English-Reading-Instruct教學(xué)講解課件

EnglishReadingInstructionforTeenagers

中學(xué)生英語(yǔ)閱讀教學(xué)浙江大學(xué)教育學(xué)院褚獻(xiàn)華13-12-2005EnglishReadingInstructionfo1PresentationOutline

Readingprocess閱讀過(guò)程Strategiesforreadinginstruction閱讀教學(xué)策略PresentationOutlineReadingp2Doyoubelieve…?Welearntoreadbyreading.Thebestwaytoimproveyourknowledgeofaforeignlanguageistogoandliveamongitsspeakers.Thenextbestwayistoreadextensivelyinit.Doyoubelieve…?Welearntore3MESSAGETEXTwrittenspokenEncoding編碼Decoding解碼?SENDERencoderwriterspeakerRECEIVERdecoderreaderlistenerReadingasacommunicationprocess閱讀是個(gè)交流過(guò)程(Nuttall,1996)MESSAGETEXTwrittenspokenEncodi4ReadingWordOrder詞序Meaning意義SoundsofSymbols字符讀音PriorKnowledge原有知識(shí)Reading閱讀ReadingWordOrder詞序Meaning意義So5好的/差的閱讀者GoodComprehendersAccesspriorknowledgeHypothesizeandpredictVisualizeMonitortheircomprehensionUsefix-upstrategiesPoorComprehendersDonotaccesspriorknowledgeDonothypothesizeandpredictDonotvisualizeDonotmonitortheircomprehensionDonotusefix-upstrategies好的/差的閱讀者GoodComprehendersPoor6SCROLProcedure“SCROL”讀書(shū)法Surveytheheadings瀏覽標(biāo)題:Readeachheadinganditssubheadings;“WhatdoIalreadyknowaboutthistopic?Whatinformationmightthewriterprovide?”Connect連貫:

“Howdotheseheadingsrelatetoeachother?”WritedownkeywordsfromtheheadingReadthetext閱讀文章:

Markthetexttopointouttheimportantinformation;Stoptocheckunderstanding.Ifnot,reread.Outline概括:

ReflectandoutlinethemajorideasandsupportingdetailsLookback回顧:

LookbacktothetextandverifytheaccuracyofyouroutlineSCROLProcedure“SCROL”讀書(shū)法Sur7TheSQ3Rtechnique“SQ3R”讀書(shū)法Survey瀏覽:

SkimtogetthemainideaQuestion提問(wèn):Askyourselfquestions(writethemdown)youwantthetexttoanswerRead閱讀:readcarefullyfortheanswersRecite背誦:

speakaloudtheanswerstoyourquestionsReview回顧:thinkaboutwhatyouhavelearnedandorganizetheinformationinyourmind

TheSQ3Rtechnique“SQ3R”讀書(shū)法Su8ObjectivesofReadingInstruction閱讀教學(xué)目標(biāo)Motivatingstudentsandmakingreadinganenjoyableexperience;激發(fā)學(xué)生閱讀興趣EnlargingSs’vocabularyanddevelopingtheirstrategiesforincreasingvocabulary;擴(kuò)大詞匯量TeachingspecificskillsthatincreaseSs’readingcomprehension;提高理解能力DevelopingSs’strategiesforreadingdiversegenreofEnglishfordifferentpurposeseffectively.培養(yǎng)學(xué)生閱讀各種材料的策略O(shè)bjectivesofReadingInstruct9PrinciplesforRI閱讀教學(xué)原則Makingreadinganenjoyableexperience.讓閱讀成為趣事Takingaccountofthestudents’readingability,culturalbackground,interests,needsandgoals.考慮學(xué)生的特點(diǎn)Integratingskillandstrategyinstructionthroughoutthelesson.教學(xué)中結(jié)合技能和策略Encouragingextensivereading:themore,thebetter.鼓勵(lì)泛讀：多多益善PrinciplesforRI閱讀教學(xué)原則Making10Wordsaretypicallylearnedfromrepeatedencounters,ratherthanfromasinglecontextorencounter.

(Beck&McKeown,

1991)Wordsaretypicallylearnedfr11TheTask-FeedbackCircle:任務(wù)-反饋圈

AbasicworkingprocedureforlessonsonreadingLead-in

Pre-taskwork

Setcleartask

SsReadtext

Feedbackontask

Couldtheydothetask?

No

Yes

Conclude

(Scrivener,1994)TheTask-FeedbackCircle:任務(wù)-反饋12Stepsforareadinglesson閱讀課基本程序Introductionandlead-in導(dǎo)入Firsttask(pre-reading)任務(wù)1（讀前活動(dòng)）Tasksfocusingongist了解大意的任務(wù)Tasksfocusingonspecificdetails了解細(xì)節(jié)的任務(wù)Tasksrequiringmorecomprehensiveunderstanding全面理解的任務(wù)Tasksfocusingonindividuallanguageitems語(yǔ)言項(xiàng)目的任務(wù)Follow-ontasks后續(xù)任務(wù)Closing結(jié)束Stepsforareadinglesson閱讀課基13ReadingStrategies閱讀策略Beforereading:閱讀前Previewingforinformation預(yù)習(xí)Activatingschema激活圖式Predicting預(yù)測(cè)Organizationoftext課文組織Contentrelatedvocabulary有關(guān)詞匯Purposeforreading–developquestions閱讀目的—提問(wèn)ReadingStrategies閱讀策略Beforer14ReadingStrategiesDuringreading:閱讀中Marginalnotes頁(yè)邊筆記Underlinekeyideas劃出重點(diǎn)Circleunfamiliarvocabulary圈出生詞Internalsummary內(nèi)部概括Makepredications作出預(yù)料Relateoldandnewinformation新舊聯(lián)系Formmentalimages構(gòu)建心像ReadingStrategiesDuringreadi15ReadingStrategiesAfterreading:讀后活動(dòng)Review回顧Outline概要MindMap(Webs)思維圖Summarize總結(jié)Discussiongroups小組討論React反應(yīng)Answerquestionsfrompre-reading回答問(wèn)題Answerpost-readingquestions讀后問(wèn)題Follow-up?后續(xù)活動(dòng)ReadingStrategiesAfterreadin16Vocabulary詞匯Vocabularyincontext語(yǔ)境中教學(xué)詞匯Synonyms同義詞Antonyms反義詞Examplesanddefinitions舉例和定義Generalsenseofthepassage段落大意Goal:“ownership”,notmemorization目標(biāo)：“擁有”不是記憶Vocabulary詞匯Vocabularyincont17Someideasforreadingtasks閱讀任務(wù)建議Putthesecut-upparagraphsbackinthecorrectorder段落排序Findwordsinthetextthatmeanthesameasthese文中找同義詞Readthetextandfindthemistakesinthesesentences讀課文找句中錯(cuò)誤Givenheadlinestoeachsectionofthearticle寫(xiě)段落標(biāo)題Putthislistofeventsinthecorrectorder事件排序Writeareply寫(xiě)出應(yīng)答Discussthemissinglastparagraph討論前文Discussinterpretationsof,reactionsto,feelingsaboutthetext討論對(duì)課文的認(rèn)識(shí)、反應(yīng)和感受Someideasforreadingtasks閱讀18SAVEtopromoteextensivereading

鼓勵(lì)泛讀的建議ShortAppealingVariedEasyEnjoysreadingReadsfasterUnderstandsbetterReadsmoreThevirtuouscircleofthegoodreader良性循環(huán)SAVEtopromoteextensiveread19Maximizingstudentreading

促進(jìn)學(xué)生閱讀Activelyengagestudentsinreadingforatleast30minutesperday.每天半小時(shí)Varypresentation,format,andwaystoactivatestudents.變換形式Reduceteachertalkandencouragestudents’moreactiveparticipation.Makehigh-achieverspeer-tutorsandprovideextrasupportandopportunitiestothosehavedifficultyreading.鼓勵(lì)學(xué)生積極參與、鼓勵(lì)互相幫助Useappropriate,authenticreadingmaterials,includingsupplementarygradedreaders.選擇合適的分級(jí)補(bǔ)充讀物Adaptthepacing,content,andemphasisofinstructionforindividualsandgroupsofstudents.因材施教Maximizingstudentreading促進(jìn)學(xué)20StrategiesforImprovingReadingComprehension

提高閱讀理解的策略ChunkingforFluency(Sentencelevel)Read-Pair-Share(Paragraphlevel)KWLChart(Holisticcomprehension)StrategiesforImprovingReadi21Chunkingforfluency分塊熟讀Modelingbytheteacher,Echoreading,inwhichTmodelsandSsechoT’sphrasingandexpression,Choralreading,inwhichSreadsalongwithTandsometimesotherSs,Chunkingpracticeexercisetomarkthereadingmaterialinsomewaytoindicateproperphrasing.Chunkingforfluency分塊熟讀Model22NarrativeForm（記敘文）Title_____________________________________Paragraphnumber_________Answerthequestionswithaword,sentenceorphrasefromtheparagraphWhoistheparagraphabout?Whatisthecharacterdoing?Whendoesthisactiontakeplace?Wheredoesthisactiontakeplace?Howdoesthecharacterperformtheaction?QuestionformatforRead-Pair-Share閱讀-討論問(wèn)題卡片NarrativeForm（記敘文）Questionf23InformationalForm（說(shuō)明文）Title_____________________________________Paragraphnumber_________Answerthequestionswithaword,sentenceorphrasefromtheparagraphWho?Arethereanypeoplementionedintheparagraph?What?Whatistheparagraphabout?When?Isthetimeimportantintheparagraph?Where?Isthelocationimportantintheparagraph?How?Howdotheotherelementsrelatedtotheideaofthisparagraph?InformationalForm（說(shuō)明文）24KWLChartKWL閱讀記錄表KWL(WhatweKNOW)(WhatweWANTtoknow)(WhatweLEARNED)KWLChartKWL閱讀記錄表KWL(25Thankyouforyourattention!ThebestwaytolearntoreadEnglishisbyreadingEnglish…readon!TheEndThankyouforyourattention!T26EnglishReadingInstructionforTeenagers

中學(xué)生英語(yǔ)閱讀教學(xué)浙江大學(xué)教育學(xué)院褚獻(xiàn)華13-12-2005EnglishReadingInstructionfo27PresentationOutline

Readingprocess閱讀過(guò)程Strategiesforreadinginstruction閱讀教學(xué)策略PresentationOutlineReadingp28Doyoubelieve…?Welearntoreadbyreading.Thebestwaytoimproveyourknowledgeofaforeignlanguageistogoandliveamongitsspeakers.Thenextbestwayistoreadextensivelyinit.Doyoubelieve…?Welearntore29MESSAGETEXTwrittenspokenEncoding編碼Decoding解碼?SENDERencoderwriterspeakerRECEIVERdecoderreaderlistenerReadingasacommunicationprocess閱讀是個(gè)交流過(guò)程(Nuttall,1996)MESSAGETEXTwrittenspokenEncodi30ReadingWordOrder詞序Meaning意義SoundsofSymbols字符讀音PriorKnowledge原有知識(shí)Reading閱讀ReadingWordOrder詞序Meaning意義So31好的/差的閱讀者GoodComprehendersAccesspriorknowledgeHypothesizeandpredictVisualizeMonitortheircomprehensionUsefix-upstrategiesPoorComprehendersDonotaccesspriorknowledgeDonothypothesizeandpredictDonotvisualizeDonotmonitortheircomprehensionDonotusefix-upstrategies好的/差的閱讀者GoodComprehendersPoor32SCROLProcedure“SCROL”讀書(shū)法Surveytheheadings瀏覽標(biāo)題:Readeachheadinganditssubheadings;“WhatdoIalreadyknowaboutthistopic?Whatinformationmightthewriterprovide?”Connect連貫:

“Howdotheseheadingsrelatetoeachother?”WritedownkeywordsfromtheheadingReadthetext閱讀文章:

Markthetexttopointouttheimportantinformation;Stoptocheckunderstanding.Ifnot,reread.Outline概括:

ReflectandoutlinethemajorideasandsupportingdetailsLookback回顧:

LookbacktothetextandverifytheaccuracyofyouroutlineSCROLProcedure“SCROL”讀書(shū)法Sur33TheSQ3Rtechnique“SQ3R”讀書(shū)法Survey瀏覽:

SkimtogetthemainideaQuestion提問(wèn):Askyourselfquestions(writethemdown)youwantthetexttoanswerRead閱讀:readcarefullyfortheanswersRecite背誦:

speakaloudtheanswerstoyourquestionsReview回顧:thinkaboutwhatyouhavelearnedandorganizetheinformationinyourmind

TheSQ3Rtechnique“SQ3R”讀書(shū)法Su34ObjectivesofReadingInstruction閱讀教學(xué)目標(biāo)Motivatingstudentsandmakingreadinganenjoyableexperience;激發(fā)學(xué)生閱讀興趣EnlargingSs’vocabularyanddevelopingtheirstrategiesforincreasingvocabulary;擴(kuò)大詞匯量TeachingspecificskillsthatincreaseSs’readingcomprehension;提高理解能力DevelopingSs’strategiesforreadingdiversegenreofEnglishfordifferentpurposeseffectively.培養(yǎng)學(xué)生閱讀各種材料的策略O(shè)bjectivesofReadingInstruct35PrinciplesforRI閱讀教學(xué)原則Makingreadinganenjoyableexperience.讓閱讀成為趣事Takingaccountofthestudents’readingability,culturalbackground,interests,needsandgoals.考慮學(xué)生的特點(diǎn)Integratingskillandstrategyinstructionthroughoutthelesson.教學(xué)中結(jié)合技能和策略Encouragingextensivereading:themore,thebetter.鼓勵(lì)泛讀：多多益善PrinciplesforRI閱讀教學(xué)原則Making36Wordsaretypicallylearnedfromrepeatedencounters,ratherthanfromasinglecontextorencounter.

(Beck&McKeown,

1991)Wordsaretypicallylearnedfr37TheTask-FeedbackCircle:任務(wù)-反饋圈

AbasicworkingprocedureforlessonsonreadingLead-in

Pre-taskwork

Setcleartask

SsReadtext

Feedbackontask

Couldtheydothetask?

No

Yes

Conclude

(Scrivener,1994)TheTask-FeedbackCircle:任務(wù)-反饋38Stepsforareadinglesson閱讀課基本程序Introductionandlead-in導(dǎo)入Firsttask(pre-reading)任務(wù)1（讀前活動(dòng)）Tasksfocusingongist了解大意的任務(wù)Tasksfocusingonspecificdetails了解細(xì)節(jié)的任務(wù)Tasksrequiringmorecomprehensiveunderstanding全面理解的任務(wù)Tasksfocusingonindividuallanguageitems語(yǔ)言項(xiàng)目的任務(wù)Follow-ontasks后續(xù)任務(wù)Closing結(jié)束Stepsforareadinglesson閱讀課基39ReadingStrategies閱讀策略Beforereading:閱讀前Previewingforinformation預(yù)習(xí)Activatingschema激活圖式Predicting預(yù)測(cè)Organizationoftext課文組織Contentrelatedvocabulary有關(guān)詞匯Purposeforreading–developquestions閱讀目的—提問(wèn)ReadingStrategies閱讀策略Beforer40ReadingStrategiesDuringreading:閱讀中Marginalnotes頁(yè)邊筆記Underlinekeyideas劃出重點(diǎn)Circleunfamiliarvocabulary圈出生詞Internalsummary內(nèi)部概括Makepredications作出預(yù)料Relateoldandnewinformation新舊聯(lián)系Formmentalimages構(gòu)建心像ReadingStrategiesDuringreadi41ReadingStrategiesAfterreading:讀后活動(dòng)Review回顧Outline概要MindMap(Webs)思維圖Summarize總結(jié)Discussiongroups小組討論React反應(yīng)Answerquestionsfrompre-reading回答問(wèn)題Answerpost-readingquestions讀后問(wèn)題Follow-up?后續(xù)活動(dòng)ReadingStrategiesAfterreadin42Vocabulary詞匯Vocabularyincontext語(yǔ)境中教學(xué)詞匯Synonyms同義詞Antonyms反義詞Examplesanddefinitions舉例和定義Generalsenseofthepassage段落大意Goal:“ownership”,notmemorization目標(biāo)：“擁有”不是記憶Vocabulary詞匯Vocabularyincont43Someideasforreadingtasks閱讀任務(wù)建議Putthesecut-upparagraphsbackinthecorrectorder段落排序Findwordsinthetextthatmeanthesameasthese文中找同義詞Readthetextandfindthemistakesinthesesentences讀課文找句中錯(cuò)誤Givenheadlinestoeachsectionofthearticle寫(xiě)段落標(biāo)題Putthislistofeventsinthecorrectorder事件排序Writeareply寫(xiě)出應(yīng)答Discussthemissinglastparagraph討論前文Discussinterpretationsof,reactionsto,feelingsaboutthetext討論對(duì)課文的認(rèn)識(shí)、反應(yīng)和感受Someideasforreadingtasks閱讀44SAVEtopromoteextensivereading

鼓勵(lì)泛讀的建議ShortAppealingVariedEasyEnjoysreadingReadsfasterUnderstandsbetterReadsmoreThevirtuouscircleofthegoodreader良性循環(huán)SAVEtopromoteextensiveread45Maximizingstudentreading

促進(jìn)學(xué)生閱讀Activelyengagestudentsinreadingforatleast30minutesperday.每天半小時(shí)Varypresentation,format,andwaystoactivatestudents.變換形式Reduceteachertalkandencouragestudents’moreactiveparticipation.Makehigh-achieverspeer-tutorsandprovideextrasupportandopportunitiestothosehavedifficultyreading.鼓勵(lì)學(xué)生積極參與、鼓勵(lì)互相幫助Useappropriate,authenticreadingmaterials,includingsupplementarygradedreaders.選擇合適的分級(jí)補(bǔ)充讀物Adaptthepacing,content,andemphasisofinstructionforindividualsandgroupsofstudents.因材施教Maximizingstudentreading促進(jìn)學(xué)46StrategiesforImprovingReadingComprehension

提高閱讀理解的策略ChunkingforFluency(Sentencelevel)Read-Pair-Share(Paragraphlevel)KWLChart(Ho