楊曉鈺_初中閱讀有效教學(xué).ppt

1、初中英語(yǔ)閱讀有效教學(xué),西南大學(xué)外國(guó)語(yǔ)學(xué)院 楊曉鈺,閱讀課目標(biāo)分析 與案例,Planning a reading class 1. Intensive reading 2. Extensive reading 3. Vocabulary teaching 4. Grammar teaching 5. Reading for writing,People construct meaning based on their own experience and knowledge.Therefore, we may get very different impression about the sam

2、e picture we are looking at.,If the students fail to understand the nature of reading, they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so, they will be unable to help the students to develop effective reading skills.,1. Reading is an active process. It consta

3、ntly involves guessing, predicting, checking and asking oneself questions. 2. Reading is the ability to understand the written words and respond to them in proper ways. 3. Reading means getting meaning out of a given text.,閱讀教學(xué),35級(jí)教學(xué)目的 樂(lè)于閱讀，基本養(yǎng)成閱讀興趣和良好的閱讀習(xí)慣，掌握概括大意、理解詞義、預(yù)測(cè)故事情節(jié)等基本閱讀方法，基本掌握常用閱讀策略, 初步形成

4、語(yǔ)感。,35級(jí),略讀; 掃讀、找讀、跳讀; 預(yù)測(cè)； 理解大意； 猜測(cè)詞義; 推斷； 理解細(xì)節(jié)； 理解文章結(jié)構(gòu)； 理解圖表信息； 理解指代； 理解邏輯關(guān)系。,讀前活動(dòng),明確目的； 熟悉話題； 預(yù)測(cè)內(nèi)容，激發(fā)興趣和欲望； 激活相關(guān)語(yǔ)言； 布置任務(wù)。,讀中活動(dòng),認(rèn)讀； 略讀； 跳讀； 根據(jù)所讀內(nèi)容畫圖、標(biāo)圖、連線、填表、排序、補(bǔ)全信息； 為課文選擇或添加標(biāo)題； 根據(jù)所讀內(nèi)容制作圖表； 邊讀邊操作； 判斷信息的真實(shí)性。,讀后活動(dòng),進(jìn)一步理解與鞏固所學(xué)語(yǔ)言； 轉(zhuǎn)述所讀內(nèi)容； 根據(jù)所讀內(nèi)容進(jìn)行角色扮演； 討論。,寫的教學(xué),35級(jí)教學(xué)目的： 樂(lè)于用書面語(yǔ)言表達(dá)意思，基本連貫地表述與表達(dá)事實(shí)、觀點(diǎn)、情感，形成

5、基本的寫作能力。,35級(jí),激活相關(guān)信息; 整理思路; 組織素材; 列出提綱； 起草短文； 組織語(yǔ)言； 修改短文; 正確使用標(biāo)點(diǎn)符號(hào)和字母大小寫。,寫前活動(dòng),激發(fā)興趣； 激活相關(guān)信息； 明確目的和讀者對(duì)象； 討論主題； 搜集素材； 閱讀范文； 語(yǔ)言準(zhǔn)備。,寫中活動(dòng),填空； 看圖寫話； 連句成文； 口頭作文； 仿寫、改寫； 寫提綱； 寫初稿； 提示作文； 把圖表轉(zhuǎn)換成文字； 修改； 聽(tīng)寫。,寫后活動(dòng),展示作品； 小組交流； 制作板報(bào)、墻報(bào)； 同伴互評(píng)。,Major reading skills practised in reading class 1. Prediction 2. Skimming

6、 3. Scanning 4. Reading for details.,5. Inferring: making use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Inferring the meaning of lexical items; Inferring attitude and opinion; Inferring the purpose of the article; Understanding implied information.,6. Reco

7、gnising rhetorical structures Rhetorical structures refer to the complex network of relationships within a text. It is the structure of the underlying ideas and the connections the writer makes between them.,7. Recognising discourse markers: e.g. therefore + conclusion; however + contrast; that is +

8、 paraphrase; e.g + example. 8. Understanding relations within the sentence and the text . 9. Knowing how to use an index, a table of contents, etc.,The three stages of teaching reading 1. Pre-reading stage 1) The aims of the pre-reading stage,a. Arousing the students interest in the topic or type of

9、 text; b. Motivating students to read the text by providing a purpose for reading; c. Preparing the students for the content of the text. 2) The skill practised in the stage Prediction,3) The activities done in the pre-reading stage. examine the accompanying visual information reflect on the title o

10、r the topic;, guess the topic by looking at key words from the text state what they already know about the topic state what they would like to know about the topic putting the events in the correct order,answer the teachers general questions about the text type or topic; true or false questions. rev

11、iewing vocabulary or grammatical structures,2. While-reading stage 1) The aims of the while-reading stage a. To help the reader understand the content and structure of the text. b. To help the reader understand the authors purpose in writing the text.,2) The skills practised in the stage The main sk

12、ills practised in the stage are skimming, scanning, reading for detail, drawing inferences about the authors purpose and intention. 3) The activities done in the while-reading stage, skim reading to get the gist (main idea) of the text; locating specific information; taking notes on the main points,

13、 or on specific points of the text; putting the events in the correct order;, transferring information from the text to a diagram, table, form, map, graph or picture;, answering factual questions on the text; answering inference questions on the text; questions for personal response; true or false;

14、working out the meaning of words and phrases in the text from the context;, examining referents in the text and stating what they refer to; putting the paragraphs of a jumbled text back in the correct order; giving the text an appropriate title,3. Post-reading stage 1) The aims of the post-reading s

15、tage a. To consolidate or reflect on what has been read in the text. b. To relate the text to the students own knowledge, interests, or views.,c. To give the students the chance to consolidate that language by using it freely. 2) The skills practised in the stage Post-reading work usually contribute

16、s to the development of all the language skills and may involve using other skills than just reading.,3) The activities done in the post-reading stage gap-filling retelling the story of the text from the prompts; correct the summary;, writing a summary of the main content of the text (based on the p

17、rompts); oral discussion of the topic of the text; role-play; writing a dialogue based on the text, finishing the story (orally or in writing; listening to or reading some supplementary materials about the topic; comment on the content of the text; An interview if the text is suitable.,Layout for re

18、ading class School_ Junior or Senior Section_ Class _ Grade _ Size_ Time_ Date _ Materials _ Type of lesson_ Aids_ Contents: 1. Vocabulary 2. Structure 3. Reading,Objectives: 1. Instructional objectives 1) language knowledge 2) language skills 2. Educational objectives 1) affect 2) learning strategy 3) cultural understanding 3. Personal objectives Focal points: Difficult points: A