初中英語(yǔ)閱讀教學(xué)

1、劉清波劉清波淄博市教學(xué)研究室 2015.3.14閱讀教學(xué)閱讀教學(xué)閱讀教學(xué)的重要性初衷充分利用教材文本，獲得語(yǔ)言學(xué)習(xí)的最大成效。初中英語(yǔ)閱讀教學(xué)的開(kāi)展，迫在眉睫。構(gòu)成我們學(xué)業(yè)考試的卷子，除了小部分的句子，大部分都是以篇章形式出現(xiàn)的。僅從備考的角度來(lái)看，閱讀教學(xué)也是非常之重要的。閱讀教學(xué)的重要性而老師們平時(shí)的閱讀教學(xué)，卻是把新的單詞、詞組、語(yǔ)法從篇章中抽出來(lái)，進(jìn)行單詞詞組的漢譯英、英譯漢，語(yǔ)法的講解與單項(xiàng)選擇練習(xí)。如果你不帶著課本，你根本不知道老師在講什么，只知道講了哪些單詞，哪些語(yǔ)法。閱讀教學(xué)的重要性這樣的教法，在師資水平極其低下的年代，尚情有可原。在師資水平已大幅提高，英語(yǔ)資源極其豐富的今天，

2、這種教法，就顯得很落后，而且效率低下。閱讀教學(xué)的重要性英語(yǔ)也是一種語(yǔ)文。語(yǔ)文教學(xué)，不關(guān)注語(yǔ)篇，只關(guān)注組成語(yǔ)言的詞匯與語(yǔ)法等知識(shí)碎片，既達(dá)不到課程標(biāo)準(zhǔn)要求的工具性目標(biāo)，更達(dá)不到人文性目標(biāo)，永遠(yuǎn)不會(huì)有效率，永遠(yuǎn)不會(huì)有境界。閱讀教學(xué)的重要性即使是單詞與語(yǔ)法的學(xué)習(xí)，學(xué)生也僅僅是機(jī)械地記憶。由于單詞和語(yǔ)法的學(xué)習(xí)缺乏語(yǔ)境，學(xué)生在單詞和語(yǔ)法上花費(fèi)了很大的時(shí)間與精力，學(xué)習(xí)效率卻很低。有的老師，在連續(xù)很長(zhǎng)的時(shí)間內(nèi)，只是講單詞語(yǔ)法，不讓學(xué)生接觸語(yǔ)篇，這樣的備考，是不可能取得好的成績(jī)的。閱讀教學(xué)的重要性There are many reasons why getting students to read Engli

3、sh texts is an important part of the teachers job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea. Jeremy Harmer: How to Teach Englis

4、h閱讀教學(xué)的重要性Why teach reading?Reading is useful for other purposes too: any exposure to English (provided students understand it more or less) is a good thing for language students. At the very least, some of the language sticks in their minds as part of the process of language acquisition, and, if the

5、 reading text is especially interesting and engaging, acquisition is likely to be even more successful. Jeremy Harmer: How to Teach English P68閱讀教學(xué)的重要性Why teach reading?Reading texts also provide good models for English writing. When we teach the skill of writing, we will need to show students model

6、s of what we are encouraging them to do. Jeremy Harmer: How to Teach English P68閱讀教學(xué)的重要性Why teach reading?Reading texts also provide opportunities to study language: vocabulary, grammar, punctuation, and the way we construct sentences, paragraphs and texts. Lastly, good reading texts can introduce i

7、nteresting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons. Jeremy Harmer: How to Teach English P68閱讀教學(xué)的重要性Why teach reading?閱讀的維度 Definition 定義 Goals 目的 Theories 理論 Strategies 策略 Modes 模式 Issues 問(wèn)題閱讀的定義閱讀的定義Reading is a set of

8、skills that involves making sense and deriving meaning from the printed word.Practical English Language Teaching: Young Learners P69In order to read, we must be able to decode the printed words and also comprehend what we read.Practical English Language Teaching: Young Learners P69 閱讀的定義For second l

9、anguage learners there are three different elements which impact reading: the childs background knowledge, the childs linguistic knowledge of the target language, and the strategies or techniques the child uses to tackle the text.Practical English Language Teaching: Young Learners P69 閱讀的定義Reading c

10、an be defined simply as making meaning from print.Practical English Language Teaching: Reading P2閱讀的定義Four key elements combine in the process of making meaning from print: the reader, the text, reading strategies, and fluency.Practical English Language Teaching: Reading P2閱讀的定義閱讀的定義Reading is a pro

11、cess of readers combining information from a text and their own background knowledge to build meaning. Meaning does not rest in the reader nor does it rest in the text. The readers background knowledge integrates with the text to create the meaning. Practical English Language Teaching: Reading P2-3閱

12、讀的定義The goal of reading is comprehension. Fluent reading is defined as the ability to read at an appropriate rate with adequate comprehension. Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading. Good strategic rea

13、ders know what to do when they encounter difficulties. Practical English Language Teaching: Reading P3閱讀的定義Reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader c

14、onstructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought.Interactive Approaches to Second Language Reading P12閱讀的定義Further, proficient readers are both efficient and effective. They ar

15、e effective in constructing a meaning that they can assimilate or accommodate and which bears some level of agreement with the original meaning of the author. And readers are efficient in using the least amount of effort to achieve effectiveness. Interactive Approaches to Second Language Reading P12

16、閱讀的定義To accomplish this efficiency readers maintain constant focus on constructing the meaning throughout the process, always seeking the most direct path to meaning, always using strategies for reducing uncertainty, always being selective about the use of the cues available and drawing deeply on pr

17、ior conceptual and linguistic competence. Interactive Approaches to Second Language Reading P12閱讀的定義Efficient readers minimize dependence on visual detail. Any readers proficiency is variable depending on the semantic background brought by the reader to any given reading task.Interactive Approaches

18、to Second Language Reading P12閱讀的目的英語(yǔ)課程承擔(dān)著培養(yǎng)學(xué)生基本英語(yǔ)素養(yǎng)和發(fā)展學(xué)生思維能力的任務(wù)，即學(xué)生通過(guò)英語(yǔ)課程掌握基本的英語(yǔ)語(yǔ)言知識(shí)，發(fā)展基本的英語(yǔ)聽(tīng)說(shuō)讀寫技能，初步形成用英語(yǔ)與他人交流的能力，進(jìn)一步促進(jìn)思維能力的發(fā)展，為今后繼續(xù)學(xué)習(xí)英語(yǔ)和用英語(yǔ)學(xué)習(xí)其他相關(guān)科學(xué)文化知識(shí)奠定基礎(chǔ)。 義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的工具性英語(yǔ)課程承擔(dān)著提高學(xué)生綜合人文素養(yǎng)的任務(wù)，即學(xué)生通過(guò)英語(yǔ)課程能夠開(kāi)闊視野，豐富生活經(jīng)歷，形成跨文化意識(shí)，增強(qiáng)愛(ài)國(guó)主義精神，發(fā)展創(chuàng)新能力，形成良好的品格和正確的人生觀與價(jià)值觀。 義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的人文性

19、語(yǔ)言知識(shí)語(yǔ)言知識(shí)語(yǔ)音詞匯語(yǔ)法功能話題義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的五個(gè)維度的目標(biāo)語(yǔ)言技能語(yǔ)言技能聽(tīng)說(shuō)讀寫義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的五個(gè)維度的目標(biāo)情感態(tài)度情感態(tài)度 動(dòng)機(jī)興趣 自信意志 合作精神 祖國(guó)意識(shí) 國(guó)際視野義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的五個(gè)維度的目標(biāo)學(xué)習(xí)策略學(xué)習(xí)策略認(rèn)知策略調(diào)控策略交際策略資源策略義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的五個(gè)維度的目標(biāo)文化意識(shí)文化意識(shí)文化知識(shí)文化理解跨文化交際意識(shí)和能力義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）閱讀的目的五個(gè)維度的目標(biāo)Reading for pleasureReading for infor

20、mationPractical English Language Teaching: Young LearnersPractical English Language Teaching: Young Learners閱讀的目的Purposes for Reading一、為尋求知識(shí)而讀書；二、為尋求技能而讀書；三、為滿足好奇心而讀書；四、是出于情感的需要、情感的驅(qū)使而去讀書；五、為了尋求一種生命的意義，人生的意義，最高的、終極意義上的價(jià)值目標(biāo)而去讀書；六、是關(guān)于人該怎么樣奮斗，該怎么樣向上而讀書。 香港科技大學(xué)丁學(xué)良教授香港科技大學(xué)丁學(xué)良教授中華讀書報(bào)中華讀書報(bào)閱讀的目的讀書的六種目的取向閱讀理

21、論閱讀理論Bottom-up 自下而上Top-down 自上而下Interactive 交互Schema Theory圖式理論閱讀理論Bottom-upBottom-up models consist of lower reading processes. Students start with the fundamental basics of letter and sound recognition, which in turn allows them to move up to morpheme recognition followed by word recognition, buil

22、ding up to the identification of grammatical structures, sentences, and longer texts.Practical English Language Teaching: Reading P3Understanding letters, letter clusters, words, phrases, sentences, longer text, and finally meaning is the order in achieving comprehension. With the bottom-up model, s

23、tudents start from the bottom(letters and sounds)to get to the top(comprehension).Practical English Language Teaching: Reading P5閱讀理論Bottom-up閱讀理論Top-downTop-down reading, on the other hand, begins with the idea that comprehension resides in the reader. The reader uses background knowledge, makes pr

24、edictions, and searches the text to confirm or reject the predictions that are made. Grabe and Stoller (2002)point out that in a top-down model of reading, comprehension is directed by the readers goals and expectations.Practical English Language Teaching: Reading P6A reading passage can thus be und

25、erstood even if not all of the individual words are understood. Within a top-down approach to reading, the teacher focuses on meaning-generating activities rather than on mastery of the bottom-up skills of letter, sound, and word recognition. Practical English Language Teaching: Reading P6閱讀理論Top-do

26、wnGoodman (1976), one of the original advocates of top-down models of reading, criticizes bottom-up models because the readers become “word callers”, people who can read the words on the page but do not understand what they have read. Goodman believes that teachers make learning to read difficult “b

27、y breaking whole(natural) language into bite-sized abstract little pieces”.Practical English Language Teaching: Reading P6閱讀理論Top-downThe approach that is accepted as the most comprehensive description of the reading process is an interactive approach. This third type combines elements of both botto

28、m-up and top-down approaches. The best readers in any language are those who combine elements of both. Practical English Language Teaching: Reading P7閱讀理論Interactive ApproachFor example, most readers begin reading by using top-down reading strategies until there is a problem, and then they shift to

29、bottom-up strategies. Practical English Language Teaching: Reading P7閱讀理論Interactive ApproachHow do readers construct meaning? How do they decide what to hold on to, and having made that decision, how do they infer a writers message? These are the sorts of questions addressed by what has come to be

30、known as schema theory, the hallmark of which is that a text does not by itself carry meaning. Teaching by Principles: An Interactive Approach to Language Pedagogy P358閱讀理論Schema TheoryThe reader brings information, knowledge, emotion, experience, and culturethat is, schematato the printed word. Thr

31、ee decades ago, Mark Clarke and Sandra Silberstein captured the essence of schema theory: Teaching by Principles: An Interactive Approach to Language Pedagogy P358閱讀理論Schema TheoryResearch has shown that reading is only incidentally visual. More information is contributed by the reader than by the p

32、rint on the page. That is, readers understand what they read because they are able to take the stimulus beyond its graphic representation and assign it membership to an appropriate group of concepts already stored in their memories Teaching by Principles: An Interactive Approach to Language Pedagogy

33、 P359閱讀理論Schema TheorySkill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world. Teaching by Principles: An Interactive Approach to Language Pedagogy P359閱讀理論Schema TheoryPrinciple 1: Reading is not a passive skill.Reading is an incredibly active o

34、ccupation. To do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. Jeremy Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 1: Reading is not a pas

35、sive skill.If we do not do these things - and if students do not do these things then we only just scratch the surface of the text and we quickly forget it. Jeremy Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 2: Students need to be engaged with what they

36、are reading. As with everything else in lessons, students who are not engaged with the reading text - not actively interested in what they are doing - are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them. Jeremy

37、Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of ReadingPrinciple 3: Students should be encouraged to respond to the content of a reading text, not just to the language.Of course, it is important to study reading texts for the way they use language, the number of paragraphs t

38、hey contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important and we must give students a chance to respond to that message in some way. Jeremy Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 3: Stud

39、ents should be encouraged to respond to the content of a reading text, not just to the language.It is especially important that they should be allowed to express their feelings about the topic thus provoking personal engagement with it and the language. Jeremy Harmer: How to Teach English P70-71閱讀理論

40、Principles behind the teaching of readingPrinciple 4: Prediction is a major factor in reading.When we read texts in our own language, we frequently have a good idea of the content before we actually read. Book covers give us a hint of whats in the book, photographs and headlines hint at what article

41、s are about and reports look like reports before we read a single word. Jeremy Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 4: Prediction is a major factor in reading.The moment we get this hint - the book cover, the headline, the wordprocessed page - our

42、 brain starts predicting what we are going to read. Expectations are set up and the active process of reading is ready to begin. Teachers should give students hints so that they can predict whats coming too. It will make them better and more engaged readers. Jeremy Harmer: How to Teach English P70-7

43、1閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 5: Match the task to the topic.We could give students Hamlets famous soliloquy To be or not to be and ask them to say how many times the infinitive is used. We could give them a restaurant menu and ask them to list the ingredients alphabeticall

44、y. There might be reasons for both tasks, but, on the face of it, they look a bit silly. We will probably be more interested in what Hamlet means and what the menu foods actually are. Jeremy Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 5: Match the task t

45、o the topic.Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks the right kind of questions, engaging and useful puzzles etc. The most interesting text can be undermined by asking boring and inappropriate questions; the most com

46、monplace passage can be made really exciting with imaginative and challenging tasks. Jeremy Harmer: How to Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of readingPrinciple 6: Good teachers exploit reading texts to the full.Any reading text is full of sentences, words, ideas, descriptions e

47、tc. It doesnt make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for Study and later Activation. Jeremy Harmer: How t

48、o Teach English P70-71閱讀理論P(yáng)rinciples behind the teaching of reading閱讀策略閱讀策略Recognize the significance of the content.Recognize important details.Recognize unrelated details.Find the main idea of a paragraph.Find the main idea of large section of discourse. Practical English Language Teaching: Readin

49、g P98Academic reading strategies to help advanced readers take responsibility for their own learning閱讀策略6. Differentiate fact and opinion.7. Locate topic sentences.8. Locate answers to specific questions.9. Make inferences about content.10. Critically evaluate content. Practical English Language Tea

50、ching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning閱讀策略11. Realize an authors purpose.12. Determine the accuracy of information.13. Use a table of contents. 14. Use an index.15. Use a library card catalog.Practical English Language Teachi

51、ng: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning閱讀策略16. Use appendices.17. Read and interpret tables.18. Read and interpret graphs.19. Read and interpret charts.20. Read and interpret maps.Practical English Language Teaching: Reading P98A

52、cademic reading strategies to help advanced readers take responsibility for their own learning閱讀策略21. Read and interpret cartoons.22. Read and interpret diagrams.23. Read and interpret pictures.24. Read and interpret formulae.25. Read and understand written problems.Practical English Language Teachi

53、ng: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning閱讀策略26. Read and understand expository material.27. Read and understand argument.28. Read and understand descriptive material.29. Read and understand categories.30. Adjust reading rate relat

54、ive to purpose of reading.Practical English Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning閱讀策略31. Adjust reading rate relative to difficulty of material.32. Scan for specific information.33. Skim for important ideas.34. L

55、earn new material from text.Practical English Language Teaching: Reading P98Academic reading strategies to help advanced readers take responsibility for their own learning閱讀策略1. Discriminate among the distinctive graphemes and orthographic patterns of English.2. Retain chunks of language of differen

56、t lengths in short-term memory.3. Process writing at an efficient rate of speed to suit the purpose.Teaching by Principles: An Interactive Approach to Language Pedagogy P367Microskills for Reading Comprehension閱讀策略4. Recognize a core of words, and interpret word order patterns and their significance

57、.（詞序）5. Recognize grammatical word classes(nouns, verbs, etc.), systems(e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms.（語(yǔ)法形式）6. Recognize that a particular meaning may be expressed in different grammatical forms.（語(yǔ)法形式的含義）Teaching by Principles: An Interactive Approach

58、to Language Pedagogy P367Microskills for Reading Comprehension閱讀策略1. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.(連接詞)2. Recognize the rhetorical forms of written discourse and their significance for interpretation.（修辭）3. Rec

59、ognize the communicative functions of written texts, according to form and purpose.（交際功能）4. Infer context that is not explicit by using background knowledge.（背景）Teaching by Principles: An Interactive Approach to Language Pedagogy P367Macroskills for Reading Comprehension閱讀策略5. Infer links and connec

60、tions between events, ideas, etc.; deduce causes and effects; and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.（連接、因果）6. Distinguish between literal and implied meanings.（字面意義語(yǔ)隱含意義）Teaching by Principles: An Interactive