A,1,初中英語閱讀教學 設計與評析,太原師范學院 周繼青,A,2,一、初中閱讀教學中的問題 二、閱讀的三種模式 三、初中閱讀教學的設計 1、閱讀前 2、閱讀中 3、閱讀后 四、閱讀課設計案例分析,A,3,The motivation to success comes from the burning desire to achieve a purpose. Napolean Hill wrote,” Whatever the mind of man can conceive and believe, the mind can achieve.” A burning desire is the starting point of all accomplishment. Just like a small fire cannot give much heat, a weak desire cannot produce great result. 成功的動機來自于渴望實現(xiàn)目標的強烈欲望。拿破侖曾寫到：“成功的意念能夠到達個人的構想與信念所能到達任何地方。”強烈的欲望是一切成功的起點，正如小火苗不能釋放很多熱量一樣，微小的愿望也不能促成偉大的成就。,A,4,初中教與學指導原則 聽說讀寫 強化閱讀 學會應用 自主發(fā)展,A,5,language spoken written listening speaking reading writing receptive skills productive skills communication Language is by communication, for communication and of communication.,A,6,初中閱讀理解教學中的問題,-語篇中的生詞障礙 -語篇涉及異域文化信息 -句子結構復雜 -閱讀習慣不良 -教師的翻譯代替學生的理解 -測試題代替對語篇本身的理解 -學生缺乏閱讀技巧指導 -學生閱讀材料不足,A,7,A,8,A,9,Three Models of Reading and Reading Teaching,Bottom-up model 自下而上模式 Top-down model 自上而下模式 Interactive model 互動模式,A,10,Bottom-up Processing,The Meaning is in the Text 意義在文本 Meaning is extracted from the text 文本出意義 Reader acts as a “decoder” 讀者解讀 Linear process線性加工過程 Letters words phrases sentences paragraphs text 語言單位遞增,A,11,Bottom-up Processing,What problems do you see with this view?,A,12,Top-down elements,The Meaning is in the Reader意義來自讀者 What the reader brings to the text is more important than the text itself 讀者中心 Reader has an active role in the reading process讀者積極參與 Background knowledge and knowledge of the world are more important than the clues in the text.宏觀背景知識重于文本線索,A,13,Top-down elements,What problems do you see with this view?,A,14,Schema Theory,The readers knowledge or expectations influence that to which he or she pays attention, and ultimately, how the text is interpreted. 讀者的知識影響其文本期望。 New information can sometimes be assimilated into existing schemata. 文本新信息同化于已有圖式 Other times, however, existing schemata have to be altered to accommodate new information. 如果差異太大，則圖式被修改。 Thus, in successful reading, the schema and the information are compatible. 圖式與新信息的兼容與否是閱讀成功的關鍵。,A,15,Interactive Approaches to Reading 互動閱讀,Successful readers use both bottom-up and top-down at different times during the reading process. 兩種方式皆用 Both the text and the reader interact in a meaning creation process 文本與讀者互動于意義建構,A,16,閱讀能力 自動認字技能 (automatic recognition skills) 詞匯與語言結構知識 (vocabulary and structure knowledge) 語篇結構知識 （ formal discourse structure knowledge) 社會文化背景知識 (content and background knowledge) 分析綜合與評價技能和策略 (synthesis and evaluation skills and strategies) 監(jiān)控閱讀的元認知知識與技能 (metacognitive knowledge and skills monitoring reading),A,17,撰寫教學目標時要把握的ABCD法則（Mager） A-audiences: 學生。如：Students will be able to B-Behaviour/Performance: 對學生的行為、動作或是做事的結果的預設，這種行為或結果必須是 可以觀察或者聽到的。如：mark， repeat， fill in，draw C-Condition: 在任何條件下學生做事或者展開活動， 如：After attending a lecture; given a case study; given a specific instrument D-Degree：這個法則并非必須，如果存在的話，應從速度、精度或質量等方面闡明學生應掌握到什么程度。,A,18,原教學目標： To let students know something about Singapore. 修改后： After reading the passageCondition, most Degree studentsAudiences will be able to list in written formBehaviour places of interests of New Zealand and,A,19,優(yōu)化學習的方式 學習金字塔理論,A,20,優(yōu)化教學模式 Being an efficient reader,A,21,閱讀教學過程設計 PWP閱讀教學模式： Pre-reading 讀前活動 While-reading 讀中活動 Post-reading 讀后活動 （閱讀教學的最佳結構是橄欖型，兩頭小中間大）,A,22,預測 略讀 跳讀 背景介紹,轉換機制 問答 指代 推理 猜詞 事實與觀點,交流信息 討論共識 解決問題 描寫與辨認 接龍故事 辯論,讀后活動,讀中活動,讀前活動,A,23,一、讀前活動設計 1.讀前活動設計的目的 -興趣準備 -心理準備 - 背景知識準備 -詞語準備 （短小精彩，像鳳頭）,A,24,導入內容與導入形式的選擇依據(jù) -依據(jù)課程標準 綜合語言運用能力的形成建立在語言知識、語言技能、情感態(tài)度、學習策略和文化意識等素養(yǎng)綜合發(fā)展的基礎上。 -依據(jù)對教學內容的準確分析 導入內容的選擇要基于對主題內容的準確定位 ，并以具體的教學內容為依據(jù)。,A,25,【案例】八下 Unit 9 Have You Been to an Amusement Park? 教學目標應定位在訓練學生談論是否去過某地的語言表達能力。聽力材料中提到的包括amusement park 在內的五個地名及相關信息應該是導入部分的重點內容。,A,26,導入環(huán)節(jié)的重要功能之一是使學生了解一節(jié)課的教學重點和化解教學中的難點。,A,27,【案例】 Unit 8 A hobby 讀前活動： 詞匯：Collecting stamps， climbing mountains，dangerous 課文結構： Para1-2： what is a hobby? Para 3: hobbies of the family memebers Para 4: importance of hobbies,A,28,-對學生整體情況的分析 要分析與確定教材主題內容、語言知識內容和技能要求與學生現(xiàn)有認知水平之間的差距。如何消除這個差距是以及可教學設計要解決的問題。 -對教學目標的綜合分析,A,29,【案例】 Go For It 8下 Unit 9 Have You Ever Been to Singapore? T/F Singapore is a big country in Europe. The population of Singapore is larger than that of Beijing. The capital of Singapore is Singapore. Singapore is one of the Four Tigers in Asia, and the other three are Japan, Korea and Taiwan.,A,30,時間過長，內容偏離閱讀材料（問題都是課文中未涉及的內容， 對幫助學生理解課文內容， 順利開展閱讀活動意義不大）,A,31,頭腦風暴式導入： T：When you hear the word Singapore, what do you think of ? ( clean, small, Chinese, English, fine weather, beautiful ) -教師有選擇性的把單詞寫到黑板上，并適時穿插詞匯教學 -要求學生將黑板上的單詞按風景、人文、環(huán)境等分類，并引導學生了解文章的整體結構。 （激活學生原有的背景知識，有助于進行發(fā)散性思維。體現(xiàn)了學生的主體性）,A,32,競賽式導入 【案例二】 Unit 6 Ive Been Studying History in China T: Lets have a Chinese history competition. Please read the questions carefully and tell me the answers immediately.(in groups) 1. Which year was the beginning of the Ming Dynasty? A. 660 B. 960 C. 1360 D. 1560 2. Who was the first emporer of the Tang Dynasty? A. Zhao Kuangyin B. Li Yuan C. Zhu Yuanzhang D. Cao Cao,A,33,3. Which city was once the capital city of the Qing Dynasty? A. Beijing B. Suzhou C. Xian D. Kaifeng (小組競賽調動了學生參與學習活動的積極性； 答題過程中適時引入新單詞，為后面的閱讀掃清了詞匯障礙 ）,A,34,分享經(jīng)歷式導入 【案例三】 Unit 2 Maybe You Should Learn to Relax T: I know most of you are very busy having different lessons on the weekends. How do you find these lessons? Do you want to take them,or do your parents want you to? Please share with your parnters. (同伴交流周末補課的經(jīng)歷和感受，并在教師的指導下與全班分享),A,35,評析： -分享的方式激發(fā)學生用英語表達的欲望。也能培養(yǎng)學生運用語言有效溝通的能力,A,36,預測式導入 【案例四】 Unit 7 Would You Mind Keeping Your Voice Down？ -利用插圖 T:Look at the picture in the book. WHere are these people? (On the bus). WHat are they doing? (Spitting, talking loudly, littering, etc.) (引出新詞） Are these polite behaviors? ( Of course not),A,37,-利用標題 T: What can you say to stop them from behaving like this? Please list as many ways as possible.(復習已學知識） Possible answers: Would you please not Please dont You mustnt Could you please not T:We can also say “Would you mind not doing”, which seems more polite.,A,38,-通過問題設置懸念，使學生在閱讀前對文章內容產(chǎn)生好奇 -引導學生預測過程中滲透詞匯教學，為閱讀理解掃清障礙,A,39,背景鋪墊式 Unit 3 Do You Remember What You Were Doing? Marin Luthe King 多媒體導入 Unit 1 DoYou Think You Will Have Your Own Robot? -Watch a video about robot .,A,40,二、讀中活動設計 1. 讀中活動設計的目的 -提高快速閱讀理解能力 -通過閱讀感知和學習語言知識 （充實豐富，像豬肚：應該把主要精力放在如何使用恰當?shù)拈喿x策略獲取主要事實和觀點上）,A,41,2.讀中活動設計中存在的問題 【案例】八下 Unit 4 She said helping others changed her life A: skim the text and then fill in the table after reading,A,42,評析： 第一遍閱讀就進入細節(jié),A,43,案例二 北師大版 初一下 Unit 12 We Visited the Great Wall 活動1 T/F -John went to the Great Wall in MArch. -John went there by bus. -It was hot that day. 活動2 Answer the questions: -When did John go to the Great Wall? -How did he go there? -What was the weatherlike that day?,A,44,評析： -讀中活動層次性不強 -內容重復，難以實現(xiàn)新的閱讀目標 -學習效率低,A,45,A,46,Predicting,A,47,strong wind,sand,dangerous,get lost,hot,small population,camel,47,A,48,A,49,A,50,50,A,51,Animals: tiger rabbit elephant panda dolphin description: brave lovely interesting strong dangerous,matching games,A,52,A,53,讀中活動,Surname given name Sex male female Age _ Marital status_ Nationality_ Profession_ Experience: Achievements:,A,54,A,55,Guessing unknown words 1.根據(jù)定義猜詞 Now she works free-lance-that is,shes self-employed, working for herself and not for a garage or a company. 2.根據(jù)經(jīng)驗和常識猜詞 The mouse gnawed a hole in the box with its sharp teeth.,A,56,3.根據(jù)對照和比較猜詞 Doctors believe that smoking cigarettes is detrimental to your health. They also regard drinking as harmful. 4.根據(jù)實例猜詞 Every country has its favorite beverage. Italians like to drink coffee after dinner.The English prefer tea.,A,57,三、讀后活動設計 1.讀后活動設計的目的 -鞏固和運用閱讀材料中的新學詞匯和語言結構 -提高圍繞閱讀材料的主題內容進行表達的能力 -強化文化差異意識，培養(yǎng)學生健康向上的品德和情感 -提高學生的思維能力 （剛健有力，像豹子尾：厚積薄發(fā)，步步為營扎實完成閱讀中的各項任務）,A,58,存在的問題 -忽略或簡化讀后活動，將其變成詞匯學習活動 -讀后活動過量 -讀后活動與教學內容和目標脫節(jié)，沒有進一步練習和運用所學語言知識 -不符合學生認知特點與知識水平 -語言輸出缺少必要的支架，活動開展前的鋪墊不足,A,59,教學建議： 閱讀后的拓展活動為學生提供了運用所學語言的機會。有了閱讀中的文本理解和語言積累，拓展活動的設計要注意梯度，語言輸出就水到渠成。 -基于文本的拓展 -聯(lián)系生活實際的拓展,A,60,【案例】Unit 9 Have You Ever Been to Singpore？ 讀中： -從population, language, food, temperature, animal 介紹新加坡。 讀后（拓展延伸部分）： -閱讀短文Singapore in our eyes，鞏固所學內容。 -仿寫： * in my eyes (有了前面的鋪墊，能很好地運用所學詞匯）,A,61,閱讀教學中的詞匯教學 方式一：閱讀前單獨教學詞匯 優(yōu)點：閱讀中詞匯障礙減少，整體理解文章 變得更容易。 問題：聽寫成績不理想； 聽寫單詞枯燥費力； 單詞容易忘記； 學生產(chǎn)生畏懼和厭倦心理； 疑問： 如果課堂教學這樣處理生詞再進入閱讀環(huán)節(jié)，學生在獨立閱讀時遇到生詞怎么辦？先把生詞劃出來，查了字典再閱讀？,A,62,方式二：通過語境引出教學詞匯 優(yōu)點：具體的情景中呈現(xiàn)詞匯，詞不離句，句不離文，有助于理解；文章分解成片段能降低學生理解文章的難度 疑問：學生在接觸整篇文章之前，教師先分段講解與分析，是否會影響學生對整片材料的感知？ 是否有利于培養(yǎng)學生獨立閱能力？,A,63,方式三：在學生獨立閱讀文章后的檢測練習中教學詞匯 優(yōu)點：有助于全體學生理解與掌握新詞匯，面向全體，且注重基礎，訓練形式多樣；在各種練習中呈現(xiàn)系會再講解，讓學生感覺不是專門學單詞，而是為了理解和表達的需要。 疑問：如果不事先教學詞匯，學生在理解上就會產(chǎn)生障礙，這樣是否會影響閱讀的速度與效果？在練習中呈現(xiàn)生詞是否也影響監(jiān)測的效果？,A,64,分階段落實詞匯教學 閱讀前：教師對閱讀材料與詞匯的分析到位 -對沒有一定背景知識就難以理解的材料，教師有必要先補充有關背景知識。 -借助一定的情景引出新詞匯，并進行解釋和領讀。 【案例】八下 Unit 8 Why Dont You Learn English Songs? -課前聽歌猜明星的活動，引出stage, winner, modest, interested,A,65,2. 閱讀中：指導學生運用詞匯學習策略到位 -構詞推斷法 前后綴： return, recall, review disappear, dislike kindness, darkness, illness 合成詞： playground， outstanding skateboard,A,66,-語境理解法 一個詞或詞組，在詞典里是孤立的，但一旦用于具體的語篇中，它就形成了整個語篇結構的一部分并與其他詞語構成一個有機的編碼系統(tǒng)及上下文，并和特定的語境相關聯(lián)。 【案例】 Her village was 2000 meters above sea level, and at first the thin air make her feel sick.,A,67,-英語釋義法 通過近義詞，反義詞或英語語句解釋，有利于培養(yǎng)學生用英語思維與表達的習慣。 【案例 】八下 Unit 3 Do You Remember What You Were Doing? be killed by someone unknown: murder fortunately: luckily (復現(xiàn)以前學過的詞匯； 訓練了根據(jù)上下文猜詞的能力）,A,68,3. 閱讀后： 學生鞏固所學詞匯到位 -復述課文既可以檢查學會僧發(fā)音以及對所學詞匯的運用情況，使學生深刻理解課文內容，又可以訓練學生書寫與記憶單詞的能力。 【案例】八下 Unit 7 Would You Mind Keeping Your Voice Down? Would you mind , drop litter, feel uncomfortable,take care, pick up -選詞造句；小組合作編對話或故事,A,69,-讀后續(xù)寫 對課文進行改寫、縮寫或擴寫能培養(yǎng)學生的語言運用能力、創(chuàng)新思維和想象能力。,A,70,閱讀課的焦點與層次設計 【教學案例】八下 Unit 8 3a The trendiest kind of pet these days is the pot-bellied pig. David Smith of North London has a pot-bellied pig named Connie. “Pot-bellied pigs make the best pets,”said David. “She watches TV on the sofa with me every night. She is my best friend.” However, life with a pig isnt always perfect. “When I got my pig, she was small,”said David, “but she eats a lot. Now shes too big to sleep in the house, so I made her a special pig house. Also, pigs need a lot of love. Sometimes I dont have enough time to spend with her.”,A,71,I.Lead-in (3 m) Step 1 :展示pot-bellied pig的圖片，引導學生談 一談對這種寵物的看法。 -Whats this? - What do you think of this animal? -Will you keep such a pet? Why？ II. While-reading (18m) Step 2: What is the text mainly talked about?(1st reading , 1 m.) Read the text again and complete the table.(2nd reading , 6 m.),A,72,完成信息搜索和信息處理、轉換，對后續(xù)的深層次挖掘閱讀材料和模仿性寫作有益；,A,73,Step3： Read the text closely and then paraphrase some imp. words and expressions ( 3rd reading, 3 m.) most fashionable,called, 100% good, unusual (采用替換解釋進行詞匯教學，幫助學生從思維層面認知詞匯，并在寫作時逐步提高用詞的豐富性和準確性；學生感興趣， 能積極思考） Step 4： Learn to use some words and structures in the text (6m) 對一些重要詞匯和結構進行更細致的點撥式教學,A,74,I dont have enough time to spend with her. T: Look at the word “spend”.Can you use the word to make some sentences? What other words can you think of? Can you ues “take” and “cost” to make some sentences? Can you tell me how these three words are used? (先了解學生對語言點理解的程度，然后有針對性地進行知識點補充，最后引導學生運用各所學語言知識）,A,75,Step 5： Listen to the tape and read the text aloud to improve your pronunciation and understanding ( 4th reading, 3 m.) (模仿朗讀有益于培養(yǎng)語感，改善發(fā)音） III. Post-reading Step 6 : Group words and expressions about hamsters into two columns: advantages and disvantages(2 m) (控制性寫作的鋪墊。設計與Step 2中相同形式的表格，引導學生分類提煉倉鼠的優(yōu)缺點）,A,76,Step 7： Read the text again very quickly and find out how the writer connects advantages and “disadvantages”. (5th reading, 1 m.） (再次瀏覽，尋找銜接手段。是文本結構進行分析的點睛之筆） Step 8： Write an article (50+ words) about hamster.( 5 m.) (完成一個控制性寫作練習，安排在詞匯和文本結構教學之后，學生完成效果好）,A,77,Step 9： Read and highlight a writing sample (3 m) ( 提供寫作范文非常必要，教師需在這個步驟標出關鍵的信息， 幫助學生反思和評價自己的作文，如表達優(yōu)缺點的詞匯的使用與分布情況 連接詞however的使用 以及文章的開頭和結尾） Step 10： Interview: -What is your favorite pet? -What are the advantages and disadvantages of keeping it ?( 6 m) (結對互問；轉述同伴話語，體會語言形式對內容觀點的影響）,A,78,Step 11：Reading the text again quickly and find out if the writer uses direct or indirect speech? Why? (6th reading, 2m) ( 引出文章風格的問題，啟發(fā)學生思考直接引語和間接引語在傳遞意義時的不同作用。直接引語生動，間接引語相對呆板） Step 12：Ask students to write an article (60+ words) about their neighbours favorite pet after class. Direct speech is encouraged. (布置作業(yè)，鼓勵使用生動的語言通過文本與讀者“對話”）,A,79,Step 13： Explain how to do peer editing.(2m) (教師向學生講授在互助編輯加工時需要注意的語言問題，如連接詞，大小寫，詞匯搭配，單三等） IV. 課堂總結階段（2m） Step 14：Summarize what has been learned in this class (學生參與總結能反映他們是否真正理解了教學重點，培養(yǎng)學習習慣和學習策略，比教師總結效果好）,A,80,Step 15：homework（ Use handouts） -Finish the writing and peer editing. -Read more for practice and fun. (作業(yè)緊扣閱讀教學的焦點，即“為了寫作的閱讀教學”，讓學生運用課堂上所學范文中的語言結構，結合實際完成寫作和互助編輯。發(fā)給學生與本單元話題和語言難度相匹配的閱讀材料，作為課后泛讀）,A,81,-閱讀課焦點的選擇 -teaching reading for reading -teaching reading for writing -閱讀課的層次設計 “意義”層次：分析文章大意，中心思想，所陳述的事實和作者的觀點 “形式”層次：認知并掌握材料中的重要語言形式，及語言知識點：詞匯，語法，句型等 “運用”層次：謀篇布局，閱讀賞析,A,82,外語教學的過程,act activity activate 知 能 熟 活 知識 技能 能力,A,83,Tell me, Ill forget; Show me, Ill remember; Involve me, Ill learn.,A,84,Thank you ! email: prettyzhoujiqing Tele: 0351-2279354 code: 030012,