教材文本解读与初中英语阅读教学PPT文档格式.ppt

教材文本解读与初中英语阅读教学PPT文档格式.ppt

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,A.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.,A.ReadingforinformationB.ReadingforlearningthelanguageC.ReadingforlearningculturesD.ReadingforwritingE.Readingforpleasure,Question1:

Answer:

A,E,A.forgeneralcomprehensionB.tosearchforinformationC.tolearnnewinformationD.tosynthesizeandevaluateinformation,Question2:

A,B,C,D,A.TeachtheimportantlanguagepointsB.TeachreadingstrategiesC.TestSsreadingcomprehension,Question3:

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（DevelopingReadingskills）导读,A.CheckthestudentsunderstandingB.LetSstalkaboutthereadingC.HavestudentsreadthetextD.ExplainthelanguagepointsE.Letstudentsusethelanguage,Question4:

C,A.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.,Question5:

D,Question6:

Whatlevelofreadingcompetencearestudentsrequiredtoachieve?

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,Question7:

Whatarethecommonreadingstrategiesthatcanbetaughttostudents?

Readingstrategiesthatcanbetaught:

ActivatingPriorKnowledgePredictingSkimmingScanningGuessingmeaningofunknownwordsRecognizingtexttypesIdentifyingtopicsandmainideasWordrecognitionexercises,ThomasS.C.Farrell,阅读课的设计PlanningLessonsforaReadingClass,Question8:

Whatkindofactivitiesdoyouusuallyuseduringareadingclass?

TrueorFalse?

Multiplechoice?

Askandanswerquestions?

Fillinthetable?

Puttheeventsinorder?

Doyouusuallyusethefollowingactivitieswhenyouteachreading?

guessthemeaningofunknownwords?

predictwhatthepassagemighttalkabout?

predicthowthestorymightend?

thinkofatitle?

describetheauthorsviewpoint/attitude?

findthetopicofaparagraph?

identifythemainideaofapassage?

createamindmapbasedonthepassage?

usetheirownwordstoretellthestory?

Doyouusuallyencourageyourstudentsto:

Theaimoftheexercisesmustbeclearlydefinedandacleardistinctionmadebetweenteachingandtesting.Testingwillobviouslyinvolvemoreaccuracy-typeexerciseswhereasthroughteachingoneshouldtrytodeveloptheskills.Thestudentsmustbetaughthowtoapproachandconsiderthetextinordertobeindependentandefficientreaders.,英语阅读教学（DevelopingReadingskills）,Readingcomprehensionexercise-types,I.SensitizingInference:

throughthecontextInference:

throughword-formation2.Understandingrelationswithinthesentence3.Linkingsentencesandideas:

referenceLinkingsentencesandideas:

Link-wordsII.ImprovingReadingspeedIII.FromSkimmingtoScanningPredicting,Previewing,Anticipation,Skimming,Scanning,Readingtechniques,Howtheaimisconveyed,I.AimandFunctionoftheTextFunctionofthetextFunctionswithinthetextII.OrganizationoftheText:

DifferentThematicPatternsMainideaandsupportingdetailsChronologicalsequenceDescriptionsAnalogyandcontrastClassificationArgumentativeandlogicalorganizationIII.Thematization,I.Non-linguisticResponsetotheTextOrderingasequenceofpicturesComparingtextsandpicturesMatchingUsingillustrationsCompletingadocumentMappingitoutUsingtheinformationinthetextJigsawreadingII.LinguisticResponsetotheTextReorganizingtheinformation:

reorderingeventsReorganizingtheinformation:

usinggirds2.Comparingseveraltexts3.CompletingadocumentQuestion-typesStudyskills:

summarizing,note-taking,Understandingmeaning,Assessingthetext,FactVersusOpinionWritersIntention,FrancoiseGrellet,DevelopingReadingSkills,Question9:

Whataretheproceduresofteachingreading?

“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（DevelopingReadingskills）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Unit11Howwasyourschooltrip?

）,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:

Aschooltriptothesciencemuseum（diaryentries）Function:

DescribeonespersonalexperienceandfeelingsduringaschooltripStructure:

Pasttense:

positive/negativesentence,was/were,pastformofverbsVocabulary:

Positive/negativeadjectives,othernewwordsandexpressionsWriting:

Adiaryentryofyourownschooltrip,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？

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（Activatingpriorknowledge）让学生学会自主整理和归纳词汇，帮助他们构建词汇体系（Vocabularylearningstrategy）,Good,Bad,Pre-reading

（1）,1LetSsgetintogroupsandbrainstormtheadjectivesthatcanbeusedtodescribegoodorbadthings.Sswillmaketwowordlistsandbereadytoreporttotheclass.,2Tintroducessomenewadjectivesbydescribinghis/herowntrip（showingsomepicsorphotos）.3TreadsaloudthenewwordsandSsrepeataftertheteacher.4LetSsfinish2aandthenchecktheanswers.Newwords:

lovely,expensive,exciting,cheap,slow,fast,Pre-reading

（2）,1（Booksclosed）TtellstheSsthattheywillreadtwodiaryentriesaboutschooltrips.LetSspredictwhattheauthorsmightwriteabout.Questions:

Imagineyouaregoingtowriteaboutyourschooltrip,whatkindofthingswillyouwrite?

Whatadjectiveswillyouusetodescribeyourtrip?

Possibleanswers:

Time,place,people,weather,transportation,activities,shopping,feelingsWhen,where,who,what,how,why,2HaveSsbrainstormadjectivesforeachitemandwritedownthewordsonBb.Tintroducesthenewwordsifnecessary.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,terrible3LetSsdividethewordsintodifferentgroups:

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,DateWheredidtheygo?

Howwastheplace?

Howdidtheygothere?

Whatdidtheysee?

/Whatdidtheylearn?

Whatdidtheydooverthere?

Howdidtheyfeelaboutthetrip?

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,goonatripbytrain/takethetrainalongthewayplaychesswithsb.teachsb.howtodosth.buysth.forsb.takephotositisdifficulttodosthnotatall,Howtodealwithvocabularyinanintensivereadingtext,JustifyingproceduresReasons:

Itisahighfrequencywordorwilloccurinothertexts.Itisausefultechnicalword.Itisalowfrequencyword.Itisimportantforthemessageofthetext.Itisnotimportantforthemessageofthetext.Ithasusefulparts.Itiseasytoguessfromcontext.Itislikeafirstlanguageword.,JustificationsforProceduresforDealingwithWordsinTexts,PaulNation,ManagingVocabularyLearning中小学英语教师发展丛书：

词汇教学设计,Preteach/Quicklygivethemeaning:

robot,guide,gift（Pre-reading3）Guessthemeaningofunknownwords:

interested,everything,dark,hearallinall,PossibleSolution,1（Booksopen）LetSsreadthetwodiaryentriesquicklyandfindouttheanswerstothequestionsin2b.2ChecktheanswerswithSsandhavethemcirclethecluesthatsupporttheiranswers.June15th,museum,robots,giftshopAllinall,itwasanexcitingday.Ithinktodaysschooltripwasterrible.Ididntlikethetripatall.,While-reading

（1）,1（Booksopen）LetSsreadthediaryentriesandcheckwhethertheirpredictionsareright.Ticktheonesthatarementionedinthediaryentries.（）time（）place（）people（）weather,While-reading

（2）,2LetSsreadthediaryentriesagainandanswerthefollowingquestions.Whatwasthedateoftheschooltrip?

DidHelenandJimgoonthesametrip?

Howdoyouknow?

Howwastheweather?

Didtheyseeanythinginterestingalongthewayandinthemuseum?

WasHelenorJiminterestedinrobots?

Whatcouldtheyhearinthemuseum?

Whatelsedidtheydoduringthetrip?

Didtheybuyanything?

Whatdidtheybuy?

Didtheyenjoythetrip?

Whatwasthedateoftheschooltrip?

WasHelen/Jiminterestedinrobots?

WhatelsedidHelen/Jimdoduringthetrip?

DidHelen/Jimbuyanything?

DidHelen/Jimenjoythetrip?

3LetSsreadthediaryentriesagainandunderlinetheadjectivesthatHelenandJimusedtodescribethethings.Thenfinish2c.,Otherwhile-readingactivities,1.LetSsreadthediaryentriesforthethirdtimeandfindoutthedifficultsentences.,Thentheguidetaughtushowtomakeamodelrobot.Allinall,itwasanexcitingday.EverythingwasaboutrobotsandImnotinterestedinthat.Ididntlikethetripat