styles of EnglishThere are many styles of English. To learn to “speak” English, read plays and novels that contain spoken English. And to learn to write English, read newspaper articles. Notice the difference.7. Learning strategy: Personalize what you learnTo learn some

39、thing effectively, it is important to make it your own. Instead of learning the example in the book, create one yourself, using your own experience and ideas. 8. Learning strategy: Co-operative learningTwo brains can usually work better than one and faster too. To be creative or to learn better, wor

40、k together with somebody, and be inspired by them. Share your ideas.9. Learning strategy: Using parts of speechIf you dont understand a word or phrase, ask yourself what part of speech it is. It might be a noun, a verb, or a preposition, for example. Knowing what it is can help you understand better

41、. And it allows you to use the word or phrase correctly in the future.10. Learning strategy: Having a positive attitudeYou will only succeed if you think you can. In everything you do, think only that the mistakes you make are necessary for you to learn and understand.11. Learning strategy: Mind map

42、pingUse mind mapping to remember information. Make a mind-map, change the information you read into a colourful picture of words. The brain recalls pictures more easily than written information. 12. Learning strategy: Using suitable languageThe culture of a nation is in its language. It is not enoug

43、h to only know its grammar. It is also very important to choose the suitable language for every situation. 五、几点个人建议五、几点个人建议 一、细化技能目标，引领阅读教学一、细化技能目标，引领阅读教学 教学目标应该分层次、具体化，而不是空泛、笼统的。因此，我们在设计阅读教学时，应运用具体、明确的语言表述教学目标，增强目标的指向性和可操作性。 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等

44、。 定位课型特点，把握输入方式。定位课型特点，把握输入方式。 学生在阅读文本的过程中，能有效运用某种阅读策略，对文本中的有效信息进行解码，理解相关信息，通过大脑进行编码，提取有效信息。 应以快速阅读领先，而快速阅读应该是用眼睛和大脑直接获取文字信息并达到理解的阅读（胡 春洞，1999）。 通过让学生听录音理解语篇的语言输入形式，主要是训练学生用耳朵和大脑获取信息的能力，无疑是听、说课的主要技能目标之一，用在阅读课的伊始，显然不合适； 而让学生在刚接触阅读材料时就通过大声朗读理解语篇的做法，不仅影响阅读的速度，而且影响对全文的理解（胡春洞， 1999），因为此时学生的关注点不在对语篇的意义理解上

45、，而是在语音、语调上。诚然，听、说、读、写都是英语学习的语言技能，都需要在学习过程中得到培养和发展，然而，不同的课型所侧重的语言技能是不同的。 老师们一定要注意：力避在阅读课上采用“听为先”的输入方式。 恰当处理词汇，集中分散结合恰当处理词汇，集中分散结合 词汇教学要把握好一个“度”。 完全不教和全部都教都是不可取的。哪些教哪些不教要依据课标中的相应级别要求、依据 学生的实际认知水平而定，并非一节课出现多少就要求教多少；老师可先重点处理语篇中的核心词汇，如: 说明主题的关键词、有可能影响学生语篇意义理解的生词等，数量一般在 5 个左右； 词汇教学应本着感知和理解词义先行、直接式与间接式结合、集

46、中式和分散式结合的原则要注意提高学生的词汇学习能力，如: 如何根据上下文和构词法推断、理解生词的含义，而不只是老师不厌其烦地领读。此外，还应注意：提前教全部生词对阅读语篇没有什么意义，它会使学生失去猜测词义的机会，不利于学生词汇学习能力的提高。 巧设问题激发，加强文本挖掘巧设问题激发，加强文本挖掘 对语篇需从两个方面去关注：意义方面和语言本身（语言 知识和语篇结构）(Focus on meaning &Focus on language)。具体的认知内容包括：主要观点；内容主线（细节信息）；寻找段落主题句；归纳段落大意；引入相关知识；篇章结构。 阅读教学特别需要老师创造性地设计一些引人深思的问

47、题，引导学生主动挖掘阅读材料中蕴含的丰富的内容，在理解语篇意义的基础上，进一步关注语言学习和对篇章结构的分析、把握。由于阅读理解是以阅读的方式对文本的解读，每个读者都会基于自身的经验和判断提出自己的见解，所以老师在解读文本的过程中要注意倾听学生的声音，帮助学生更全面的了解文本。 注重过程扎实，确保教学实效注重过程扎实，确保教学实效 “PWP”的划分方式，即：Pre-reading, While-reading 和 Post-reading。 对于教材中的多数阅读文本，学生是感兴趣的，教师无需进行过多的读前“开导”。导入活动设计一定要简约，过多的“预备动作”会消磨学生的心力，降低阅读的期待。wh

48、ile-reading是核心环节，需精雕细刻。While-reading 至少要实现三个目标：一是充分获得信息（主旨大意和具体信息等），这是主要目标；二是理解文本中的语言知识；三是理解文本的篇章结构。这一过程是需要一定的时间才能完成的。时间的长短受语篇的长度、学生的阅读速度、 不同的阅读目的和不同的阅读任务等诸方面因素的影响和制约。 有效整合资源，实践阅读策略有效整合资源，实践阅读策略初中英语教材，可谓百科大全，有天文地理、古今人物、自然科学、人情风貌，还有社会政治等方方面面。可以在研究教材、整体把握的基础之上，打破教材的编排顺序，按体裁对阅读材料进行分类，据此，制定长、短期的阅读教学计划 。

49、 例如：某一时期以记叙文体为主，某一时期以应用文体为主，针对不同的体裁，结合学生的特点，指导学生采用不同的阅读策略，运用不同的阅读方法。这种有针对性的训练可使阅读具有更强的目的指向性，使学生在完成某类文本的阅读过程中，逐步掌握阅读的方法和技巧。 在合理利用课本教学资源的基础上，还应根据课程标准中 对不同年级的阅读速度、阅读量的要求，购置符合本校特点的阅读教材，或广泛收集贴近学生实际生活、具有时代特点，内容健康、丰富的阅读资源自编阅读材料。 例如：有关文娱、运 动、饮食文化、著名的节假日、常用典故和俗语等阅读材料。 这种教材在题材和体裁方面要和教材内容相一致、相呼应，发 挥巩固与内化课内所学知识

50、、促进课内阅读教学的功能，促进学生英语阅读能力的提高。 多种途径结合，提高阅读能力多种途径结合，提高阅读能力精读和泛读结合 朗读与默读结合 以精读加强学生的语法、词汇、知识点的系统训练，逐渐扩大阅读面，通过广泛阅读来增进语言和文化，增强英语知识修养，从而提高阅读领悟能力。 根据读的心理机制，适当处理朗读与默读，有利于增强阅读效果，提高独立阅读的能力。对情节比较生动的阅读材料，安排学生分角色带感情朗读，引导学生在朗读中表现自己的理解，表现自己的个性，在朗读中发掘课文深度，既有利于增进理解，也有利于表达能力的提高。 然而，对于初中学生来说，思维日趋深刻，学习策略逐步丰富，对于通过阅读获取信息、加工