初中英語閱讀教學(xué)省公開課一等獎(jiǎng)全國(guó)示范課微課金獎(jiǎng)?wù)n件

劉清波淄博市教學(xué)研究室

.3.14閱讀教學(xué)1/131閱讀教學(xué)主要性2/131初衷

充分利用教材文本，取得語言學(xué)習(xí)最大成效。

3/131初中英語閱讀教學(xué)開展，迫在眉睫。組成我們學(xué)業(yè)考試卷子，除了小部分句子，大部分都是以篇章形式出現(xiàn)。僅從備考角度來看，閱讀教學(xué)也是非常之主要。閱讀教學(xué)主要性4/131而老師們平時(shí)閱讀教學(xué)，卻是把新單詞、詞組、語法從篇章中抽出來，進(jìn)行單詞詞組漢譯英、英譯漢，語法講解與單項(xiàng)選擇練習(xí)。假如你不帶著書本，你根本不知道老師在講什么，只知道講了哪些單詞，哪些語法。閱讀教學(xué)主要性5/131這么教法，在師資水平極其低下年代，尚情有可原。在師資水平已大幅提升，英語資源極其豐富今天，這種教法，就顯得很落后，而且效率低下。閱讀教學(xué)主要性6/131英語也是一個(gè)語文。語文教學(xué)，不關(guān)注語篇，只關(guān)注組成語言詞匯與語法等知識(shí)碎片，既達(dá)不到課程標(biāo)準(zhǔn)要求工具性目標(biāo)，更達(dá)不到人文性目標(biāo)，永遠(yuǎn)不會(huì)有效率，永遠(yuǎn)不會(huì)有境界。閱讀教學(xué)主要性7/131即使是單詞與語法學(xué)習(xí)，學(xué)生也僅僅是機(jī)械地記憶。因?yàn)閱卧~和語法學(xué)習(xí)缺乏語境，學(xué)生在單詞和語法上花費(fèi)了很大時(shí)間與精力，學(xué)習(xí)效率卻很低。有老師，在連續(xù)很長(zhǎng)時(shí)間內(nèi)，只是講單詞語法，不讓學(xué)生接觸語篇，這么備考，是不可能取得好成績(jī)。閱讀教學(xué)主要性8/131

TherearemanyreasonswhygettingstudentstoreadEnglishtextsisanimportantpartoftheteacher'sjob.Inthefirstplace,manyofthemwanttobeabletoreadtextsinEnglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.JeremyHarmer:HowtoTeachEnglish閱讀教學(xué)主要性Whyteachreading?9/131

Readingisusefulforotherpurposestoo:anyexposuretoEnglish(providedstudentsunderstanditmoreorless)isagoodthingforlanguagestudents.Attheveryleast,someofthelanguagesticksintheirmindsaspartoftheprocessoflanguageacquisition,and,ifthereadingtextisespeciallyinterestingandengaging,acquisitionislikelytobeevenmoresuccessful.

JeremyHarmer:HowtoTeachEnglishP68閱讀教學(xué)主要性Whyteachreading?10/131

ReadingtextsalsoprovidegoodmodelsforEnglishwriting.Whenweteachtheskillofwriting,wewillneedtoshowstudentsmodelsofwhatweareencouragingthemtodo.

JeremyHarmer:HowtoTeachEnglishP68閱讀教學(xué)主要性Whyteachreading?11/131

Readingtextsalsoprovideopportunitiestostudylanguage:vocabulary,grammar,punctuation,andthewayweconstructsentences,paragraphsandtexts.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponsesandbethespringboardforwell-rounded,fascinatinglessons.

JeremyHarmer:HowtoTeachEnglishP68閱讀教學(xué)主要性Whyteachreading?12/131閱讀維度Definition定義Goals目標(biāo)Theories理論Strategies策略Modes模式Issues問題13/131閱讀定義14/131閱讀定義

Readingisasetofskillsthatinvolvesmakingsenseandderivingmeaningfromtheprintedword.

PracticalEnglishLanguageTeaching:YoungLearnersP6915/131

Inordertoread,wemustbeabletodecodetheprintedwordsandalsocomprehendwhatweread.

PracticalEnglishLanguageTeaching:YoungLearnersP69閱讀定義16/131

Forsecondlanguagelearnerstherearethreedifferentelementswhichimpactreading:thechild’sbackgroundknowledge,thechild’slinguisticknowledgeofthetargetlanguage,andthestrategiesortechniquesthechildusestotacklethetext.

PracticalEnglishLanguageTeaching:YoungLearnersP69閱讀定義17/131

Readingcanbedefinedsimplyasmakingmeaningfromprint.

PracticalEnglishLanguageTeaching:ReadingP2閱讀定義18/131

Fourkeyelementscombineintheprocessofmakingmeaningfromprint:thereader,thetext,readingstrategies,andfluency.

PracticalEnglishLanguageTeaching:ReadingP2閱讀定義19/131閱讀定義

Readingisaprocessofreaderscombininginformationfromatextandtheirownbackgroundknowledgetobuildmeaning.Meaningdoesnotrestinthereadernordoesitrestinthetext.Thereader’sbackgroundknowledgeintegrateswiththetexttocreatethemeaning.

PracticalEnglishLanguageTeaching:ReadingP2-320/131閱讀定義

Thegoalofreadingiscomprehension.Fluentreadingisdefinedastheabilitytoreadatanappropriateratewithadequatecomprehension.Strategicreadingisdefinedastheabilityofthereadertouseawidevarietyofreadingstrategiestoaccomplishapurposeforreading.Goodstrategicreadersknowwhattodowhentheyencounterdifficulties.

PracticalEnglishLanguageTeaching:ReadingP321/131閱讀定義

Readingisareceptivelanguageprocess.Itisapsycholinguisticprocessinthatitstartswithalinguisticsurfacerepresentationencodedbyawriterandendswithmeaningwhichthereaderconstructs.Thereisthusanessentialinteractionbetweenlanguageandthoughtinreading.

Thewriterencodesthoughtaslanguageandthereaderdecodeslanguagetothought.

InteractiveApproachestoSecondLanguageReadingP1222/131閱讀定義

Further,proficientreadersarebothefficientandeffective.Theyareeffectiveinconstructingameaningthattheycanassimilateoraccommodateandwhichbearssomelevelofagreementwiththeoriginalmeaningoftheauthor.Andreadersareefficientinusingtheleastamountofefforttoachieveeffectiveness.

InteractiveApproachestoSecondLanguageReadingP1223/131閱讀定義

Toaccomplishthisefficiencyreadersmaintainconstantfocusonconstructingthemeaningthroughouttheprocess,alwaysseekingthemostdirectpathtomeaning,alwaysusingstrategiesforreducinguncertainty,alwaysbeingselectiveabouttheuseofthecuesavailableanddrawingdeeplyonpriorconceptualandlinguisticcompetence.

InteractiveApproachestoSecondLanguageReadingP1224/131閱讀定義

Efficientreadersminimizedependenceonvisualdetail.Anyreader’sproficiencyisvariabledependingonthesemanticbackgroundbroughtbythereadertoanygivenreadingtask.

InteractiveApproachestoSecondLanguageReadingP1225/131閱讀目標(biāo)26/131英語課程負(fù)擔(dān)著培養(yǎng)學(xué)生基本英語素養(yǎng)和發(fā)展學(xué)生思維能力任務(wù)，即學(xué)生經(jīng)過英語課程掌握基本英語語言知識(shí)，發(fā)展基本英語聽說讀寫技能，初步形成用英語與他人交流能力，深入促進(jìn)思維能力發(fā)展，為今后繼續(xù)學(xué)習(xí)英語和用英語學(xué)習(xí)其它相關(guān)科學(xué)文化知識(shí)奠定基礎(chǔ)。

《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)工具性27/131英語課程負(fù)擔(dān)著提升學(xué)生綜合人文素養(yǎng)任務(wù)，即學(xué)生經(jīng)過英語課程能夠開闊視野，豐富生活經(jīng)歷，形成跨文化意識(shí)，增強(qiáng)愛國(guó)主義精神，發(fā)展創(chuàng)新能力，形成良好品格和正確人生觀與價(jià)值觀。

《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)人文性28/131

語言知識(shí)語音詞匯語法功效話題《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)五個(gè)維度目標(biāo)29/131

語言技能聽說讀寫《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)五個(gè)維度目標(biāo)30/131情感態(tài)度動(dòng)機(jī)興趣自信意志合作精神祖國(guó)意識(shí)國(guó)際視野《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)五個(gè)維度目標(biāo)31/131學(xué)習(xí)策略認(rèn)知策略調(diào)控策略交際策略資源策略《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)五個(gè)維度目標(biāo)32/131文化意識(shí)文化知識(shí)文化了解跨文化交際意識(shí)和能力《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）閱讀目標(biāo)五個(gè)維度目標(biāo)33/131ReadingforpleasureReadingforinformationPracticalEnglishLanguageTeaching:YoungLearners閱讀目標(biāo)PurposesforReading34/131一、為尋求知識(shí)而讀書；二、為尋求技能而讀書；三、為滿足好奇心而讀書；四、是出于情感需要、情感驅(qū)使而去讀書；五、為了尋求一個(gè)生命意義，人生意義，最高、終極意義上價(jià)值目標(biāo)而去讀書；六、是關(guān)于人該怎么樣奮斗，該怎么樣向上而讀書。香港科技大學(xué)丁學(xué)良教授《中華讀書報(bào)》閱讀目標(biāo)讀書六種目標(biāo)取向35/131閱讀理論36/131閱讀理論Bottom-up自下而上Top-down自上而下Interactive交互SchemaTheory圖式理論37/131閱讀理論Bottom-up

Bottom-upmodelsconsistoflowerreadingprocesses.Studentsstartwiththefundamentalbasicsofletterandsoundrecognition,whichinturnallowsthemtomoveuptomorphemerecognitionfollowedbywordrecognition,buildinguptotheidentificationofgrammaticalstructures,sentences,andlongertexts.

PracticalEnglishLanguageTeaching:ReadingP338/131

Understandingletters,letterclusters,words,phrases,sentences,longertext,andfinallymeaningistheorderinachievingcomprehension.Withthebottom-upmodel,studentsstartfromthebottom(lettersandsounds)togettothetop(comprehension).PracticalEnglishLanguageTeaching:ReadingP5閱讀理論Bottom-up39/131閱讀理論Top-down

Top-downreading,ontheotherhand,beginswiththeideathatcomprehensionresidesinthereader.Thereaderusesbackgroundknowledge,makespredictions,andsearchesthetexttoconfirmorrejectthepredictionsthataremade.GrabeandStoller()pointoutthatinatop-downmodelofreading,comprehensionisdirectedbythereader’sgoalsandexpectations.PracticalEnglishLanguageTeaching:ReadingP640/131

Areadingpassagecanthusbeunderstoodevenifnotalloftheindividualwordsareunderstood.Withinatop-downapproachtoreading,theteacherfocusesonmeaning-generatingactivitiesratherthanonmasteryofthebottom-upskillsofletter,sound,andwordrecognition.PracticalEnglishLanguageTeaching:ReadingP6閱讀理論Top-down41/131

Goodman(1976),oneoftheoriginaladvocatesoftop-downmodelsofreading,criticizesbottom-upmodelsbecausethereadersbecome“wordcallers”,peoplewhocanreadthewordsonthepagebutdonotunderstandwhattheyhaveread.Goodmanbelievesthatteachersmakelearningtoreaddifficult“bybreakingwhole(natural)languageintobite-sizedabstractlittlepieces”.PracticalEnglishLanguageTeaching:ReadingP6閱讀理論Top-down42/131

Theapproachthatisacceptedasthemostcomprehensivedescriptionofthereadingprocessisaninteractiveapproach.Thisthirdtypecombineselementsofbothbottom-upandtop-downapproaches.Thebestreadersinanylanguagearethosewhocombineelementsofboth.PracticalEnglishLanguageTeaching:ReadingP7閱讀理論InteractiveApproach43/131

Forexample,mostreadersbeginreadingbyusingtop-downreadingstrategiesuntilthereisaproblem,andthentheyshifttobottom-upstrategies.

PracticalEnglishLanguageTeaching:ReadingP7閱讀理論InteractiveApproach44/131

Howdoreadersconstructmeaning?Howdotheydecidewhattoholdonto,andhavingmadethatdecision,howdotheyinferawriter’smessage?Thesearethesortsofquestionsaddressedbywhathascometobeknownasschematheory,thehallmarkofwhichisthatatextdoesnotbyitselfcarrymeaning.

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358閱讀理論SchemaTheory45/131

Thereaderbringsinformation,knowledge,emotion,experience,andculture——thatis,schemata——totheprintedword.Threedecadesago,MarkClarke

andSandraSilbersteincapturedtheessenceofschematheory:

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP358閱讀理論SchemaTheory46/131

Researchhasshownthatreadingisonlyincidentallyvisual.Moreinformationiscontributedbythereaderthanbytheprintonthepage.Thatis,readersunderstandwhattheyreadbecausetheyareabletotakethestimulusbeyonditsgraphicrepresentationandassignitmembershiptoanappropriategroupofconceptsalreadystoredintheirmemories…

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359閱讀理論SchemaTheory47/131

Skillinreadingdependsontheefficientinteractionbetweenlinguisticknowledgeandknowledgeoftheworld.

TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP359閱讀理論SchemaTheory48/131Principle1:Readingisnotapassiveskill.

Readingisanincrediblyactiveoccupation.Todoitsuccessfully,wehavetounderstandwhatthewordsmean,seethepicturesthewordsarepainting,understandthearguments,andworkoutifweagreewiththem.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading49/131Principle1:Readingisnotapassiveskill.

Ifwedonotdothesethings-andifstudentsdonotdothesethings—thenweonlyjustscratchthesurfaceofthetextandwequicklyforgetit.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingof

reading50/131Principle2:Studentsneedtobeengagedwithwhattheyarereading.

Aswitheverythingelseinlessons,studentswhoarenotengagedwiththereadingtext-notactivelyinterestedinwhattheyaredoing-arelesslikelytobenefitfromit.Whentheyarereallyfiredupbythetopicorthetask,theygetmuchmorefromwhatisinfrontofthem.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofReading51/131Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.

Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,thenumberofparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,isjustasimportantandwemustgivestudentsachancetorespondtothatmessageinsomeway.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading52/131Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.

Itisespeciallyimportantthattheyshouldbeallowedtoexpresstheirfeelingsaboutthetopic—thusprovokingpersonalengagementwithitandthelanguage.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading53/131Principle4:Predictionisamajorfactorinreading.

Whenwereadtextsinourownlanguage,wefrequentlyhaveagoodideaofthecontentbeforeweactuallyread.Bookcoversgiveusahintofwhat'sinthebook,photographsandheadlineshintatwhatarticlesareaboutandreportslooklikereportsbeforewereadasingleword.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading54/131Principle4:Predictionisamajorfactorinreading.

Themomentwegetthishint-thebookcover,theheadline,thewordprocessedourbrainstartspredictingwhatwearegoingtoread.Expectationsaresetupandtheactiveprocessofreadingisreadytobegin.Teachersshouldgivestudents‘hints’sothattheycanpredictwhat‘scomingtoo.Itwillmakethembetterandmoreengagedreaders.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading55/131Principle5:Matchthetasktothetopic.

WecouldgivestudentsHamlet'sfamoussoliloquy'Tobeornottobe'andaskthemtosayhowmanytimestheinfinitiveisused.Wecouldgivethemarestaurantmenuandaskthemtolisttheingredientsalphabetically.Theremightbereasonsforbothtasks,but,onthefaceofit,theylookabitsilly.WewillprobablybemoreinterestedinwhatHamletmeansandwhatthemenufoodsactuallyare.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading56/131Principle5:Matchthetasktothetopic.

Onceadecisionhasbeentakenaboutwhatreadingtextthestudentsaregoingtoread,weneedtochoosegoodreadingtasks—therightkindofquestions,engagingandusefulpuzzlesetc.Themostinterestingtextcanbeunderminedbyaskingboringandinappropriatequestions;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading57/131Principle6:Goodteachersexploitreadingtextstothefull.

Anyreadingtextisfullofsentences,words,ideas,descriptionsetc.Itdoesn'tmakesensejusttogetstudentstoreaditandthendropittomoveontosomethingelse.Goodteachersintegratethereadingtextintointerestingclasssequences,usingthetopicfordiscussionandfurthertasks,usingthelanguageforStudyandlaterActivation.

JeremyHarmer:HowtoTeachEnglishP70-71閱讀理論P(yáng)rinciplesbehindtheteachingofreading58/131閱讀策略59/131閱讀策略Recognizethesignificanceofthecontent.Recognizeimportantdetails.Recognizeunrelateddetails.Findthemainideaofaparagraph.Findthemainideaoflargesectionofdiscourse.

PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning60/131閱讀策略6.Differentiatefactandopinion.7.Locatetopicsentences.8.Locateanswerstospecificquestions.9.Makeinferencesaboutcontent.10.Criticallyevaluatecontent.

PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning61/131閱讀策略11.Realizeanauthor’spurpose.12.Determinetheaccuracyofinformation.13.Useatableofcontents.14.Useanindex.15.Usealibrarycardcatalog.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning62/131閱讀策略16.Useappendices.17.Readandinterprettables.18.Readandinterpretgraphs.19.Readandinterpretcharts.20.Readandinterpretmaps.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning63/131閱讀策略21.Readandinterpretcartoons.22.Readandinterpretdiagrams.23.Readandinterpretpictures.24.Readandinterpretformulae.25.Readandunderstandwrittenproblems.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning64/131閱讀策略26.Readandunderstandexpositorymaterial.27.Readandunderstandargument.28.Readandunderstanddescriptivematerial.29.Readandunderstandcategories.30.Adjustreadingraterelativetopurposeofreading.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning65/131閱讀策略31.Adjustreadingraterelativetodifficultyofmaterial.32.Scanforspecificinformation.33.Skimforimportantideas.34.Learnnewmaterialfromtext.PracticalEnglishLanguageTeaching:ReadingP98Academicreadingstrategiestohelpadvancedreaderstakeresponsibilityfortheirownlearning66/131閱讀策略1.DiscriminateamongthedistinctivegraphemesandorthographicpatternsofEnglish.2.Retainchunksoflanguageofdifferentlengthsinshort-termmemory.3.Processwritingatanefficientrateofspeedtosuitthepurpose.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MicroskillsforReadingComprehension67/131閱讀策略4.Recognizeacoreofwords,andinterpretwordorderpatternsandtheirsignificance.（詞序）5.Recognizegrammaticalwordclasses(nouns,verbs,etc.),systems(e.g.,tense,agreement,pluralization),patterns,rules,andellipticalforms.（語法形式）6.Recognizethataparticularmeaningmaybeexpressedindifferentgrammaticalforms.（語法形式含義）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MicroskillsforReadingComprehension68/131閱讀策略1.Recognizecohesivedevicesinwrittendiscourseandtheirroleinsignalingtherelationshipbetweenandamongclauses.(連接詞)2.Recognizetherhetoricalformsofwrittendiscourseandtheirsignificanceforinterpretation.（修辭）3.Recognizethecommunicativefunctionsofwrittentexts,accordingtoformandpurpose.（交際功效）4.Infercontextthatisnotexplicitbyusingbackgroundknowledge.（背景）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension69/131閱讀策略5.Inferlinksandconnectionsbetweenevents,ideas,etc.;deducecausesandeffects;anddetectsuchrelationsasmainidea,supportingidea,newinformation,giveninformation,generalization,andexemplification.（連接、因果）6.Distinguishbetweenliteralandimpliedmeanings.（字面意義語隱含意義）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension70/131閱讀策略7.Detectculturallyspecificreferencesandinterprettheminacontextoftheappropriateculturalschemata.（文化）8.Developanduseabatteryofreadingstrategiessuchasscanningandskimming,detectingdiscoursemarkers,guessingthemeaningofwordsfromcontext,andactivatingschematafortheinterpretationoftexts.（策略）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP367MacroskillsforReadingComprehension71/131閱讀策略1.Identifythepurposeinreading.(明確閱讀目標(biāo)和指令)2.Usegraphemicrulesandpatternstoaidinbottom-updecoding.（音形關(guān)系）3.Useefficientsilentreadingtechniquesforimprovingfluency.（策略）4.Skimthetextformainideas.5.Scanthetextforspecificinformation.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371StrategiesforReadingComprehension72/131閱讀策略6.Usesemanticmappingorclustering.(語義圖)7.Guesswhenyouaren’tcertain.（猜測(cè)）8.Analyzevocabulary.（詞匯分析）9.Distinguishbetweenliteralandimpliedmeanings.（字面與隱含意義）10.Capitalizeondiscoursemarkerstoprocessrelationships.（語篇連接詞）TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP366-371StrategiesforReadingComprehension73/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies1.HavingapurposeItisimportantforstudentstohaveaclearpurposeandtokeepinmindwhattheywanttogainfromthetext.2.PreviewingConductingaquicksurveyofthetexttoidentifythetopic,themainidea,andtheorganizationofthetext.3.SkimmingLookingquicklythroughthetexttogetageneralideaofwhatitisabout.74/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies4.ScanningLookingquicklythroughatextinordertolocatespecificinformation.5.ClusteringReadingclustersofwordsasaunit.6.AvoidingbadhabitsAvoidinghabitssuchasreadingwordbyword.75/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies7.PredictingAnticipatingwhatistocome.8.ReadingactivelyAskingquestionsandthenreadingforanswers.9.Inferring

Identifyingideasthatarenotexplicitlystated.76/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies10.IdentifyinggenresIdentifyingtheoverallorganizationalpatternofatext.11.IdentifyingparagraphIdentifyingtheorganizationalstructureofaparagraph,forexample,whetheritfollowsaninductiveordeductivepattern.12.IdentifyingsentencestructureIdentifyingthesubjectandmainverbincomplexsentences.77/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies13.NoticingcohesivedevicesAssigningcorrectreferentstoproforms,andidentifyingthefunctionofconjunctions.14.InferringunknownvocabularyUsingcontextaswellaspartsofwords(e.g.prefixes,suffixesandstems)toworkoutthemeaningofunknownwords.15.IdentifyingfigurativelanguageUnderstandingtheuseoffigurativelanguageandmetaphors.78/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies16.UsingbackgroundknowledgeUsingwhatonealreadyknowstounderstandnewideas.17.IdentifyingstyleanditspurposeUnderstandingthewriter’spurposeinusingdifferentstylisticdevicessuchasaseriesofshortorlongsentences.18.EvaluatingReadingcritically,andassessingthetruthvalueoftextualinformation.79/131閱讀策略DavidNunan:Task-BasedLanguageTeachingP62-63Lai’sreadingstrategies19.IntegratinginformationTrackingideasthataredevelopedacrossthetextthroughtechniquessuchashighlightingandnote-taking.20.ReviewingLookingbackoveratextandsummarizingit.21.ReadingtopresentUnderstandingthetextfullyandthenpresentingittoothers.80/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques1-19ControlledTechniques20-28SemicontrolledTechniques29-38FreeTechniquesTeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18681/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques1.Warm-up:熱身Mimes,dance,songs,jokes,play.Thisactivitygetsthestudentsstimulated,relaxed,motivated,attentive,orotherwiseengagedandreadyforthelesson.Itdoesnotnecessarilyinvolveuseofthetargetlanguage.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18682/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques2.Setting:背景Focusinginonlessontopic.Teacherdirectsattentiontothetopicbyverbalornonverbalevocationofthecontextrelevanttothelessonbyquestioningormimingorpicturepresentation,possiblybytaperecordingofsituationsandpeople.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18683/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques3.Organizational:組織Structuringoflessonorclassactivitiesincludesdisciplinaryaction,performance,structureandpurposeoflesson,etc.4.Contentexplanation:內(nèi)容解釋Grammatical,phonological,lexical,sociolinguistic,pragmatic,oranyotheraspectsoflanguage.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18684/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques5.Role-playdemonstration:角色飾演Selectedstudentsorteacherillustratetheprocedurestobeappliedinthelessonsegmenttofollow.Includesbriefillustrationoflanguageorothercontenttobeincorporated.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18685/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques6.Dialogue/Narrativepresentation:對(duì)話/故事展現(xiàn)Readingorlisteningpassagepresentedforpassivereception.Noimplicationofstudentproductionorotheridentificationofspecifictargetformsorfunctions(studentsmaybeaskedto“understand”).TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18686/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques7.Dialogue/Narrativerecitation:對(duì)話/故事背誦Recitingapreviouslyknownorpreparedtext,eitherinunisonorindividually.8.Readingaloud:朗誦Readingdirectlyfromagiventext.9.Checking:檢驗(yàn)Teachereithercirculatingorguidingthecorrectionofstudents’work.Providingfeedbackasanactivityratherthanwithinanotheractivity.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18687/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques10.Question-answerdisplay問答展示Activityinvolvingpromptingofstudentresponsesbymeansofdisplayquestions(i.e.,teacherorquestioneralreadyknowstheresponseorhasaverylimitedsetofexpectationsfortheappropriateresponse).Distinguishedfromreferentialquestionsbythelikelihoodofthequestioner’sknowledgeoftheresponseandthespeaker’sawarenessofthatfact.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18688/131閱讀策略Crookes&Chaudron'slanguageteachingtechniques11.Drill:操演Typicallanguageactivityinvolvingfixedpatternsofteacherpromptingandstudentresponding,usuallywithrepetition,substitution,andothermechanicalalterations.Typicallywithlittlemeaningattached.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogyP185-18689/131閱讀策略Crookes&Chaudron'slanguageteachingtechni