課后筆記6--閱讀教學(xué)

1、六級(jí)閱讀技能目標(biāo)(1) 基本形成對(duì)不同目的的不同的閱讀方法與技巧(2) 基本把握不同體裁的文體特征，形成對(duì)所有常用體裁的閱讀能力(3) 基本形成對(duì)于閱讀過(guò)程、閱讀質(zhì)量的自我監(jiān)控與評(píng)價(jià)能力(4) 能從一般文字資料屮獲取主要信息(5) 能利用上下文和句子結(jié)構(gòu)猜測(cè)詞義(6) 能根據(jù)上下文線索預(yù)測(cè)故事情節(jié)的發(fā)展(7) 能根據(jù)閱讀目的使用不同的閱讀策略(8) 能通過(guò)不同信息渠道查找所需信息models for teaching reading bottom-up model讀者經(jīng)過(guò)對(duì)字母、詞、短語(yǔ)直至更大的語(yǔ)言單位(如句子)的逐級(jí)識(shí)別而建構(gòu)語(yǔ)篇的意義。 “自下而上”的過(guò)程強(qiáng)調(diào)把文本材料作為信息輸入從低級(jí)

2、到高級(jí)單位的認(rèn)知處理流程，又 被稱為“材料驅(qū)動(dòng)"(data drive id程)。依照這個(gè)模式去理解閱讀過(guò)程，教師在教授閱讀課 時(shí)，主要任務(wù)就是幫助學(xué)生解決語(yǔ)言上的障礙，即弄清詞的意義、短語(yǔ)的意義和句子的 意義。但是隨著對(duì)閱讀理解過(guò)程的深入研究發(fā)現(xiàn)，學(xué)生在閱讀時(shí)，語(yǔ)言問(wèn)題解決了，但對(duì)文章 的理解并不一定能夠解決，對(duì)作者的意圖并不一定能夠把握。這個(gè)過(guò)程低估了讀者的主 動(dòng)作用，沒(méi)有把閱讀者看成信息的積極處理者。 top-down model根據(jù)這種觀點(diǎn)，背景知識(shí)比詞匯問(wèn)題更重要。閱讀中，讀者所需要的更多是相關(guān)經(jīng)歷和 對(duì)文章背景知識(shí)的了解。不同的讀者由于其經(jīng)歷不同對(duì)文章的理解可能會(huì)相差甚遠(yuǎn)

3、，這 也許就是為什么閱讀異文化的材料比閱讀本族文化材料要難，閱讀不同時(shí)代的材料比閱 讀同時(shí)代的材料耍難。但是這個(gè)模式在強(qiáng)調(diào)讀者背景知識(shí)作用的同時(shí)，似乎忽視了詞 匯識(shí)別、語(yǔ)法結(jié)構(gòu)處理等低層次的閱讀技巧。事實(shí)上，快速、準(zhǔn)確地識(shí)別文本中的語(yǔ)言 特征對(duì)于流利的閱讀是至關(guān)重要的。 interactive model認(rèn)為閱讀不單純是“自下而上'或“自上而下”的過(guò)程，而是兩者相互作用的處理過(guò)程。交互 作用模式強(qiáng)調(diào)了閱讀處理過(guò)程的雙向性和交互性，認(rèn)為閱讀過(guò)程的各個(gè)層次z間存在交互作 用，因而解釋力更強(qiáng)。圖式(schema)理論該理論強(qiáng)調(diào)人u經(jīng)具有的知識(shí)及知識(shí)結(jié)構(gòu)對(duì)當(dāng)前的認(rèn)知活動(dòng)起決定作用。按照?qǐng)D式理論

4、，人 腦中所貯存的知識(shí)都組成單元，這種單元就是圖式。對(duì)閱讀而言，圖式一般分為三種類型: 語(yǔ)言圖式(linguistic schema);內(nèi)容圖式(content schema)和修辭圖式(rhetorical schema)® 語(yǔ)言圖式指讀者已有的語(yǔ)言知識(shí)，即關(guān)于語(yǔ)音、詞匯和語(yǔ)法等方面的知識(shí)。內(nèi)容圖式指讀者 對(duì)閱讀材料所討論主題(內(nèi)容范疇)的了解程度。修辭圖式指讀者對(duì)閱讀材料文章體裁、篇 章結(jié)構(gòu)的熟悉程度。閱讀技能(strategic skills ) 區(qū)分 (distinguishing) the main idea from supporting details 略讀 (skim

5、ming) : reading for the gist or main idea 查讀 (scanning) : looking for specific information 猜測(cè) (predicting) : guessing what is coming next 推 論 making inferences教學(xué)閱讀的步驟what to consider while planning reading lessons( 1)1. pre-reading stagehow to activate students' schematahow to raise students'

6、; interesthow to help students predict what they will read 2. while-reading stagehow to help students acquire different reading skillshow to help students understand features of a text.3. post-reading stagehow to help students use what they have learned每種教學(xué)步驟的方法或途徑1 .pre-reading 的方法(1) predicting pr

7、edicting based on the title predicting based on vocabulary predicting based on the pictures predicting based on the t/f questions predicting based on questionsqi. where was jane walking?q2: what did she hear behind her?q3: what was her necklace made of?q4: what did the thief steal (two things)?q5: w

8、hat did he do next?(2) .setting the scene discussing culture bound aspects relating what students already know to what they want to know using visual aids(3) skimming &scanning skimming for gist(s ask general questions(s provide 3-4 statementsq provide subtitles and put in the right place scanni

9、ng for specific in formationfs a numberq a definition(s a name(4) 需注意 bear in mind set a time limit give clear instructions for the task wait until 70% of the students finish how to get feedback answers are scattered throughout the text2. while-reading(1) fast reading快讀的原因：讓學(xué)生快速默讀或略讀。以閱讀理解為目的的閱讀教學(xué)一定

10、要強(qiáng)調(diào)用默讀 的方式，而不用朗讀的方式，因?yàn)槔首x影響速度，不易將注意力放在理解上，耐用影響 他人默讀。限時(shí)是保證學(xué)生快速閱讀的有效手段。 skimming for gistqask general questions(sprovide 3-4 statementseprovide subtitles and put in the right place scanning for specific informationqa numberea definitionqa name例子如ppt閱讀教學(xué)38-39(2) reading in detail1) information transfer

11、activitiestransition device 的目的：a. focus on the main meaningb. simplify sophisticated inputc. perfonn tasks while readingd highlight the main structural organizatione involve all the studentsf. precede one step at a timeg. a basis for further oral or written practicetransition device 的方法：a. pictures

12、b. mapsc. tables 表格d. tree diagrams 樹形圖e. cyclic diagrams 循環(huán)圖(如：水)f. flowcharts流程圖(如：紙的制作)2) reading comprehension questionsa. questions for literal comprehensionb. questions involving reorganization or reinterpretationc. questions for evaluation or appreciationde questions for personal responsee. q

13、uestions for inferences3) understanding references4) making inferenceshomework machinerefer to:silverstein, s. 1981. a light in the attic pp.56-57. new york: harpercollins.t t j i hahahicwm taw囘 w whoho gj -11/ 11/ 11/ 11/ xi s一 1 卞 2 3 4 oe th sgurnto onbke 乜nsta rapeaitt ntmes zcorddok? a隅or .is仇

14、m w t岀i 6predicti onbokattheguessing wordn；?ineaninghsh a piecesea nningsebs inferring 二薩 ning rs deling?5) what kind of h 皐mq do%?。叭。wh；版黒狀篇3. post-reading目的：provide opportunities to relate what they have read to what they already know or feelenable students to produce language based on what they h

15、ave learnedpost-reading 的方法：1) discussion2) role play defining the roles and setting up goals pairing/grouping students and assigning roles preparation: whole class brainstorm possible questions students playing the same roles go into a group to work out the questions role play in pairs/group class viewing/demonstration teacher gives feedback based on active monitoring3) retelling4) gap-filling5) writing produce a tourist brochure for a place described in a text. produce a