初中英语阅读教学.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,二级,三级,四级,五级,*,*,阅读教学,1,阅读教学的重要性,2,初衷,充分利用教材文本，获得语言学习的最大成效。,3,初中英语阅读教学的开展，迫在眉睫。,构成我们学业考试的卷子，除了小部分的句子，大部分都是以篇章形式出现的。仅从备考的角度来看，阅读教学也是非常之重要的。,阅读教学的重要性,4,而老师们平时的阅读教学，却是把新的单词、词组、语法从篇章中抽出来，进行单词词组的汉译英、英译汉，语法的讲解与单项选择练习。如果你不带着课本，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。,阅读教学的重要性,5,这样的教法，在师资水平极其低下的年代，尚情有可原。,在师资水平已大幅提高，英语资源极其丰富的今天，这种教法，就显得很落后，而且效率低下。,阅读教学的重要性,6,英语也是一种语文。语文教学，不关注语篇，只关注组成语言的词汇与语法等知识碎片，既达不到课程标准要求的工具性目标，更达不到人文性目标，永远,不会有效率，永远不会有境界。,阅读教学的重要性,7,即使,是单词与语法的学习，学生也仅仅是机械地记忆。由于单词和语法的学习缺乏语境，学生在单词和语法上花费了很大的时间与精力，学习效率却很低。有的老师，在连续很长的时间内，只是讲单词语法，不让学生接触语篇，这样的备考，是不可能取得好的成绩的。,阅读教学的重要性,8,There are many reasons why getting students to read English 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 English,阅读教学的重要性,Why teach reading?,9,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 reading text,is especially,interesting and engaging,acquisition is likely to be even,more successful,.,Jeremy,Harmer,:How to Teach,English P68,阅读教学的重要性,Why teach reading?,10,Reading texts also,provide good models for English writing.,When we teach the skill of writing,we will need to show students models of what we are encouraging them to do.,Jeremy Harmer,:How to Teach English P68,阅读教学的重要性,Why teach reading?,11,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 interesting topics,stimulate,discussion,excite imaginative responses,and,be the,springboard for,well-rounded,fascinating lessons.,Jeremy,Harmer,:How to Teach,English P68,阅读教学的重要性,Why teach reading?,12,阅读的维度,Definition,定义,Goals,目的,T,heories,理论,Strategies,策略,Modes,模式,Issues,问题,13,阅读的定义,14,阅读的定义,Reading,is a set of skills that involves,making sense,and,deriving meaning,from the printed word,.,Practical,English Language Teaching:Young,Learners P69,15,In 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,阅读的定义,16,For second language 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,阅读的定义,17,Reading can be defined simply as,making meaning,from print.,Practical English Language Teaching:Reading P2,阅读的定义,18,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,阅读的定义,19,阅读的定义,Reading is a process 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 P2-3,20,阅读的定义,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 readers know what to do when they encounter difficulties.,Practical,English Language Teaching:Reading,P3,21,阅读的定义,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 constructs.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 P12,22,阅读的定义,Further,proficient readers are both efficient and effective.They are 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 P12,23,阅读的定义,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 prior conceptual and linguistic competence.,Interactive Approaches to Second Language Reading P12,24,阅读的定义,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 to Second Language Reading P12,25,阅读的目的,26,英语课程承担着培养学生,基本英语素养,和发展学生,思维能力,的任务，即学生通过英语课程掌握基本的英语,语言知识,，发展基本的英语,听说读写技能,，初步形成用英语与他人,交流的能力,，进一步促进,思维能力,的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。,义务教育英语课程标准,（,2011,年版）,阅读的目的工具性,27,英语课程承担着提高学生,综合人文素养,的任务，即学生通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，形成良好的,品格,和正确的,人生观与价值观,。,义务教育英语课程标准,（,2011,年版）,阅读的目的,人文性,28,语言知识,语音,词汇,语法,功能,话题,义务教育英语课程标准,（,2011,年版）,阅读的目的,五个维度的目标,29,语言技能,听,说,读,写,义务教育英语课程标准,（,2011,年版）,阅读的目的,五个维度的目标,30,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,（2011,年版）,阅读的目的,五个维度的目标,31,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,（,2011,年版）,阅读的目的,五个维度的目标,32,文化意识,文化知识,文化理解,跨,文化交际意识和能力,义务教育英语课程标准,（,2011,年版）,阅读的目的,五个维度的目标,33,Reading for,pleasure,Reading for,information,Practical,English Language Teaching:Young Learners,阅读的目的,Purposes for Reading,34,一、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、是出于情感的需要、情感的驱使而去读书；,五、为了寻求一种生命的意义，人生的意义，最高的、终极意义上的价值目标而去读书；,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,阅读的目的,读书的六种目的取向,35,阅读理论,36,阅读理论,Bottom-up,自下而上,Top-down,自上而下,Interactive,交互,Schema Theory,图式理论,37,阅读理论,Bottom-up,Bottom-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,building up to the identification of grammatical structures,sentences,and longer texts.,Practical English Language Teaching:Reading P3,38,Understanding letters,letter clusters,words,phrases,sentences,longer text,and finally meaning is the order in achieving comprehension.With the bottom-up model,students start from the bottom(letters and sounds)to get to the top(comprehension).,Practical,English Language Teaching:Reading,P,5,阅读理论,Bottom-up,39,阅读理论,Top-down,Top-down reading,on the other hand,begins with the idea that comprehension resides in the reader.The reader uses background knowledge,makes predictions,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,P6,40,A reading passage can thus be understood 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,阅读理论,Top-down,41,Goodman(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“by breaking whole(natural)language into bite-sized abstract little pieces”.,Practical,English Language Teaching:Reading P6,阅读理论,Top-down,42,The approach that is accepted as the most comprehensive description of the reading process is an interactive approach.This third type combines elements of both bottom-up and top-down approaches.The best readers in any language are those who combine elements of both.,Practical,English Language Teaching:Reading,P7,阅读理论,Interactive Approach,43,For example,most readers begin reading by using top-down reading strategies until there is a problem,and then they shift to bottom-up strategies.,Practical English Language Teaching:Reading P7,阅读理论,Interactive Approach,44,How 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 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,阅读理论,Schema Theory,45,The reader brings information,knowledge,emotion,experience,and culturethat is,schematato the printed word.Three decades ago,Mark Clarke,and Sandra Silberstein captured the essence of schema theory:,Teaching by Principles:An Interactive Approach to Language Pedagogy P358,阅读理论,Schema Theory,46,Research has shown that reading is only incidentally visual.More information is contributed by the reader than by the print 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 P359,阅读理论,Schema Theory,47,Skill 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,阅读理论,Schema Theory,48,Principle 1:,Reading is not a passive skill.,Reading is an incredibly active occupation.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,阅读理论,Principles behind the teaching of reading,49,Principle 1:Reading is not a passive 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,阅读理论,Principles behind the teaching of,reading,50,Principle 2:Students need to,be engaged,with what they 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 Harmer,:How to Teach English P70-71,阅读理论,Principles behind the teaching of Reading,51,Principle 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 they 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,阅读理论,Principles behind the teaching of reading,52,Principle 3:Students 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,阅读理论,Principles behind the teaching of reading,53,Principle 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 articles are about and reports look like reports before we read a single word.,Jeremy Harmer,:How to Teach English P70-71,阅读理论,Principles behind the teaching of reading,54,Principle 4:Prediction is a major factor in reading,.,The moment we get this hint-the book cover,the headline,the wordprocessed page-our 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 P70-71,阅读理论,Principles behind the teaching of reading,55,Principle 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 alphabetically.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,阅读理论,Principles behind the teaching of reading,56,Principle 5:Match the task to 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 commonplace passage can be made really exciting with imaginative and challenging tasks.,Jeremy Harmer,:How to Teach English P70-71,阅读理论,Principles behind the teaching of reading,57,Principle 6:Good teachers,exploit reading texts to the full.,Any reading text is full of sentences,words,ideas,descriptions etc.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 to Teach English P70-71,阅读理论,Principles behind the teaching of reading,58,阅读策略,59,阅读策略,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:Reading,P98,Academic reading strategies to help advanced readers take responsibility for their own learning,60,阅读策略,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 Teaching:Reading,P98,Academic reading strategies to help advanced readers take responsibility for their ow