教材文本解读与初中英语阅读教学ppt课件.ppt

《教材文本解读与初中英语阅读教学ppt课件.ppt》由会员分享，可在线阅读，更多相关《教材文本解读与初中英语阅读教学ppt课件.ppt（71页珍藏版）》请在三一办公上搜索。

1、教材文本解读与初中英语阅读教学,如何使用Go For It!教材上好阅读课,人民教育出版社英语编辑室 肖菲,一、关于英语阅读教学的几个问题二、教材文本解读与阅读活动设计,一、关于英语阅读教学的几个问题,A. Reading for information.B. Reading for learning the language.C. Reading for learning cultures.D. Reading for writing.E. Reading for pleasure.,Question 1: Why do we read?,A. For general comprehensi

2、on.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 test Ss reading comprehension.,Question 3: What is the main f

3、ocus 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 reading lesson?,Question 5: How many times are students sup

4、posed 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. Reading for informationB. Reading for learning the langu

5、ageC. Reading for learning culturesD. Reading for writingE. Reading for pleasure,Question 1: Why do we read?,Answer: A, E,A. for general comprehensionB. to search for informationC. to learn new informationD. to synthesize and evaluate information,Question 2: What are the academic purposes for readin

6、g?,Answer: A, B, C, D,A. Teach the important language pointsB. Teach reading strategies C. Test Ss reading comprehension,Question 3: What is the main focus when you teach reading?,Answer: B,“阅读教学就应该，也必须以阅读技能的培养和提高为重点。”英语阅读教学(Developing Reading skills) 导读,A. Check the students understanding B. Let Ss

7、 talk about the readingC. Have students read the text D. Explain the language pointsE. Let students use the language,Question 4: What is the major activity of the reading lesson?,Answer: C,A. Once or twice, from the very beginning to the end. B. At least three times, but not necessarily the whole pa

8、ssage.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: D,Question 6: What level of reading competence are students required to achieve?,义务教育英语课程标准（2011版）关于阅读技能的五级目标表述,Questio

9、n 7: What are the common reading strategies 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 exercises,Thomas S. C. Farre

10、ll, 阅读课的设计Planning Lessons for a Reading Class,Question 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?,gues

11、s the meaning of unknown words?predict 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 th

12、e story?,Do you usually encourage 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

13、be taught how to approach and consider the text in order to be independent and efficient readers. ,英语阅读教学(Developing Reading skills),Reading comprehension exercise-types,I. Sensitizing Inference: through the context Inference: through word-formation2. Understanding relations within the sentence3. Li

14、nking sentences and ideas: referenceLinking sentences and ideas: Link-wordsII. Improving Reading speedIII. From Skimming to ScanningPredicting, Previewing, Anticipation,Skimming, Scanning,Reading techniques,How the aim is conveyed,I. Aim and Function of the Text Function of the text Functions within

15、 the textII. Organization of the Text: Different Thematic Patterns Main idea and supporting details Chronological sequence Descriptions Analogy and contrast Classification Argumentative and logical organizationIII. Thematization,I. Non-linguistic Response to the Text Ordering a sequence of pictures

16、Comparing texts and pictures Matching 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. Com

17、pleting a document Question-types Study skills: summarizing, note-taking,Understanding meaning,Assessing the text,Fact Versus OpinionWriters Intention,Francoise Grellet, Developing Reading Skills,Question 9: What are the procedures of teaching reading?,“在具体的阅读过程中，由于阅读内容的不同，作者所采用的表达思想、陈述内容的方法也不同，而读者本

18、身语言水平、认知能力和阅读目的也有所区别，因此阅读的方法也不尽相同。”,英语阅读教学(Developing Reading skills) 导读,二、教材文本解读与阅读策略培养,单元背景分析阅读活动分析 语篇特点分析教学重难点分析,教材文本解读案例(七年级下册 Unit 11 How was your school trip?),单元背景分析,单元目标：话题，功能，结构，词汇板块联系：先前所学，后续任务,Topic: A school trip to the science museum (diary entries)Function:Describe ones personal experi

19、ence and feelings during a school trip Structure:Past tense: positive/negative sentence, was/were, past form of verbsVocabulary:Positive/negative adjectives, other new words and expressionsWriting:A diary entry of your own school trip,阅读活动分析,阅读部分每个活动的设计意图是什么？其中渗透了什么策略？活动的可操作性和难度如何？是否适用于现实的教学条件和课堂环境？

20、学生以什么形式开展活动？活动的结果是什么？想要完成该活动，学生应当具备什么语言水平和能力？在课堂教学过程中，学生可能存在哪些困难和障碍？教师可以提供什么支持和帮助？,活动设计意图与相关策略：激活学生已有的词汇储备，呈现部分新词汇，为下面的阅读做好铺垫 (Activating prior knowledge)让学生学会自主整理和归纳词汇，帮助他们构建词汇体系 (Vocabulary learning strategy),Good,Bad,Pre-reading (1),1 Let Ss get into groups and brainstorm the adjectives that can

21、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 by 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 th

22、e answers.New words: lovely, expensive, exciting, cheap, slow, fast,Pre-reading (2),1 (Books closed) T tells the Ss that they will read two diary 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

23、of things will you write?What adjectives will you use to describe your trip?,Possible answers:Time, place, people, weather, transportation, activities, shopping, feelingsWhen, where, who, what, how, why,2 Have Ss brainstorm adjectives for each item and write down the words on Bb. T introduces the ne

24、w words if necessary. Place: beautiful, People: friendly, lovely, Weather: nice, cool, cold, terrible, rainyTransportation: clean, dirty, slow, fast, Activities: interesting, boring, Shopping: expensive, cheap, Feelings: excited, happy, interested, angry, Trip: interesting, excellent, exciting, terr

25、ible 3 Let Ss divide the words into different groups: positive, negative, neutral,语篇特点分析,题材体裁篇章结构语言特色文化内涵人文素养,SkimmingScanning,题材：学校组织的郊游活动体裁：日记语言特色：第一人称，描述性形容词（褒义、贬义），一般过去时,篇章结构,DateWhere did they go?How was the place?How did they go there?What did they see? / What did they learn? What did they do

26、over there?How did they feel about the trip?,文化内涵与背景,教学重难点分析,如何进行取舍？词汇（生词、短语、动词搭配、语块）目标结构句型长难句,go on a tripby train / take the trainalong the wayplay chess with sb.teach sb. how to do sth.buy sth. for sb.take photosit is difficult to do sth not at all,How to deal with vocabulary in an intensive read

27、ing text,Justifying proceduresReasons:It is a high frequency word or will occur in other texts.It is a useful technical word.It is a low frequency word.It is important for the message of the text.It is not important for the message of the text. It has useful parts.It is easy to guess from context.It

28、 is like a first language word.,Justifications for Procedures for Dealing with Words in Texts,Paul Nation, Managing Vocabulary Learning 中小学英语教师发展丛书：词汇教学设计,Preteach / Quickly give the meaning: robot, guide, gift (Pre-reading 3)Guess the meaning of unknown words:interested, everything, dark, hearall i

29、n all,Possible Solution,1 (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. June 15th, museum, robots, gift shop All in all, it was an exciting day. I think tod

30、ays 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 ( ) weather ,While-reading (2),2 Let Ss read

31、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 interested in robots?What could they hear i

32、n 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?,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

33、 in the museum? Was Helen/Jim interested in robots?What could they hear in the museum? What else did Helen/Jim do during the trip?Did Helen/Jim buy anything? What did they buy?Did Helen/Jim enjoy the trip? How do you know?,3 Let Ss read the diary entries again and underline the adjectives that Helen

34、 and Jim used to describe the things. Then finish 2c.,Other while-reading activities,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. Everything was about robots and Im no

35、t 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, learned, taught, took, bought, wereIrregul

36、ar 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, why,Examples: Helen visited the science museum during her school trip in June and she

37、 really enjoyed it.Helen went on a school trip on June 15th. She visited the science museum with her classmates. She learned a lot about robots at the museum and she liked the trip very much.,Let Ss find out the useful verb phrases based on the list of verbs they made previously. Ss take notes and g

38、et ready to retell Helens or Jims school trip.,Post-reading (1),Example: went on a school trip, visited, Helen went on a school trip on June 15th. She visited the science museum and it was ,Imagine you are Helen and Jims friend and you ask them about their school trip. Use the information in the dia

39、ry entries to make up a conversation. Add more details if you can.,Post-reading (2),Questions:,Did you go on a school trip in June? How was your trip? Did you go anywhere interesting? Did you go there by train/bus?Did you see anything interesting? Did you do anything fun? Did you take any photos?Did

40、 you buy anything? Were they expensive?,Answers:,Yes, (I did.) I No, (I didnt.) I It was interesting/exciting/boring/terrible ,Strategies:,Activating prior knowlegeSkimmingScanningDrawing conclusionsMaking comparisonsGuessing the meaning of unknown wordsInterpreting the meaning of sentencesSummarizing the main ideaRecalling detailsSynthesizing,感 谢 观 看 和 聆 听,链接: http: / 密码: uwvy,