初中英语阅读教学 131页

刘清波淄博市教学研究室2015.3.14阅读教学\n阅读教学的重要性\n初衷充分利用教材文本，获得语言学习的最大成效。\n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\n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\n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\n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\n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\nTherearemanyreasonswhygettingstudentstoreadEnglishtextsisanimportantpartoftheteacher'sjob.Inthefirstplace,manyofthemwanttobeabletoreadtextsinEnglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.JeremyHarmer:HowtoTeachEnglish阅读教学的重要性Whyteachreading?\nReadingisusefulforotherpurposestoo:anyexposuretoEnglish(providedstudentsunderstanditmoreorless)isagoodthingforlanguagestudents.Attheveryleast,someofthelanguagesticksintheirmindsaspartoftheprocessoflanguageacquisition,and,ifthereadingtextisespeciallyinterestingandengaging,acquisitionislikelytobeevenmoresuccessful.JeremyHarmer:HowtoTeachEnglishP68阅读教学的重要性Whyteachreading?\nReadingtextsalsoprovidegoodmodelsforEnglishwriting.Whenweteachtheskillofwriting,wewillneedtoshowstudentsmodelsofwhatweareencouragingthemtodo.JeremyHarmer:HowtoTeachEnglishP68阅读教学的重要性Whyteachreading?\nReadingtextsalsoprovideopportunitiestostudylanguage:vocabulary,grammar,punctuation,andthewayweconstructsentences,paragraphsandtexts.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponsesandbethespringboardforwell-rounded,fascinatinglessons.JeremyHarmer:HowtoTeachEnglishP68阅读教学的重要性Whyteachreading?\n阅读的维度Definition定义Goals目的Theories理论Strategies策略Modes模式Issues问题\n阅读的定义\n阅读的定义Readingisasetofskillsthatinvolvesmakingsenseandderivingmeaningfromtheprintedword.PracticalEnglishLanguageTeaching:YoungLearnersP69\nInordertoread,wemustbeabletodecodetheprintedwordsandalsocomprehendwhatweread.PracticalEnglishLanguageTeaching:YoungLearnersP69阅读的定义\nForsecondlanguagelearnerstherearethreedifferentelementswhichimpactreading:thechild’sbackgroundknowledge,thechild’slinguisticknowledgeofthetargetlanguage,andthestrategiesortechniquesthechildusestotacklethetext.PracticalEnglishLanguageTeaching:YoungLearnersP69阅读的定义\nReadingcanbedefinedsimplyasmakingmeaningfromprint.PracticalEnglishLanguageTeaching:ReadingP2阅读的定义\nFourkeyelementscombineintheprocessofmakingmeaningfromprint:thereader,thetext,readingstrategies,andfluency.PracticalEnglishLanguageTeaching:ReadingP2阅读的定义\n阅读的定义Readingisaprocessofreaderscombininginformationfromatextandtheirownbackgroundknowledgetobuildmeaning.Meaningdoesnotrestinthereadernordoesitrestinthetext.Thereader’sbackgroundknowledgeintegrateswiththetexttocreatethemeaning.PracticalEnglishLanguageTeaching:ReadingP2-3\n阅读的定义Thegoalofreadingiscomprehension.Fluentreadingisdefinedastheabilitytoreadatanappropriateratewithadequatecomprehension.Strategicreadingisdefinedastheabilityofthereadertouseawidevarietyofreadingstrategiestoaccomplishapurposeforreading.Goodstrategicreadersknowwhattodowhentheyencounterdifficulties.PracticalEnglishLanguageTeaching:ReadingP3\n阅读的定义Readingisareceptivelanguageprocess.Itisapsycholinguisticprocessinthatitstartswithalinguisticsurfacerepresentationencodedbyawriterandendswithmeaningwhichthereaderconstructs.Thereisthusanessentialinteractionbetweenlanguageandthoughtinreading.Thewriterencodesthoughtaslanguageandthereaderdecodeslanguagetothought.InteractiveApproachestoSecondLanguageReadingP12\n阅读的定义Further,proficientreadersarebothefficientandeffective.Theyareeffectiveinconstructingameaningthattheycanassimilateoraccommodateandwhichbearssomelevelofagreementwiththeoriginalmeaningoftheauthor.Andreadersareefficientinusingtheleastamountofefforttoachieveeffectiveness.InteractiveApproachestoSecondLanguageReadingP12\n阅读的定义Toaccomplishthisefficiencyreadersmaintainconstantfocusonconstructingthemeaningthroughouttheprocess,alwaysseekingthemostdirectpathtomeaning,alwaysusingstrategiesforreducinguncertainty,alwaysbeingselectiveabouttheuseofthecuesavailableanddrawingdeeplyonpriorconceptualandlinguisticcompetence.InteractiveApproachestoSecondLanguageReadingP12\n阅读的定义Efficientreadersminimizedependenceonvisualdetail.Anyreader’sproficiencyisvariabledependingonthesemanticbackgroundbroughtbythereadertoanygivenreadingtask.InteractiveApproachestoSecondLanguageReadingP12\n阅读的目的\n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\n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\n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\n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\n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\n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\n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\nReadingforpleasureReadingforinformationPracticalEnglishLanguageTeaching:YoungLearners阅读的目的PurposesforReading\n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\n阅读理论\n阅读理论Bottom-up自下而上Top-down自上而下Interactive交互SchemaTheory图式理论\n阅读理论Bottom-upBottom-upmodelsconsistoflowerreadingprocesses.Studentsstartwiththefundamentalbasicsofletterandsoundrecognition,whichinturnallowsthemtomoveuptomorphemerecognitionfollowedbywordrecognition,buildinguptotheidentificationofgrammaticalstructures,sentences,andlongertexts.PracticalEnglishLanguageTeaching:ReadingP3\nUnderstandingletters,letterclusters,words,phrases,sentences,longertext,andfinallymeaningistheorderinachievingcomprehension.Withthebottom-upmodel,studentsstartfromthebottom(lettersandsounds)togettothetop(comprehension).PracticalEnglishLanguageTeaching:ReadingP5阅读理论Bottom-up\n阅读理论Top-downTop-downreading,ontheotherhand,beginswiththeideathatcomprehensionresidesinthereader.Thereaderusesbackgroundknowledge,makespredictions,andsearchesthetexttoconfirmorrejectthepredictionsthataremade.GrabeandStoller(2002)pointoutthatinatop-downmodelofreading,comprehensionisdirectedbythereader’sgoalsandexpectations.PracticalEnglishLanguageTeaching:ReadingP6\nAreadingpassagecanthusbeunderstoodevenifnotalloftheindividualwordsareunderstood.Withinatop-downapproachtoreading,theteacherfocusesonmeaning-generatingactivitiesratherthanonmasteryofthebottom-upskillsofletter,sound,andwordrecognition.PracticalEnglishLanguageTeaching:ReadingP6阅读理论Top-down\nGoodman(1976),oneoftheoriginaladvocatesoftop-downmodelsofreading,criticizesbottom-upmodelsbecausethereadersbecome“wordcallers”,peoplewhocanreadthewordsonthepagebutdonotunderstandwhattheyhaveread.Goodmanbelievesthatteachersmakelearningtoreaddifficult“bybreakingwhole(natural)languageintobite-sizedabstractlittlepieces”.PracticalEnglishLanguageTeaching:ReadingP6阅读理论Top-down\nTheapproachthatisacceptedasthemostcomprehensivedescriptionofthereadingprocessisaninteractiveapproach.Thisthirdtypecombineselementsofbothbottom-upandtop-downapproaches.Thebestreadersinanylanguagearethosewhocombineelementsofboth.PracticalEnglishLanguageTeaching:ReadingP7阅读理论InteractiveApproach\nForexample,mostreadersbeginreadingbyusingtop-downreadingstrategiesuntilthereisaproblem,andthentheyshifttobottom-upstrategies.PracticalEnglishLanguageTeaching:ReadingP7阅读理论InteractiveApproach\nHowdoreadersconstructmeaning?Howdotheydecidewhattoholdonto,andhavingmadethatdecision,howdotheyinferawriter’smessage?Thesearethesortsofquestionsaddressedbywhathascometobeknownasschematheory,thehallmarkofwhichisthatatextdoesnotbyitselfcarrymeaning.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358阅读理论SchemaTheory\nThereaderbringsinformation,knowledge,emotion,experience,andculture——thatis,schemata——totheprintedword.Threedecadesago,MarkClarkeandSandraSilbersteincapturedtheessenceofschematheory:TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358阅读理论SchemaTheory\nResearchhasshownthatreadingisonlyincidentallyvisual.Moreinformationiscontributedbythereaderthanbytheprintonthepage.Thatis,readersunderstandwhattheyreadbecausetheyareabletotakethestimulusbeyonditsgraphicrepresentationandassignitmembershiptoanappropriategroupofconceptsalreadystoredintheirmemories…TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359阅读理论SchemaTheory\nSkillinreadingdependsontheefficientinteractionbetweenlinguisticknowledgeandknowledgeoftheworld.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359阅读理论SchemaTheory\nPrinciple1:Readingisnotapassiveskill.Readingisanincrediblyactiveoccupation.Todoitsuccessfully,wehavetounderstandwhatthewordsmean,seethepicturesthewordsarepainting,understandthearguments,andworkoutifweagreewiththem.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple1:Readingisnotapassiveskill.Ifwedonotdothesethings-andifstudentsdonotdothesethings—thenweonlyjustscratchthesurfaceofthetextandwequicklyforgetit.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple2:Studentsneedtobeengagedwithwhattheyarereading.Aswitheverythingelseinlessons,studentswhoarenotengagedwiththereadingtext-notactivelyinterestedinwhattheyaredoing-arelesslikelytobenefitfromit.Whentheyarereallyfiredupbythetopicorthetask,theygetmuchmorefromwhatisinfrontofthem.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论PrinciplesbehindtheteachingofReading\nPrinciple3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,thenumberofparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,isjustasimportantandwemustgivestudentsachancetorespondtothatmessageinsomeway.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.Itisespeciallyimportantthattheyshouldbeallowedtoexpresstheirfeelingsaboutthetopic—thusprovokingpersonalengagementwithitandthelanguage.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple4:Predictionisamajorfactorinreading.Whenwereadtextsinourownlanguage,wefrequentlyhaveagoodideaofthecontentbeforeweactuallyread.Bookcoversgiveusahintofwhat'sinthebook,photographsandheadlineshintatwhatarticlesareaboutandreportslooklikereportsbeforewereadasingleword.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple4:Predictionisamajorfactorinreading.Themomentwegetthishint-thebookcover,theheadline,thewordprocessedpage-ourbrainstartspredictingwhatwearegoingtoread.Expectationsaresetupandtheactiveprocessofreadingisreadytobegin.Teachersshouldgivestudents‘hints’sothattheycanpredictwhat‘scomingtoo.Itwillmakethembetterandmoreengagedreaders.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple5:Matchthetasktothetopic.WecouldgivestudentsHamlet'sfamoussoliloquy'Tobeornottobe'andaskthemtosayhowmanytimestheinfinitiveisused.Wecouldgivethemarestaurantmenuandaskthemtolisttheingredientsalphabetically.Theremightbereasonsforbothtasks,but,onthefaceofit,theylookabitsilly.WewillprobablybemoreinterestedinwhatHamletmeansandwhatthemenufoodsactuallyare.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple5:Matchthetasktothetopic.Onceadecisionhasbeentakenaboutwhatreadingtextthestudentsaregoingtoread,weneedtochoosegoodreadingtasks—therightkindofquestions,engagingandusefulpuzzlesetc.Themostinterestingtextcanbeunderminedbyaskingboringandinappropriatequestions;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\nPrinciple6:Goodteachersexploitreadingtextstothefull.Anyreadingtextisfullofsentences,words,ideas,descriptionsetc.Itdoesn'tmakesensejusttogetstudentstoreaditandthendropittomoveontosomethingelse.Goodteachersintegratethereadingtextintointerestingclasssequences,usingthetopicfordiscussionandfurthertasks,usingthelanguageforStudyandlaterActivation.JeremyHarmer:HowtoTeachEnglishP70-71阅读理论Principlesbehindtheteachingofreading\n阅读策略\n阅读策略Recognizethesignificanceofthecontent.Recognizeimportantdetails.Recognizeunrelateddetails.Findthemainideaofaparagraph.Findthemainideaoflargesectionofdiscourse.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略6.Differentiatefactandopinion.7.Locatetopicsentences.8.Locateanswerstospecificquestions.9.Makeinferencesaboutcontent.10.Criticallyevaluatecontent.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略11.Realizeanauthor’spurpose.12.Determinetheaccuracyofinformation.13.Useatableofcontents.14.Useanindex.15.Usealibrarycardcatalog.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略16.Useappendices.17.Readandinterprettables.18.Readandinterpretgraphs.19.Readandinterpretcharts.20.Readandinterpretmaps.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略21.Readandinterpretcartoons.22.Readandinterpretdiagrams.23.Readandinterpretpictures.24.Readandinterpretformulae.25.Readandunderstandwrittenproblems.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略26.Readandunderstandexpositorymaterial.27.Readandunderstandargument.28.Readandunderstanddescriptivematerial.29.Readandunderstandcategories.30.Adjustreadingraterelativetopurposeofreading.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略31.Adjustreadingraterelativetodifficultyofmaterial.32.Scanforspecificinformation.33.Skimforimportantideas.34.Learnnewmaterialfromtext.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning\n阅读策略1.DiscriminateamongthedistinctivegraphemesandorthographicpatternsofEnglish.2.Retainchunksoflanguageofdifferentlengthsinshort-termmemory.3.Processwritingatanefficientrateofspeedtosuitthepurpose.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MicroskillsforReadingComprehension\n阅读策略4.Recognizeacoreofwords,andinterpretwordorderpatternsandtheirsignificance.（词序）5.Recognizegrammaticalwordclasses(nouns,verbs,etc.),systems(e.g.,tense,agreement,pluralization),patterns,rules,andellipticalforms.（语法形式）6.Recognizethataparticularmeaningmaybeexpressedindifferentgrammaticalforms.（语法形式的含义）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MicroskillsforReadingComprehension\n阅读策略1.Recognizecohesivedevicesinwrittendiscourseandtheirroleinsignalingtherelationshipbetweenandamongclauses.(连接词)2.Recognizetherhetoricalformsofwrittendiscourseandtheirsignificanceforinterpretation.（修辞）3.Recognizethecommunicativefunctionsofwrittentexts,accordingtoformandpurpose.（交际功能）4.Infercontextthatisnotexplicitbyusingbackgroundknowledge.（背景）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension\n阅读策略5.Inferlinksandconnectionsbetweenevents,ideas,etc.;deducecausesandeffects;anddetectsuchrelationsasmainidea,supportingidea,newinformation,giveninformation,generalization,andexemplification.（连接、因果）6.Distinguishbetweenliteralandimpliedmeanings.（字面意义语隐含意义）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension\n阅读策略7.Detectculturallyspecificreferencesandinterprettheminacontextoftheappropriateculturalschemata.（文化）8.Developanduseabatteryofreadingstrategiessuchasscanningandskimming,detectingdiscoursemarkers,guessingthemeaningofwordsfromcontext,andactivatingschematafortheinterpretationoftexts.（策略）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension\n阅读策略1.Identifythepurposeinreading.(明确的阅读目的和指令)2.Usegraphemicrulesandpatternstoaidinbottom-updecoding.（音形关系）3.Useefficientsilentreadingtechniquesforimprovingfluency.（策略）4.Skimthetextformainideas.5.Scanthetextforspecificinformation.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371StrategiesforReadingComprehension\n阅读策略6.Usesemanticmappingorclustering.(语义图)7.Guesswhenyouaren’tcertain.（猜测）8.Analyzevocabulary.（词汇分析）9.Distinguishbetweenliteralandimpliedmeanings.（字面与隐含意义）10.Capitalizeondiscoursemarkerstoprocessrelationships.（语篇连接词）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371StrategiesforReadingComprehension\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies1.HavingapurposeItisimportantforstudentstohaveaclearpurposeandtokeepinmindwhattheywanttogainfromthetext.2.PreviewingConductingaquicksurveyofthetexttoidentifythetopic,themainidea,andtheorganizationofthetext.3.SkimmingLookingquicklythroughthetexttogetageneralideaofwhatitisabout.\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies4.ScanningLookingquicklythroughatextinordertolocatespecificinformation.5.ClusteringReadingclustersofwordsasaunit.6.AvoidingbadhabitsAvoidinghabitssuchasreadingwordbyword.\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies7.PredictingAnticipatingwhatistocome.8.ReadingactivelyAskingquestionsandthenreadingforanswers.9.InferringIdentifyingideasthatarenotexplicitlystated.\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies10.IdentifyinggenresIdentifyingtheoverallorganizationalpatternofatext.11.IdentifyingparagraphIdentifyingtheorganizationalstructureofaparagraph,forexample,whetheritfollowsaninductiveordeductivepattern.12.IdentifyingsentencestructureIdentifyingthesubjectandmainverbincomplexsentences.\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies13.NoticingcohesivedevicesAssigningcorrectreferentstoproforms,andidentifyingthefunctionofconjunctions.14.InferringunknownvocabularyUsingcontextaswellaspartsofwords(e.g.prefixes,suffixesandstems)toworkoutthemeaningofunknownwords.15.IdentifyingfigurativelanguageUnderstandingtheuseoffigurativelanguageandmetaphors.\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies16.UsingbackgroundknowledgeUsingwhatonealreadyknowstounderstandnewideas.17.IdentifyingstyleanditspurposeUnderstandingthewriter’spurposeinusingdifferentstylisticdevicessuchasaseriesofshortorlongsentences.18.EvaluatingReadingcritically,andassessingthetruthvalueoftextualinformation.\n阅读策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies19.IntegratinginformationTrackingideasthataredevelopedacrossthetextthroughtechniquessuchashighlightingandnote-taking.20.ReviewingLookingbackoveratextandsummarizingit.21.ReadingtopresentUnderstandingthetextfullyandthenpresentingittoothers.\n阅读策略Crookes&Chaudron'slanguageteachingtechniques1-19ControlledTechniques20-28SemicontrolledTechniques29-38FreeTechniquesTeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques1.Warm-up:热身Mimes,dance,songs,jokes,play.Thisactivitygetsthestudentsstimulated,relaxed,motivated,attentive,orotherwiseengagedandreadyforthelesson.Itdoesnotnecessarilyinvolveuseofthetargetlanguage.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques2.Setting:背景Focusinginonlessontopic.Teacherdirectsattentiontothetopicbyverbalornonverbalevocationofthecontextrelevanttothelessonbyquestioningormimingorpicturepresentation,possiblybytaperecordingofsituationsandpeople.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques3.Organizational:组织Structuringoflessonorclassactivitiesincludesdisciplinaryaction,performance,structureandpurposeoflesson,etc.4.Contentexplanation:内容解释Grammatical,phonological,lexical,sociolinguistic,pragmatic,oranyotheraspectsoflanguage.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques5.Role-playdemonstration:角色扮演Selectedstudentsorteacherillustratetheprocedurestobeappliedinthelessonsegmenttofollow.Includesbriefillustrationoflanguageorothercontenttobeincorporated.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques6.Dialogue/Narrativepresentation:对话/故事呈现Readingorlisteningpassagepresentedforpassivereception.Noimplicationofstudentproductionorotheridentificationofspecifictargetformsorfunctions(studentsmaybeaskedto“understand”).TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques7.Dialogue/Narrativerecitation:对话/故事背诵Recitingapreviouslyknownorpreparedtext,eitherinunisonorindividually.8.Readingaloud:朗读Readingdirectlyfromagiventext.9.Checking:检查Teachereithercirculatingorguidingthecorrectionofstudents’work.Providingfeedbackasanactivityratherthanwithinanotheractivity.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques10.Question-answerdisplay问答展示Activityinvolvingpromptingofstudentresponsesbymeansofdisplayquestions(i.e.,teacherorquestioneralreadyknowstheresponseorhasaverylimitedsetofexpectationsfortheappropriateresponse).Distinguishedfromreferentialquestionsbythelikelihoodofthequestioner’sknowledgeoftheresponseandthespeaker’sawarenessofthatfact.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques11.Drill:操练Typicallanguageactivityinvolvingfixedpatternsofteacherpromptingandstudentresponding,usuallywithrepetition,substitution,andothermechanicalalterations.Typicallywithlittlemeaningattached.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques12.Translation:翻译StudentorteacherprovisionofL1orL2translationsofgiventext.13.Dictation:听写Studentwritingdownorallypresentedtext.14.Copying:抄写Studentwritingdowntextpresentedvisually.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques15.Identification:识别Studentpickingoutandproducing/labelingorotherwiseidentifyingaspecifictargetform,function,definition,orotherlesson-relateditem.16.Recognition:辨识Studentidentifyingforms,asinIdentification(i.e.,checkingoffitems,drawingsymbols,rearrangingpictures),butwithoutaverbalresponse.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques17.Review：回顾Teacher-ledreviewofpreviousweek/monthorotherperiodasaformalsummaryandtypeoftestofstudentrecallperformance.18.Testing:测试Formaltestingprocedurestoevaluatestudentprogress.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques19.Meaningfuldrill:有意义的操练Drillactivityinvolvingresponseswithmeaningfulchoices,asinreferencetodifferentinformation.DistinguishedfromInformationexchangebytheregulatedsequenceandgeneralformofresponses.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques20.Brainstorming:头脑风暴Aformofpreparationforthelesson,likeSetting,whichinvolvesfree,undirectedcontributionsbythestudentsandteacheronagiventopic,togeneratemultipleassociationswithoutlinkingthem;noexplicitanalysisorinterpretationbytheteacher.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques21.Storytelling(especiallywhenstudent-generated):讲故事Notnecessarilylesson-based,alengthypresentationofstorybyteacherorstudent(mayoverlapwithWarm-uporNarrativerecitation).Maybeusedtomaintainattention,motivate,oraslengthypractice.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques22.Question-answer,referential:指代性问答Activityinvolvingpromptingofresponsesbymeansofreferentialquestions(i.e.,thequestionerdoesnotknowbeforehandtheresponseinformation).DistinguishedfromQuestion-answer,display.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques23.Cuednarrative/dialogue:提示故事/对话Studentproductionofnarrativeordialoguefollowingcuesfrommiming,cuecards,pictures,orotherstimulirelatedtonarrative/dialogue(e.g.,metalanguagerequestingfunctionalacts).TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques24.Informationtransfer:信息迁移Applicationfromonemode(e.g.,visual)toanother(e.g.,writing),whichinvolvessometransformationoftheinformation(e.g.,studentfillsoutdiagramwhilelisteningtodescription).DistinguishedfromIdentificationinthatthestudentisexpectedtotransformandreinterpretethelanguageorinformation.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques25.Informationexchange:信息交换Taskinvolvingtwo-waycommunicationasininformation-gapexercises,whenoneorbothparties(oralargergroup)mustshareinformationtoachievesomegoal.DistinguishedfromQuestion-answer,referentialinthatsharingofinformationiscriticalforthetask.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques26.Wrap-up:总结Briefteacher-orstudent-producedsummaryofpointand/oritemsthathavebeenpracticedorlearned.27.Narration/Exposition:叙述/说明Presentationofastoryorexplanationderivedfrompriorstimuli.DistinguishedfromCuednarrativebecauseoflackofimmediatestimulus.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques28.Preparation：准备Studentstudy,silentreading,pairplanningandrehearsing,preparingforlateractivity.Usuallyastudent-directedor–orientedproject.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques29.Role-play:角色扮演Relativelyfreeactingoutofspecifiedrolesandfunctions.Distinguishedfromcueddialoguesbythefactthatcueingisprovidedonlyminimallyatthebeginning,andnotduringtheactivity.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques30.Games:游戏Variouskindsoflanguagegameactivitynotlikeotherpreviouslydefinedactivities(e.g.,boardanddicegamesmakingwords).TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques31.Report:汇报Reportofstudent-preparedexpositiononbooks,experiences,projectwork,withoutimmediatestimulus,andelaboratedonaccordingtostudentinterests.Akintocompositioninwritingmode.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques32.Problemsolving:解决问题Activityinvolvingspecifiedproblemandlimitationsofmeanstoresolveit;requirescooperationonpartofparticipantsinsmallorlargegroup.33.Drama:戏剧Planneddramaticrenditionofplay,skit,story,etc.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques34.Simulation:模拟Activityinvolvingcomplexinteractionbetweengroupsandindividualsbasedonsimulationofreal-lifeactionsandexperiences.35.Interview:：采访Astudentisdirectedtogetinformationfromanotherstudentorstudents.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques36.Discussion:讨论Debateorotherformofgroupeddiscussionofspecifiedtopic,withorwithoutspecifiedsides/positionsprearranged.37.Composition:作文Asinreport(verbal),writtendevelopmentofideas,story,orotherexposition.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n阅读策略Crookes&Chaudron'slanguageteachingtechniques38.Apropos:真实对话Conversationorothersociallyorientedinteraction/speechbyteacher,students,orevenvisitors,ongeneralreal-lifetopics.Typicallyauthenticandgenuine.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-186\n一、背景知识二、阅读策略三、阅读目的四、文本长度五、文本结构六、文本内容七、词汇处理阅读策略文本解读的七个变量\ntheirknowledgeofthetargetlanguage,e.g.,vocabulary,syntax;（语言知识）theirbackgroundknowledgeandexperiencesintheworld;（背景知识）阅读策略学生解读文本可以利用的知识与能力\ntheirknowledgeofhowvarioustypesofdiscourse,suchasmagazinearticles,literarytexts,radiobroadcasts,andtalkshows,areorganized,i.e.,useofcohesivedevicessuchaspronouns,conjunctions,andtransitionalphrasestolinkmeaningacrosssentences,aswellastheuseofcoherencetomaintaintheunityofthemessage;（题材、体裁）阅读策略学生解读文本可以利用的知识与能力\ntheirabilitytoholdinformationinshort-termmemoryastheyattendtothetext;and（短时记忆能力）theirabilitytouseavarietyofstrategiestohelpthembringmeaningtothecomprehensiontask.（应用策略的能力）阅读策略学生解读文本可以利用的知识与能力\nTop-downfactors:reader1.readerbackground(semanticknowledge)2.readerperspective(readingstrategies)阅读策略学生与文本“自上而下”和“自下而上”的互动因素\nTop-downfactors:text3.textschema(topic)4.textstructure(organizationalpatternoftheinformation)5.episodicsequence(scriptsorstorygrammar)阅读策略学生与文本“自上而下”和“自下而上”的互动因素\nBottom-upfactors:textandreader6.illustrativedetail7.thesurfacelanguagefeaturesofthetextinletters,words,andindividualsentences8.readerlanguageproficiency(p.24)阅读策略学生与文本“自上而下”和“自下而上”的互动因素\nⅠ.Pre-readingⅡ.IdentifymainelementsⅢ.identifydetailsⅣ.Organize/revisemainideas/detailsⅤ.Recreatetext（文本再构）Ⅵ.Reacttotext/exploreintertextuality.（互文）阅读策略阅读教学六步法\nⅠ.PreparationⅡ.ComprehensionⅢ.InterpretationⅣ.ApplicationⅤ.Extension阅读策略互动五步骤\nThekindofreadersteacherandstudentsdecidetobewilldeterminetheextentoftheirinvolvementwiththetextandthenatureofthemeaningstheirdialoguewiththetextwillgenerate.Iftheyreadthetextasaparadigmforcertaingrammaticalstructures,thatmeaningwillbepurelygrammatical.《语言教学的环境与文化》ContextandCultureinLanguageTeaching阅读策略文章的三种读法\nIftheyreadthestoryintheefferentmanner,itwillbegivenapurelyreferentialmeaning.Iftheychoosetogiveitanaestheticreading,multiplelayersofmeaningwillemergefromtheirpersonalresponsetothetext.《语言教学的环境与文化》ContextandCultureinLanguageTeaching阅读策略文章的三种读法\n阅读策略文学学习的领域《新加坡英语文学教学大纲》\n1、语法翻译法Grammar-Translation2、3P模式（present-practice-produce）3、5P模式(prepare-present-practice-produce-progress）4、任务式教学法Task-based5、读前-读中-读后（pre-reading-whilereading-post-reading）6、交互式教学模式（自上而下为主，自下而上为辅）阅读模式\n问　题\nReadingsilentlyistheprimarywaythatpeopleengageintheactofreading.“readingoutloudwithfluency(i.e.,withpurpose,speed,intonation,andcomprehension)isofsecondaryimportanceformoststudentsandtheirteachers.Automaticityshouldbethegoalforreadinginstruction,andnotoralfluency”.PracticalEnglishLanguageTeaching:ReadingP144问　题Theneedforbothsilentandoralreadingfluency\n提示不出声的阅读是人们惯常的阅读方式，但出生的朗读，也是客观存在的阅读方式。但出声的朗读，多有出声的目的，比如吟咏、品味、记忆。所以，在阅读教学中，如果采用朗读方式，必须有明确的目的，不能为读而读。\nThebooksIhavereadonreading\n\n\n\n优质课注意的问题１、教学目标设定２、语言能力３、文本解读４、课堂三力：分析力、呈现力、表现力５、呈现语言\n6、信息背后7、文化意识8、课堂结构9、综合能力：语言知识、语言技能、语言意义10、学生因素优质课注意的问题\n谢谢大家！