教材文本解读与初中英语阅读教学.ppt

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1、教材文本解读与初中英语阅读教学教材文本解读与初中英语阅读教学如何使用如何使用Go For It!教材上好阅读课教材上好阅读课人民教育出版社英语编辑室 肖菲一、关于英语阅读教学的几个问题一、关于英语阅读教学的几个问题二、教材文本解读与阅读活动设计二、教材文本解读与阅读活动设计一、关于英语阅读教学的几个问题一、关于英语阅读教学的几个问题A. Reading for information.B. Reading for learning the language.C. Reading for learning cultures.D. Reading for writing.E. Reading fo

2、r pleasure.Question 1: Why do we read?A. For general comprehension.B. To search for information.C. To learn new information.D. To synthesize and evaluate information.Question 2: What are the academic purposes for reading?A. To teach the important language points.B. To teach reading strategies. C. To

3、 test Ss reading comprehension.Question 3: What is the main focus when you teach reading?A. Check the students understanding. B. Let Ss talk about the reading.C. Have students read the text.D. Explain the language points.E. Let students use the language.Question 4: What is the major activity of the

4、reading lesson?Question 5: How many times are students supposed to read the passage?A. Once or twice, from the very beginning to the end. B. At least three times, but not necessarily the whole passage.C. It depends on how many reading activities you have to do during the lesson.D. It all depends. A.

5、 Reading for informationB. Reading for learning the languageC. Reading for learning culturesD. Reading for writingE. Reading for pleasureQuestion 1: Why do we read?Answer: A, EA. for general comprehensionB. to search for informationC. to learn new informationD. to synthesize and evaluate information

6、Question 2: What are the academic purposes for reading?Answer: A, B, C, DA. Teach the important language pointsB. Teach reading strategies C. Test Ss reading comprehensionQuestion 3: What is the main focus when you teach reading?Answer: B“阅读教学就应该，也必须以阅读技能的培养和提高为重点。”英语阅读教学英语阅读教学(Developing Reading sk

7、ills) 导读导读A. Check the students understanding B. Let Ss talk about the readingC. Have students read the text D. Explain the language pointsE. Let students use the languageQuestion 4: What is the major activity of the reading lesson?Answer: CA. Once or twice, from the very beginning to the end. B. At

8、 least three times, but not necessarily the whole passage.C. It depends on how many reading activities you have to do during the lesson.D. It all depends. Question 5: How many times are students supposed to read the passage?Answer: DQuestion 6: What level of reading competence are students required

9、to achieve?义务教育英语课程标准（义务教育英语课程标准（20112011版）版）关于阅读技能的五级目标表述关于阅读技能的五级目标表述级别级别 技能技能标准表述标准表述五级五级读读1. 能根据上下文和构词法推断、理解生词的含义。2. 能理解段落中各句子之间的逻辑关系。3. 能找出文章的主题，理解故事的情节，预测故事情节的发展和可能的结局。4. 能读懂相应水平的常见体裁的读物。5. 能根据不同的阅读目的运用简单的阅读策略获取信息。6. 能利用词典等工具书进行阅读。7. 课外阅读量应累计达到15万词以上。 Question 7: What are the common reading st

10、rategies that can be taught to students?Reading strategies that can be taught: Activating Prior KnowledgePredictingSkimmingScanningGuessing meaning of unknown wordsRecognizing text typesIdentifying topics and main ideasWord recognition exercisesThomas S. C. Farrell, 阅读课的设计Planning Lessons for a Read

11、ing ClassQuestion 8: What kind of activities do you usually use during a reading class?True or False? Multiple choice? Ask and answer questions? Fill in the table? Put the events in order?Do you usually use the following activities when you teach reading? guess the meaning of unknown words? predict

12、what the passage might talk about? predict how the story might end? think of a title? describe the authors viewpoint/attitude? find the topic of a paragraph? identify the main idea of a passage? create a mind map based on the passage? use their own words to retell the story? Do you usually encourage

13、 your students to: The aim of the exercises must be clearly defined and a clear distinction made between teaching and testing. Testing will obviously involve more accuracy-type exercises whereas through teaching one should try to develop the skills. The students must be taught how to approach and co

14、nsider the text in order to be independent and efficient readers. 英语阅读教学(Developing Reading skills) READING COMPREHENSION EXERCISE-TYPESI. Sensitizing Inference: through the context Inference: through word-formation2. Understanding relations within the sentence3. Linking sentences and ideas: referen

15、ceLinking sentences and ideas: Link-wordsII. Improving Reading speedIII. From Skimming to ScanningPredicting, Previewing, Anticipation,Skimming, ScanningReading techniquesHow the aim is conveyedI. Aim and Function of the Text Function of the text Functions within the textII. Organization of the Text

16、: Different Thematic Patterns Main idea and supporting details Chronological sequence Descriptions Analogy and contrast Classification Argumentative and logical organizationIII. ThematizationI. Non-linguistic Response to the Text Ordering a sequence of pictures Comparing texts and pictures Matching

17、Using illustrations Completing a document Mapping it out Using the information in the text Jigsaw readingII. Linguistic Response to the Text Reorganizing the information: reordering events Reorganizing the information: using girds2. Comparing several texts3. Completing a document Question-types Stud

18、y skills: summarizing, note-takingUnderstanding meaningAssessing the textI.Fact Versus OpinionII.Writers IntentionFrancoise Grellet, Developing Reading SkillsQuestion 9: What are the procedures of teaching reading? “在具体的阅读过程中，由于阅读内容在具体的阅读过程中，由于阅读内容的不同，作者所采用的表达思想、陈述内的不同，作者所采用的表达思想、陈述内容的方法也不同，而读者本身语言水

19、平、容的方法也不同，而读者本身语言水平、认知能力和阅读目的也有所区别，因此阅认知能力和阅读目的也有所区别，因此阅读的方法也不尽相同。读的方法也不尽相同。”英语阅读教学(Developing Reading skills) 导读二、教材文本解读与阅读策略培养二、教材文本解读与阅读策略培养 单元背景分析单元背景分析 阅读活动分析阅读活动分析 语篇特点分析语篇特点分析 教学重难点分析教学重难点分析教材文本解读案例教材文本解读案例( (七年级下册七年级下册 Unit 11 How was your school trip?)Unit 11 How was your school trip?)单元背景分

20、析单元背景分析 单元目标：话题，功能，结构，词汇 板块联系：先前所学，后续任务 Topic: A school trip to the science museum (diary entries) Function:Describe ones personal experience and feelings during a school trip Structure:Past tense: positive/negative sentence, was/were, past form of verbs Vocabulary:Positive/negative adjectives, othe

21、r new words and expressions Writing:A diary entry of your own school trip 阅读活动分析阅读活动分析 阅读部分每个活动的设计意图是什么？其中渗透了什么策略？ 活动的可操作性和难度如何？是否适用于现实的教学条件和课堂环境？ 学生以什么形式开展活动？活动的结果是什么？想要完成该活动，学生应当具备什么语言水平和能力？ 在课堂教学过程中，学生可能存在哪些困难和障碍？教师可以提供什么支持和帮助？活动设计意图与相关策略：活动设计意图与相关策略： 激活学生已有的词汇储备，呈现部分新词汇，为下面的阅读做好铺垫 (Activating pr

22、ior knowledge) 让学生学会自主整理和归纳词汇，帮助他们构建词汇体系 (Vocabulary learning strategy)Good Bad Pre-reading (1)1 Let Ss get into groups and brainstorm the adjectives that can be used to describe good or bad things. Ss will make two word lists and be ready to report to the class. 2 T introduces some new adjectives b

23、y describing his/her own trip (showing some pics or photos).3 T reads aloud the new words and Ss repeat after the teacher. 4 Let Ss finish 2a and then check the answers.New words: lovely, expensive, exciting, cheap, slow, fastPre-reading (2)1 (Books closed) T tells the Ss that they will read two dia

24、ry entries about school trips. Let Ss predict what the authors might write about.Questions: Imagine you are going to write about your school trip, what kind of things will you write? What adjectives will you use to describe your trip?Possible answers: Time, place, people, weather, transportation, ac

25、tivities, shopping, feelings When, where, who, what, how, why2 Have Ss brainstorm adjectives for each item and write down the words on Bb. T introduces the new words if necessary. Place: beautiful, People: friendly, lovely, Weather: nice, cool, cold, terrible, rainyTransportation: clean, dirty, slow

26、, fast, Activities: interesting, boring, Shopping: expensive, cheap, Feelings: excited, happy, interested, angry, Trip: interesting, excellent, exciting, terrible 3 Let Ss divide the words into different groups: positive, negative, neutral语篇特点分析语篇特点分析 题材 体裁 篇章结构 语言特色 文化内涵 人文素养SkimmingScanning 题材：题材：

27、学校组织的郊游活动 体裁：体裁：日记 语言特色：语言特色：第一人称，描述性形容词（褒义、贬义），一般过去时篇章结构篇章结构 Date Where did they go? How was the place? How did they go there? What did they see? / What did they learn? What did they do over there? How did they feel about the trip?文化内涵与背景文化内涵与背景教学重难点分析教学重难点分析如何进行取舍？如何进行取舍？ 词汇（生词、短语、动词搭配、语块） 目标结构句型

28、长难句 go on a trip by train / take the train along the way play chess with sb. teach sb. how to do sth. buy sth. for sb. take photos it is difficult to do sth not at allJustifying proceduresReasons:1.It is a high frequency word or will occur in other texts.2.It is a useful technical word.3.It is a low

29、 frequency word.4.It is important for the message of the text.5.It is not important for the message of the text. 6.It has useful parts.7.It is easy to guess from context.8.It is like a first language word. Ways of dealing with wordsReasons1, 2, 34, 56, 7, 8Preteach146Replace it in the text before gi

30、ving the text to the learners34, 5Put it in a glossary1，34, 5Put it in an exercise after the text14, 56, 8Quickly give the meaning34, 58Do nothing about it357, 8Ways of dealing with wordsReasons1, 2, 34, 56, 7, 8Help the learners use context to guess1, 2, 347Help the learners use a dictionary1, 2, 3

31、4, 5Break it into parts and explain1, 2, 34, 56Spend time looking at its range of meanings and collocations1, 24, 5Paul Nation, Managing Vocabulary Learning 中小学英语教师发展丛书：词汇教学设计中小学英语教师发展丛书：词汇教学设计Preteach / Quickly give the meaning: robot, guide, gift (Pre-reading 3)Guess the meaning of unknown words:

32、interested, everything, dark, hear all in allPossible Solution1 (Books open) Let Ss read the two diary entries quickly and find out the answers to the questions in 2b.2 Check the answers with Ss and have them circle the clues that support their answers.v June 15th, museum, robots, gift shopv All in

33、all, it was an exciting day. I think todays school trip was terrible. I didnt like the trip at all. While-reading (1)1 (Books open) Let Ss read the diary entries and check whether their predictions are right. Tick the ones that are mentioned in the diary entries. ( ) time ( ) place ( ) people ( ) we

34、ather While-reading (2)2 Let Ss read the diary entries again and answer the following questions. What was the date of the school trip? Did Helen and Jim go on the same trip? How do you know? How was the weather? Did they see anything interesting along the way and in the museum? Was Helen or Jim inte

35、rested in robots? What could they hear in the museum? What else did they do during the trip? Did they buy anything? What did they buy? Did they enjoy the trip? How do you know?1. What was the date of the school trip?2. Did Helen and Jim go on the same trip? How do you know? 3. How was the weather? 4

36、. Did they see anything interesting along the way and in the museum? 5. Was Helen/Jim interested in robots?6. What could they hear in the museum? 7. What else did Helen/Jim do during the trip?8. Did Helen/Jim buy anything? What did they buy?9. Did Helen/Jim enjoy the trip? How do you know? 3 Let Ss

37、read the diary entries again and underline the adjectives that Helen and Jim used to describe the things. Then finish 2c. 1. Let Ss read the diary entries for the third time and find out the difficult sentences. Then the guide taught us how to make a model robot. All in all, it was an exciting day.

38、Everything was about robots and Im not interested in that. I didnt like the trip at all. T explains the difficult sentences or phrases if necessary. 2. Let Ss find out the past form of all the verbs from the text. Then ask Ss to put them into different categories. went, visited, was, got, saw, learn

39、ed, taught, took, bought, wereIrregular verbs: go went Regular verbs: visit visited Let Ss read aloud the pair of verbs. 3. Let Ss read again and summarize the main idea of each diary entry. How to summarize the main idea: When, where, who, what, how, whyExamples: Helen visited the science museum du

40、ring her school trip in June and she really enjoyed it. Helen went on a school trip on June 15th. She visited the science museum with her classmates. She learned a lot about robots at the museum and she liked the trip very much. Let Ss find out the useful verb phrases based on the list of verbs they

41、 made previously. Ss take notes and get ready to retell Helens or Jims school trip. Post-reading (1)Example: went on a school trip, visited, Helen went on a school trip on June 15th. She visited the science museum and it was Imagine you are Helen and Jims friend and you ask them about their school t

42、rip. Use the information in the diary entries to make up a conversation. Add more details if you can.Post-reading (2)Questions: Did you go on a school trip in June? How was your trip? Did you go anywhere interesting? Did you go there by train/bus? Did you see anything interesting? Did you do anythin

43、g fun? Did you take any photos? Did you buy anything? Were they expensive? Answers: Yes, (I did.) I No, (I didnt.) I It was interesting/exciting/boring/terrible Strategies: Activating prior knowlegeSkimmingScanningDrawing conclusionsMaking comparisonsGuessing the meaning of unknown wordsInterpreting the meaning of sentencesSummarizing the main ideaRecalling detailsSynthesizing 感感 谢谢 观观 看看 和和 聆聆 听听链接: http: / 密码: uwvy