高三英語(yǔ)閱讀教學(xué)講座-課件

高三英語(yǔ)閱讀教學(xué)高三英語(yǔ)閱讀教學(xué)1主要內(nèi)容一、閱讀與閱讀教學(xué)二、高三閱讀教學(xué)的實(shí)踐和思考2022/12/312主要內(nèi)容一、閱讀與閱讀教學(xué)2022/12/302Whatisreading?Readingistheprocessofconstructingmeaningthroughthedynamicinteractionamongthereader’sexistingknowledge,theinformationsuggestedbythewrittenlanguage,andthecontextofthereadingsituation.(Anthony,Pearson,&Raphael,1993)2022/12/313建構(gòu)意義的過(guò)程要有閱讀過(guò)程的保證讀者已有知識(shí)；文中文字信息；閱讀的情境進(jìn)行能動(dòng)的交互Whatisreading?ReadingistheI’dbeentravellingforlonghoursonalonelycountryroadwhenIhadaflattyre.Nightfallwasapproaching.Then,without____,itbegantorain.TherainstoppedandJeffandIchangedthetyre.*4建構(gòu)意義的過(guò)程要有閱讀過(guò)程的保證讀者已有知識(shí)；文中文字信息；閱讀的情境進(jìn)行能動(dòng)的交互I’dbeentravellingforlonghPISA--關(guān)于閱讀素養(yǎng)閱讀過(guò)程ProcessofReading閱讀內(nèi)容ContentofReading閱讀情境ContextofReading由三

個(gè)維度構(gòu)成讀者文本應(yīng)用2022/12/315PISA--關(guān)于閱讀素養(yǎng)閱讀過(guò)程閱讀內(nèi)容閱讀情境由三個(gè)維度閱讀過(guò)程

-閱讀理解的五個(gè)層次理解事實(shí)性信息

Retrievinginformation

理解整體意義

Broadunderstanding發(fā)展詮釋能力Developinganinterpretation反思與評(píng)價(jià)所讀內(nèi)容-理解深層含義

Reflectingoncontent反思與評(píng)價(jià)文體與特征Reflectingonform2022/12/316閱讀過(guò)程-閱讀理解的五個(gè)層次理解事實(shí)性信息2022/1理解事實(shí)性信息

Retrievinginformation

FindingaparticularfacttosupportorrefuteaclaimsomeonehasmadeTodoso,readersmustscan,searchfor,locateandselectrelevantinformationSuchtasksofteninvolveinformationatthesentencelevelorafewsentencesindifferentparagraphs.Theinformationisbasedonthetextitselfandonexplicitinformationincludedinthetext.Itmayalsoinvolvediscriminatingbetweentwosimilarpiecesofinformation2022/12/317理解事實(shí)性信息

Retrievinginformation理解整體意義

BroadunderstandingIdentifyingthemaintopicormessageIdentifyingthegeneralpurposeoruseofthetextSelect

or

createatitleforthetextExplaintheorderofinstructionsIdentifythemaindimensionsofagraphoratableDescribethemaincharacterandsettingofastoryIdentifyathemeormessageofaliterarytextExplainthepurposeoruseofamapoffigureDistinguishthemainideaandtheminordetailsRecognizethesummaryofthethemeinasentenceortitleThereadermustconsiderthetextasawholeorinabroadperspective.2022/12/318理解整體意義

BroadunderstandingIden發(fā)展詮釋能力

DevelopinganinterpretationRequirelogicalunderstanding(processtheorganizationofinformation)Demonstrateunderstandingofcohesionwithorwithoutdiscoursemarkers(e.g.first,second,etc.orcauseandeffect)Comparingandcontrastinformation,drawinginferencesandidentifyingandlistingsupportingevidenceMake

inferenceabouttheauthor’sintentionandtoidentifytheevidenceusedtoinferthatintentionExtendinitialimpressionstoamorespecificorcompleteunderstanding2022/12/319發(fā)展詮釋能力

Developinganinterpret反思與評(píng)價(jià)所讀內(nèi)容

Reflectingonand

evaluatingthecontentofatextAssesstheclaimsmadeinthetextagainsttheirownknowledgeoftheworldandarticulateanddefendtheirownpointsofview.Thisisbasedontheirunderstandingofwhatissaidandintendedinatextandtheytestthatmentalrepresentationagainstwhattheyknowandbelieveonthebasisoftheirpriorinformationorinformationfoundfromothertexts.Callonsupportingevidencefromwithinthetextandcontrastthatwithothersourcesofinformation,usingbothgeneralandspecificknowledgeaswellastheabilitytoreasonabstractly.connectinformationinatexttoknowledgefromothersources2022/12/3110反思與評(píng)價(jià)所讀內(nèi)容

Reflectingonand

Othertasksmayinclude:Providingevidenceorargumentsfromoutsidethetextorone’sownknowledge;Assessingtherelevanceofparticularpiecesofinformationorevidence,ordrawingcomparisonswithmoraloraestheticrulesorstandards.Offeroridentifyalternativepiecesofinformationthatmightstrengthenanauthor’saugment,ortoevaluatethesufficiencyoftheevidenceorinformationprovidedinthetext.反思與評(píng)價(jià)所讀內(nèi)容

Reflectingonand

evaluatingthecontentofatextconnectinformationinatexttoknowledgefromothersources2022/12/3111Othertasksmayinclude:反思與評(píng)價(jià)所反思與評(píng)價(jià)文體與特征

ReflectingonformConsiderthetextobjectivelyandevaluateitsqualityandappropriateness.Knowledgesuchastextstructure,genreandregisterplayanimportantroleinthesetasks.Evaluatinghowsuccessfulanauthorisinportrayingsomecharacteristicorpersuadingareaderdependsnotonlyonsubstantiveknowledgebutalsoontheabilitytodetectslightdifferencesinmeaningintheuseoflanguage–e.g.understandingwhenthechoiceofanadjectivemightcolorinterpretation.Determiningtheutilityofaparticulartextforaspecificpurposeandevaluateanauthor’suseofparticulartextualfeaturesonaccomplishingaparticulargoal.To

describeorcommentontheauthor’suseofstyleTo

identifytheauthor’spurposeandattitude.2022/12/3112反思與評(píng)價(jià)文體與特征

Reflectingonform閱讀過(guò)程

-閱讀理解的五個(gè)層次理解事實(shí)性信息

Retrievinginformation

理解整體意義

Broadunderstanding發(fā)展詮釋能力Developinganinterpretation反思與評(píng)價(jià)所讀內(nèi)容-理解深層含義

Reflectingoncontent反思與評(píng)價(jià)文體與特征Reflectingonform2022/12/3113閱讀1-周亞閱讀過(guò)程-閱讀理解的五個(gè)層次理解事實(shí)性信息2022/1關(guān)于閱讀素養(yǎng)閱讀過(guò)程ProcessofReading閱讀內(nèi)容ContentofReading閱讀情境ContextofReading由三

個(gè)維度構(gòu)成讀者文本應(yīng)用2022/12/3114關(guān)于閱讀素養(yǎng)閱讀過(guò)程閱讀內(nèi)容閱讀情境由三個(gè)維度構(gòu)成讀者文本記敘文重點(diǎn)關(guān)注：-事件發(fā)生的順序、前因后果-人物內(nèi)心世界、情感態(tài)度議論文/論說(shuō)文重點(diǎn)關(guān)注：-總論點(diǎn)（觀點(diǎn)）、分論點(diǎn)-論證過(guò)程和方法-不同觀點(diǎn)說(shuō)明文重點(diǎn)關(guān)注：-說(shuō)明的事物之特征-說(shuō)明方法的特點(diǎn)2022/12/3115河北高考閱讀記敘文重點(diǎn)關(guān)注：2022/12/3015河北高考閱讀2022/12/3116Honey(蜂蜜)fromtheAfricanforestisnotonlyakindofnaturalsugar,itisalsodelicious.Mostpeople,andmanyanimals,likeeatingit.However,theonlywayforthemtogetthathoneyistofindawildbees'nest(巢)andtakethehoneyfromit.Often,thesenestsarehighupintrees,anditisdifficulttofindthem.InpartsofAfrica,though,peopleandanimalsunexpectedhelper---alittlebirdcalledahoneyguide.Thehoneyguidedoesnotactuallylikehoney,butitdoeslikethewaxinthebeehives(蜂房).Thelittlebirdcannotreachthiswax,whichisdeepinsidethebees'nest.So,whenitfindsasuitablenest,itlooksforsomeonetohelpit.Thehoneyguidegivesaloudcrythatattractstheattentionofbothpassinganimalsandpeople.Onceithastheirattention,itfliesthroughtheforest,waitingfromtimetotimeforthecuriousanimalorpersonasitleadsthemtothenest.Whentheyfinallyarriveatthenest,thefollowerreachesintogetatthedelicioushoneyasthebirdpatientlywaitsandwatches.Someofthehoney,andthewax,alwaysfallstotheground,andthisiswhenthehoneyguidetakesitsshare.Scientistsdonotknowwhythehoneyguidelikeseatingthewax,butitisverydeterminedinitseffortstogetit.Thebirdsseemtobeabletosmellwaxfromalongdistanceaway.Theywillquicklyarrivewheneverabeekeeperistakinghoneyfromhisbeehives,andwillevenenterchurcheswhenbeeswaxcandlesarebeinglit.說(shuō)明文重點(diǎn)關(guān)注：-說(shuō)明的事物之特征-說(shuō)明方法的特點(diǎn)2022/12/3016Honey(蜂蜜)fromthe2022/12/311760.Whyisitdifficulttofindawildbees'nest? A.It'ssmallinsize. B.It'shiddenintrees. C.It'scoveredwithwax. D.It'shardtorecognize.61.Whatdothewords"thefollower"inParagraph2referto? A.Abee. B.Abird. C.Ahoneyseeker. D.Abeekeeper.62.Thehoneyguideisspecialintheway_____. A.itgetsitsfood B.itgoestochurch C.itsingsintheforest D.itreachesintobees'nests63.Whatcanbethebesttitleforthetext? A.WildBees B.WaxandHoney C.BeekeepinginAfrica D.Honey-Lover'sHelper2022/12/301760.Whyisitdiff2022/12/3118Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour"act"wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin"snow".Twomorefanswereturnedon,anda"strongwind"blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold.Thenextscenewasacompletecontrast(對(duì)比).Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"!記敘文重點(diǎn)關(guān)注：-事件發(fā)生的順序、前因后果-人物內(nèi)心世界、情感態(tài)度2022/12/3018Abouttwentyofus2022/12/311964.Whoistheauthor? A.Acameraman. B..Afilmdirector. C.Acrowd-sceneactor. D.Aworkmanforscenesetting.65.Whatmadetheauthorfeelcold? A.Theheavysnowfall. B.Theman-madescene. C.Thelowtemperature. D.Thefilmbeingshown.66.Whatwouldhappeninthe"threeminutes"mentionedinthelastparagraph? A.Anewscenewouldbefilmed. B.Morestarswouldactinthefilm. C.Theauthorwouldleavethestudio. D.Thenextscenewouldbeprepared.2022/12/301964.Whoistheaut2022/12/312068.Theauthorexplainsthelawofoverleamingby_________. A.presentingresearchfindings B.sellingdowngeneralrules C.makingacomparison D.usingexamples71.Whatistheauthor'sopiniononcramming? A.Itleadstofailureincollegeexams. B.It'shelpfulonlyinalimitedway. C.It'spossibletoresultinpoormemory. D.Itincreasesstudents'learninginterest.議論文/論說(shuō)文重點(diǎn)關(guān)注：-總論點(diǎn)（觀點(diǎn)）、分論點(diǎn)-論證過(guò)程和方法-不同觀點(diǎn)2022/12/302068.Theauthorexpl閱讀教學(xué)記敘文重點(diǎn)關(guān)注：-事件發(fā)生的順序、前因后果-人物內(nèi)心世界、情感態(tài)度議論文/論說(shuō)文重點(diǎn)關(guān)注：-總論點(diǎn)（觀點(diǎn)）、分論點(diǎn)-論證過(guò)程和方法-不同觀點(diǎn)說(shuō)明文重點(diǎn)關(guān)注：-說(shuō)明的事物之特征-說(shuō)明方法的特點(diǎn)2022/12/3121河北高考閱讀閱讀教學(xué)2022/12/3021河北高考閱讀PISA國(guó)際測(cè)評(píng)項(xiàng)目帶給我們的啟示以培養(yǎng)閱讀素養(yǎng)為目標(biāo)的教學(xué)將超越對(duì)一般閱讀能力的培養(yǎng)，使閱讀不是僅僅停留在對(duì)文本表面文字的理解，而是強(qiáng)調(diào)讀者為了不同的目的而閱讀，強(qiáng)調(diào)他們對(duì)文字信息的理解、使用和反思，強(qiáng)調(diào)讀者通過(guò)積極主動(dòng)的思考和與文本的互動(dòng)來(lái)獲取信息，不論是為個(gè)人還是為公眾事業(yè)，為學(xué)習(xí)還是為工作，他們?yōu)樽约撼蔀榉e極的公民和終身學(xué)習(xí)者而進(jìn)行閱讀。2022/12/3122PISA國(guó)際測(cè)評(píng)項(xiàng)目帶給我們的啟示以培養(yǎng)閱讀素養(yǎng)為目標(biāo)的教學(xué)2022/12/3123Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour"act"wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin"snow".Twomorefanswereturnedon,anda"strongwind"blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold.Thenextscenewasacompletecontrast(對(duì)比).Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"!2022/12/3023Abouttwentyofus2022/12/3124Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour“act”wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.（Whatinterestingthingsareyouexpecting?）Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin“snow”.Twomorefanswereturnedon,anda“strongwind”blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold. (Whatdidtheysee?Howweretheyfeeling?Doyoufeelcoldtooinsuchscene?)2022/12/3024Abouttwentyofus2022/12/3125Thenextscenewasacompletecontrast(對(duì)比).(Imaginewhatwillhappen.)Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!(Whatislikeinthesecondscene?Doyouthinkit’sreallyacompletecontrast?)Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"! (Whatwillhappennext?)強(qiáng)調(diào)他們對(duì)文字信息的理解、使用和反思，強(qiáng)調(diào)讀者通過(guò)積極主動(dòng)的思考和與文本的互動(dòng)來(lái)獲取信息2022/12/3025Thenextscenewas主要內(nèi)容一、閱讀與閱讀教學(xué)二、高三閱讀教學(xué)的實(shí)踐和思考2022/12/3126主要內(nèi)容一、閱讀與閱讀教學(xué)2022/12/3026高三閱讀教學(xué)的實(shí)踐和思考閱讀理解有沒(méi)有更好的方法培養(yǎng)學(xué)生的閱讀能力？信息還原考查什么能力？用什么方式培養(yǎng)學(xué)生的能力？如何真正培養(yǎng)學(xué)生的閱讀理解能力？2022/12/3127高三閱讀教學(xué)的實(shí)踐和思考閱讀理解2022/12/3027高三閱讀教學(xué)的實(shí)踐和思考詞匯的復(fù)習(xí)（徐曉燕）詞匯的分類(lèi)整理—話(huà)題詞匯的檢測(cè)2022/12/3128高三閱讀教學(xué)的實(shí)踐和思考詞匯的復(fù)習(xí)（徐曉燕）2022/12詞匯（話(huà)題）Travelandtransportation（準(zhǔn)備）bookahotel;packasuitcase;packupmythingsinthesuitcase;carryyourluggage;bringacompass;getavisa;choosethetravelroutes;applyforthepassport;registeratahotel;decidethetouristdestination;queueforhourstobuyaticket;（去旅行）travelbyferry;leaveforParis;setoffstraightaway;goonalonghike;payherhometownavisit;getaroundthecitybytaxi;（景觀）scenicspots;aseaview;besurroundedbymountains;enjoyanamazingview;Iwashookedonthebeautyofthenature.（旅行中出現(xiàn)的問(wèn)題）losemyluggage;postponeourvisittotheGreatWall;Wemadeourwaytotherock.閱讀材料229語(yǔ)塊（語(yǔ)感，詞匯的意義和運(yùn)用）話(huà)題（使用場(chǎng)合）詞匯（話(huà)題）Travelandtransportatio高三閱讀教學(xué)的實(shí)踐和思考ThisyearIdecidedtodosomethingtoregainmygoodnameasakindlyuncle.My36Tony,hadneverforgivenmeforthedictionaryIhadboughthimasabirthdaypresentlastyear.His37hadnoreasontobethankfultomeeither,becausetheyearbefore,Ihad38theirdearsonwithapotofpaste(漿糊)andsomefunnypictures.Insteadof39themintoabook,Tonyhadnaturallycoveredeverywallinthehousewiththem.Thisyear,40,Idecidedtolethim41forhimself.高三閱讀教學(xué)的實(shí)踐和思考ThisyearIdecide30有效運(yùn)用可讀性信息有效運(yùn)用可讀性信息31高三閱讀教學(xué)的實(shí)踐和思考2022/12/3132Learningbydoing詞匯（楊立憲）詞匯（鄭穎）段落結(jié)構(gòu)高三閱讀教學(xué)的實(shí)踐和思考2022/12/3032Learni

Shecanbereallystubborn.Althoughshedidn’tknowthebestway…sheinsistedthat…Shegavemeadeterminedlook–thekindthatsaidshewouldnotchangehermind….Onceshehasmadeuphermind,nothingcanchangeit.Finally,Ihadtogivein.2.Underlinethewordsthatmayshowyouthemeaningof“stubborn”.1.Findthesentencewiththeword“stubborn”.LearningbydoingNewwordsShecanbereallystubbor33LearningbydoingStrategyLearningbydoingStrategy34經(jīng)常不斷地學(xué)習(xí),你就什么都知道。你知道得越多,你就越有力量StudyConstantly,AndYouWillKnowEverything.TheMoreYouKnow,TheMorePowerfulYouWillBe寫(xiě)在最后經(jīng)常不斷地學(xué)習(xí),你就什么都知道。你知道得越多,你就越有力量寫(xiě)35謝謝你的到來(lái)學(xué)習(xí)并沒(méi)有結(jié)束，希望大家繼續(xù)努力LearningIsNotOver.IHopeYouWillContinueToWorkHard演講人：XXXXXX時(shí)間：XX年XX月XX日

謝謝你的到來(lái)演講人：XXXXXX36高三英語(yǔ)閱讀教學(xué)高三英語(yǔ)閱讀教學(xué)37主要內(nèi)容一、閱讀與閱讀教學(xué)二、高三閱讀教學(xué)的實(shí)踐和思考2022/12/3138主要內(nèi)容一、閱讀與閱讀教學(xué)2022/12/302Whatisreading?Readingistheprocessofconstructingmeaningthroughthedynamicinteractionamongthereader’sexistingknowledge,theinformationsuggestedbythewrittenlanguage,andthecontextofthereadingsituation.(Anthony,Pearson,&Raphael,1993)2022/12/3139建構(gòu)意義的過(guò)程要有閱讀過(guò)程的保證讀者已有知識(shí)；文中文字信息；閱讀的情境進(jìn)行能動(dòng)的交互Whatisreading?ReadingistheI’dbeentravellingforlonghoursonalonelycountryroadwhenIhadaflattyre.Nightfallwasapproaching.Then,without____,itbegantorain.TherainstoppedandJeffandIchangedthetyre.*40建構(gòu)意義的過(guò)程要有閱讀過(guò)程的保證讀者已有知識(shí)；文中文字信息；閱讀的情境進(jìn)行能動(dòng)的交互I’dbeentravellingforlonghPISA--關(guān)于閱讀素養(yǎng)閱讀過(guò)程ProcessofReading閱讀內(nèi)容ContentofReading閱讀情境ContextofReading由三

個(gè)維度構(gòu)成讀者文本應(yīng)用2022/12/3141PISA--關(guān)于閱讀素養(yǎng)閱讀過(guò)程閱讀內(nèi)容閱讀情境由三個(gè)維度閱讀過(guò)程

-閱讀理解的五個(gè)層次理解事實(shí)性信息

Retrievinginformation

理解整體意義

Broadunderstanding發(fā)展詮釋能力Developinganinterpretation反思與評(píng)價(jià)所讀內(nèi)容-理解深層含義

Reflectingoncontent反思與評(píng)價(jià)文體與特征Reflectingonform2022/12/3142閱讀過(guò)程-閱讀理解的五個(gè)層次理解事實(shí)性信息2022/1理解事實(shí)性信息

Retrievinginformation

FindingaparticularfacttosupportorrefuteaclaimsomeonehasmadeTodoso,readersmustscan,searchfor,locateandselectrelevantinformationSuchtasksofteninvolveinformationatthesentencelevelorafewsentencesindifferentparagraphs.Theinformationisbasedonthetextitselfandonexplicitinformationincludedinthetext.Itmayalsoinvolvediscriminatingbetweentwosimilarpiecesofinformation2022/12/3143理解事實(shí)性信息

Retrievinginformation理解整體意義

BroadunderstandingIdentifyingthemaintopicormessageIdentifyingthegeneralpurposeoruseofthetextSelect

or

createatitleforthetextExplaintheorderofinstructionsIdentifythemaindimensionsofagraphoratableDescribethemaincharacterandsettingofastoryIdentifyathemeormessageofaliterarytextExplainthepurposeoruseofamapoffigureDistinguishthemainideaandtheminordetailsRecognizethesummaryofthethemeinasentenceortitleThereadermustconsiderthetextasawholeorinabroadperspective.2022/12/3144理解整體意義

BroadunderstandingIden發(fā)展詮釋能力

DevelopinganinterpretationRequirelogicalunderstanding(processtheorganizationofinformation)Demonstrateunderstandingofcohesionwithorwithoutdiscoursemarkers(e.g.first,second,etc.orcauseandeffect)Comparingandcontrastinformation,drawinginferencesandidentifyingandlistingsupportingevidenceMake

inferenceabouttheauthor’sintentionandtoidentifytheevidenceusedtoinferthatintentionExtendinitialimpressionstoamorespecificorcompleteunderstanding2022/12/3145發(fā)展詮釋能力

Developinganinterpret反思與評(píng)價(jià)所讀內(nèi)容

Reflectingonand

evaluatingthecontentofatextAssesstheclaimsmadeinthetextagainsttheirownknowledgeoftheworldandarticulateanddefendtheirownpointsofview.Thisisbasedontheirunderstandingofwhatissaidandintendedinatextandtheytestthatmentalrepresentationagainstwhattheyknowandbelieveonthebasisoftheirpriorinformationorinformationfoundfromothertexts.Callonsupportingevidencefromwithinthetextandcontrastthatwithothersourcesofinformation,usingbothgeneralandspecificknowledgeaswellastheabilitytoreasonabstractly.connectinformationinatexttoknowledgefromothersources2022/12/3146反思與評(píng)價(jià)所讀內(nèi)容

Reflectingonand

Othertasksmayinclude:Providingevidenceorargumentsfromoutsidethetextorone’sownknowledge;Assessingtherelevanceofparticularpiecesofinformationorevidence,ordrawingcomparisonswithmoraloraestheticrulesorstandards.Offeroridentifyalternativepiecesofinformationthatmightstrengthenanauthor’saugment,ortoevaluatethesufficiencyoftheevidenceorinformationprovidedinthetext.反思與評(píng)價(jià)所讀內(nèi)容

Reflectingonand

evaluatingthecontentofatextconnectinformationinatexttoknowledgefromothersources2022/12/3147Othertasksmayinclude:反思與評(píng)價(jià)所反思與評(píng)價(jià)文體與特征

ReflectingonformConsiderthetextobjectivelyandevaluateitsqualityandappropriateness.Knowledgesuchastextstructure,genreandregisterplayanimportantroleinthesetasks.Evaluatinghowsuccessfulanauthorisinportrayingsomecharacteristicorpersuadingareaderdependsnotonlyonsubstantiveknowledgebutalsoontheabilitytodetectslightdifferencesinmeaningintheuseoflanguage–e.g.understandingwhenthechoiceofanadjectivemightcolorinterpretation.Determiningtheutilityofaparticulartextforaspecificpurposeandevaluateanauthor’suseofparticulartextualfeaturesonaccomplishingaparticulargoal.To

describeorcommentontheauthor’suseofstyleTo

identifytheauthor’spurposeandattitude.2022/12/3148反思與評(píng)價(jià)文體與特征

Reflectingonform閱讀過(guò)程

-閱讀理解的五個(gè)層次理解事實(shí)性信息

Retrievinginformation

理解整體意義

Broadunderstanding發(fā)展詮釋能力Developinganinterpretation反思與評(píng)價(jià)所讀內(nèi)容-理解深層含義

Reflectingoncontent反思與評(píng)價(jià)文體與特征Reflectingonform2022/12/3149閱讀1-周亞閱讀過(guò)程-閱讀理解的五個(gè)層次理解事實(shí)性信息2022/1關(guān)于閱讀素養(yǎng)閱讀過(guò)程ProcessofReading閱讀內(nèi)容ContentofReading閱讀情境ContextofReading由三

個(gè)維度構(gòu)成讀者文本應(yīng)用2022/12/3150關(guān)于閱讀素養(yǎng)閱讀過(guò)程閱讀內(nèi)容閱讀情境由三個(gè)維度構(gòu)成讀者文本記敘文重點(diǎn)關(guān)注：-事件發(fā)生的順序、前因后果-人物內(nèi)心世界、情感態(tài)度議論文/論說(shuō)文重點(diǎn)關(guān)注：-總論點(diǎn)（觀點(diǎn)）、分論點(diǎn)-論證過(guò)程和方法-不同觀點(diǎn)說(shuō)明文重點(diǎn)關(guān)注：-說(shuō)明的事物之特征-說(shuō)明方法的特點(diǎn)2022/12/3151河北高考閱讀記敘文重點(diǎn)關(guān)注：2022/12/3015河北高考閱讀2022/12/3152Honey(蜂蜜)fromtheAfricanforestisnotonlyakindofnaturalsugar,itisalsodelicious.Mostpeople,andmanyanimals,likeeatingit.However,theonlywayforthemtogetthathoneyistofindawildbees'nest(巢)andtakethehoneyfromit.Often,thesenestsarehighupintrees,anditisdifficulttofindthem.InpartsofAfrica,though,peopleandanimalsunexpectedhelper---alittlebirdcalledahoneyguide.Thehoneyguidedoesnotactuallylikehoney,butitdoeslikethewaxinthebeehives(蜂房).Thelittlebirdcannotreachthiswax,whichisdeepinsidethebees'nest.So,whenitfindsasuitablenest,itlooksforsomeonetohelpit.Thehoneyguidegivesaloudcrythatattractstheattentionofbothpassinganimalsandpeople.Onceithastheirattention,itfliesthroughtheforest,waitingfromtimetotimeforthecuriousanimalorpersonasitleadsthemtothenest.Whentheyfinallyarriveatthenest,thefollowerreachesintogetatthedelicioushoneyasthebirdpatientlywaitsandwatches.Someofthehoney,andthewax,alwaysfallstotheground,andthisiswhenthehoneyguidetakesitsshare.Scientistsdonotknowwhythehoneyguidelikeseatingthewax,butitisverydeterminedinitseffortstogetit.Thebirdsseemtobeabletosmellwaxfromalongdistanceaway.Theywillquicklyarrivewheneverabeekeeperistakinghoneyfromhisbeehives,andwillevenenterchurcheswhenbeeswaxcandlesarebeinglit.說(shuō)明文重點(diǎn)關(guān)注：-說(shuō)明的事物之特征-說(shuō)明方法的特點(diǎn)2022/12/3016Honey(蜂蜜)fromthe2022/12/315360.Whyisitdifficulttofindawildbees'nest? A.It'ssmallinsize. B.It'shiddenintrees. C.It'scoveredwithwax. D.It'shardtorecognize.61.Whatdothewords"thefollower"inParagraph2referto? A.Abee. B.Abird. C.Ahoneyseeker. D.Abeekeeper.62.Thehoneyguideisspecialintheway_____. A.itgetsitsfood B.itgoestochurch C.itsingsintheforest D.itreachesintobees'nests63.Whatcanbethebesttitleforthetext? A.WildBees B.WaxandHoney C.BeekeepinginAfrica D.Honey-Lover'sHelper2022/12/301760.Whyisitdiff2022/12/3154Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour"act"wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin"snow".Twomorefanswereturnedon,anda"strongwind"blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold.Thenextscenewasacompletecontrast(對(duì)比).Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"!記敘文重點(diǎn)關(guān)注：-事件發(fā)生的順序、前因后果-人物內(nèi)心世界、情感態(tài)度2022/12/3018Abouttwentyofus2022/12/315564.Whoistheauthor? A.Acameraman. B..Afilmdirector. C.Acrowd-sceneactor. D.Aworkmanforscenesetting.65.Whatmadetheauthorfeelcold? A.Theheavysnowfall. B.Theman-madescene. C.Thelowtemperature. D.Thefilmbeingshown.66.Whatwouldhappeninthe"threeminutes"mentionedinthelastparagraph? A.Anewscenewouldbefilmed. B.Morestarswouldactinthefilm. C.Theauthorwouldleavethestudio. D.Thenextscenewouldbeprepared.2022/12/301964.Whoistheaut2022/12/315668.Theauthorexplainsthelawofoverleamingby_________. A.presentingresearchfindings B.sellingdowngeneralrules C.makingacomparison D.usingexamples71.Whatistheauthor'sopiniononcramming? A.Itleadstofailureincollegeexams. B.It'shelpfulonlyinalimitedway. C.It'spossibletoresultinpoormemory. D.Itincreasesstudents'learninginterest.議論文/論說(shuō)文重點(diǎn)關(guān)注：-總論點(diǎn)（觀點(diǎn)）、分論點(diǎn)-論證過(guò)程和方法-不同觀點(diǎn)202