教材文本解讀與初中英語閱讀教學

1、教材文本解讀與初中英語閱讀教學教材文本解讀與初中英語閱讀教學如何使用如何使用Go For It!教材上好閱讀課教材上好閱讀課人民教育出版社英語編輯室 肖菲一、關于英語閱讀教學的幾個問題一、關于英語閱讀教學的幾個問題二、教材文本解讀與閱讀活動設計二、教材文本解讀與閱讀活動設計一、關于英語閱讀教學的幾個問題一、關于英語閱讀教學的幾個問題A. Reading for information.B. Reading for learning the language.C. Reading for learning cultures.D. Reading for writing.E. Reading fo

2、r pleasure.Question 1: Why do we read?A. For general comprehension.B. To search for information.C. To learn new information.D. To synthesize and evaluate information.Question 2: What are the academic purposes for reading?A. To teach the important language points.B. To teach reading strategies. C. To

3、 test Ss reading comprehension.Question 3: What is the main focus when you teach reading?A. Check the students understanding. B. Let Ss talk about the reading.C. Have students read the text.D. Explain the language points.E. Let students use the language.Question 4: What is the major activity of the

4、reading lesson?Question 5: How many times are students supposed to read the passage?A. Once or twice, from the very beginning to the end. B. At least three times, but not necessarily the whole passage.C. It depends on how many reading activities you have to do during the lesson.D. It all depends. A.

5、 Reading for informationB. Reading for learning the languageC. Reading for learning culturesD. Reading for writingE. Reading for pleasureQuestion 1: Why do we read?Answer: A, EA. for general comprehensionB. to search for informationC. to learn new informationD. to synthesize and evaluate information

6、Question 2: What are the academic purposes for reading?Answer: A, B, C, DA. Teach the important language pointsB. Teach reading strategies C. Test Ss reading comprehensionQuestion 3: What is the main focus when you teach reading?Answer: B“閱讀教學就應該，也必須以閱讀技能的培養(yǎng)和提高為重點。”英語閱讀教學英語閱讀教學(Developing Reading sk

7、ills) 導讀導讀A. Check the students understanding B. Let Ss talk about the readingC. Have students read the text D. Explain the language pointsE. Let students use the languageQuestion 4: What is the major activity of the reading lesson?Answer: CA. Once or twice, from the very beginning to the end. B. At

8、 least three times, but not necessarily the whole passage.C. It depends on how many reading activities you have to do during the lesson.D. It all depends. Question 5: How many times are students supposed to read the passage?Answer: DQuestion 6: What level of reading competence are students required

9、to achieve?義務教育英語課程標準（義務教育英語課程標準（20112011版）版）關于閱讀技能的五級目標表述關于閱讀技能的五級目標表述級別級別 技能技能標準表述標準表述五級五級讀讀1. 能根據(jù)上下文和構(gòu)詞法推斷、理解生詞的含義。2. 能理解段落中各句子之間的邏輯關系。3. 能找出文章的主題，理解故事的情節(jié)，預測故事情節(jié)的發(fā)展和可能的結(jié)局。4. 能讀懂相應水平的常見體裁的讀物。5. 能根據(jù)不同的閱讀目的運用簡單的閱讀策略獲取信息。6. 能利用詞典等工具書進行閱讀。7. 課外閱讀量應累計達到15萬詞以上。 Question 7: What are the common reading st

10、rategies that can be taught to students?Reading strategies that can be taught: Activating Prior KnowledgePredictingSkimmingScanningGuessing meaning of unknown wordsRecognizing text typesIdentifying topics and main ideasWord recognition exercisesThomas S. C. Farrell, 閱讀課的設計Planning Lessons for a Read

11、ing ClassQuestion 8: What kind of activities do you usually use during a reading class?True or False? Multiple choice? Ask and answer questions? Fill in the table? Put the events in order?Do you usually use the following activities when you teach reading? guess the meaning of unknown words? predict

12、what the passage might talk about? predict how the story might end? think of a title? describe the authors viewpoint/attitude? find the topic of a paragraph? identify the main idea of a passage? create a mind map based on the passage? use their own words to retell the story? Do you usually encourage

13、 your students to: The aim of the exercises must be clearly defined and a clear distinction made between teaching and testing. Testing will obviously involve more accuracy-type exercises whereas through teaching one should try to develop the skills. The students must be taught how to approach and co

14、nsider the text in order to be independent and efficient readers. 英語閱讀教學(Developing Reading skills) READING COMPREHENSION EXERCISE-TYPESI. Sensitizing Inference: through the context Inference: through word-formation2. Understanding relations within the sentence3. Linking sentences and ideas: referen

15、ceLinking sentences and ideas: Link-wordsII. Improving Reading speedIII. From Skimming to ScanningPredicting, Previewing, Anticipation,Skimming, ScanningReading techniquesHow the aim is conveyedI. Aim and Function of the Text Function of the text Functions within the textII. Organization of the Text

16、: Different Thematic Patterns Main idea and supporting details Chronological sequence Descriptions Analogy and contrast Classification Argumentative and logical organizationIII. ThematizationI. Non-linguistic Response to the Text Ordering a sequence of pictures Comparing texts and pictures Matching

17、Using illustrations Completing a document Mapping it out Using the information in the text Jigsaw readingII. Linguistic Response to the Text Reorganizing the information: reordering events Reorganizing the information: using girds2. Comparing several texts3. Completing a document Question-types Stud

18、y skills: summarizing, note-takingUnderstanding meaningAssessing the textI.Fact Versus OpinionII.Writers IntentionFrancoise Grellet, Developing Reading SkillsQuestion 9: What are the procedures of teaching reading? “在具體的閱讀過程中，由于閱讀內(nèi)容在具體的閱讀過程中，由于閱讀內(nèi)容的不同，作者所采用的表達思想、陳述內(nèi)的不同，作者所采用的表達思想、陳述內(nèi)容的方法也不同，而讀者本身語言水

19、平、容的方法也不同，而讀者本身語言水平、認知能力和閱讀目的也有所區(qū)別，因此閱認知能力和閱讀目的也有所區(qū)別，因此閱讀的方法也不盡相同。讀的方法也不盡相同?！庇⒄Z閱讀教學(Developing Reading skills) 導讀二、教材文本解讀與閱讀策略培養(yǎng)二、教材文本解讀與閱讀策略培養(yǎng) 單元背景分析單元背景分析 閱讀活動分析閱讀活動分析 語篇特點分析語篇特點分析 教學重難點分析教學重難點分析教材文本解讀案例教材文本解讀案例( (七年級下冊七年級下冊 Unit 11 How was your school trip?)Unit 11 How was your school trip?)單元背景分

20、析單元背景分析 單元目標：話題，功能，結(jié)構(gòu)，詞匯 板塊聯(lián)系：先前所學，后續(xù)任務 Topic: A school trip to the science museum (diary entries) Function:Describe ones personal experience and feelings during a school trip Structure:Past tense: positive/negative sentence, was/were, past form of verbs Vocabulary:Positive/negative adjectives, othe

21、r new words and expressions Writing:A diary entry of your own school trip 閱讀活動分析閱讀活動分析 閱讀部分每個活動的設計意圖是什么？其中滲透了什么策略？ 活動的可操作性和難度如何？是否適用于現(xiàn)實的教學條件和課堂環(huán)境？ 學生以什么形式開展活動？活動的結(jié)果是什么？想要完成該活動，學生應當具備什么語言水平和能力？ 在課堂教學過程中，學生可能存在哪些困難和障礙？教師可以提供什么支持和幫助？活動設計意圖與相關策略：活動設計意圖與相關策略： 激活學生已有的詞匯儲備，呈現(xiàn)部分新詞匯，為下面的閱讀做好鋪墊 (Activating pr

22、ior knowledge) 讓學生學會自主整理和歸納詞匯，幫助他們構(gòu)建詞匯體系 (Vocabulary learning strategy)Good Bad Pre-reading (1)1 Let Ss get into groups and brainstorm the adjectives that can be used to describe good or bad things. Ss will make two word lists and be ready to report to the class. 2 T introduces some new adjectives b

23、y describing his/her own trip (showing some pics or photos).3 T reads aloud the new words and Ss repeat after the teacher. 4 Let Ss finish 2a and then check the answers.New words: lovely, expensive, exciting, cheap, slow, fastPre-reading (2)1 (Books closed) T tells the Ss that they will read two dia

24、ry entries about school trips. Let Ss predict what the authors might write about.Questions: Imagine you are going to write about your school trip, what kind of things will you write? What adjectives will you use to describe your trip?Possible answers: Time, place, people, weather, transportation, ac

25、tivities, shopping, feelings When, where, who, what, how, why2 Have Ss brainstorm adjectives for each item and write down the words on Bb. T introduces the new words if necessary. Place: beautiful, People: friendly, lovely, Weather: nice, cool, cold, terrible, rainyTransportation: clean, dirty, slow

26、, fast, Activities: interesting, boring, Shopping: expensive, cheap, Feelings: excited, happy, interested, angry, Trip: interesting, excellent, exciting, terrible 3 Let Ss divide the words into different groups: positive, negative, neutral語篇特點分析語篇特點分析 題材 體裁 篇章結(jié)構(gòu) 語言特色 文化內(nèi)涵 人文素養(yǎng)SkimmingScanning 題材：題材：

27、學校組織的郊游活動 體裁：體裁：日記 語言特色：語言特色：第一人稱，描述性形容詞（褒義、貶義），一般過去時篇章結(jié)構(gòu)篇章結(jié)構(gòu) Date Where did they go? How was the place? How did they go there? What did they see? / What did they learn? What did they do over there? How did they feel about the trip?文化內(nèi)涵與背景文化內(nèi)涵與背景教學重難點分析教學重難點分析如何進行取舍？如何進行取舍？ 詞匯（生詞、短語、動詞搭配、語塊） 目標結(jié)構(gòu)句型

28、長難句 go on a trip by train / take the train along the way play chess with sb. teach sb. how to do sth. buy sth. for sb. take photos it is difficult to do sth not at allJustifying proceduresReasons:1.It is a high frequency word or will occur in other texts.2.It is a useful technical word.3.It is a low

29、 frequency word.4.It is important for the message of the text.5.It is not important for the message of the text. 6.It has useful parts.7.It is easy to guess from context.8.It is like a first language word. Ways of dealing with wordsReasons1, 2, 34, 56, 7, 8Preteach146Replace it in the text before gi

30、ving the text to the learners34, 5Put it in a glossary1，34, 5Put it in an exercise after the text14, 56, 8Quickly give the meaning34, 58Do nothing about it357, 8Ways of dealing with wordsReasons1, 2, 34, 56, 7, 8Help the learners use context to guess1, 2, 347Help the learners use a dictionary1, 2, 3

31、4, 5Break it into parts and explain1, 2, 34, 56Spend time looking at its range of meanings and collocations1, 24, 5Paul Nation, Managing Vocabulary Learning 中小學英語教師發(fā)展叢書：詞匯教學設計中小學英語教師發(fā)展叢書：詞匯教學設計Preteach / Quickly give the meaning: robot, guide, gift (Pre-reading 3)Guess the meaning of unknown words:

32、interested, everything, dark, hear all in allPossible Solution1 (Books open) Let Ss read the two diary entries quickly and find out the answers to the questions in 2b.2 Check the answers with Ss and have them circle the clues that support their answers.v June 15th, museum, robots, gift shopv All in

33、all, it was an exciting day. I think todays school trip was terrible. I didnt like the trip at all. While-reading (1)1 (Books open) Let Ss read the diary entries and check whether their predictions are right. Tick the ones that are mentioned in the diary entries. ( ) time ( ) place ( ) people ( ) we

34、ather While-reading (2)2 Let Ss read the diary entries again and answer the following questions. What was the date of the school trip? Did Helen and Jim go on the same trip? How do you know? How was the weather? Did they see anything interesting along the way and in the museum? Was Helen or Jim inte

35、rested in robots? What could they hear in the museum? What else did they do during the trip? Did they buy anything? What did they buy? Did they enjoy the trip? How do you know?1. What was the date of the school trip?2. Did Helen and Jim go on the same trip? How do you know? 3. How was the weather? 4

36、. Did they see anything interesting along the way and in the museum? 5. Was Helen/Jim interested in robots?6. What could they hear in the museum? 7. What else did Helen/Jim do during the trip?8. Did Helen/Jim buy anything? What did they buy?9. Did Helen/Jim enjoy the trip? How do you know? 3 Let Ss

37、read the diary entries again and underline the adjectives that Helen and Jim used to describe the things. Then finish 2c. 1. Let Ss read the diary entries for the third time and find out the difficult sentences. Then the guide taught us how to make a model robot. All in all, it was an exciting day.

38、Everything was about robots and Im not interested in that. I didnt like the trip at all. T explains the difficult sentences or phrases if necessary. 2. Let Ss find out the past form of all the verbs from the text. Then ask Ss to put them into different categories. went, visited, was, got, saw, learn

39、ed, taught, took, bought, wereIrregular verbs: go went Regular verbs: visit visited Let Ss read aloud the pair of verbs. 3. Let Ss read again and summarize the main idea of each diary entry. How to summarize the main idea: When, where, who, what, how, whyExamples: Helen visited the science museum during her school tr