1、英语阅读教学分享,南城阳光实验中学 吴雯,学生的阅读兴趣,44%36%说不清20%,2018/10/10,英语阅读用时习惯,25% 无阅读习惯 10.7% 常常阅读 14.6% 每周2小时以上,2018/10/10,英语阅读题材,33.5% 教材配套的阅读材料 21.3% 英语阅读题集 32.6% 教师推荐的英语报刊材料教材 试题,2018/10/10,英语阅读策略,86% 没有养成正确的阅读技巧和方法 63% 不良阅读习惯 34.8% 会使用阅读策略中猜词,2018/10/10,老师们的苦恼.,课程紧,学生基础差,单词很多啊,要讲的语法很多,课堂气氛沉闷,讲阅读不如讲语法,新教材阅读信息量大
2、、内容新、时代性强。,语言知识、语法结构、应试技巧语篇教学 阅读策略 阅读能力,2018/10/10,1.能根据上下文和构词法推断、理解生词的含义。 2.能理解段落中各句子之间的逻辑关系。 3.能找出文章中的主题，理解故事的情节， 预测 故事情节的发展和可能的结局。 4.能读懂相应水平的常见体裁的读物。 5.能根据不同的阅读目的运用简单的阅读策略获取信息。 6.能利用词典等工具书进行阅读。 7.课外阅读量应累计达到15万词以上。,1能够根据上下文和构词法推断、理解生词的含义。 2. 能够理解段落中各句子之间的逻辑关系。 3. 能够找出文章的主题，理解故事的情节，预测故事情节的发展和可能的结局。
3、 4.能够读懂相应水平的常见体裁的读物。 5.能够根据不同的阅读目的运用简单的阅读策略获取信息。,2018/10/10,阅读教学应以训练学生的阅读技能和阅读策略，发展思维能力为主要目标。,传统的三种阅读模式,文本驱动（自下而上） 单词短语句子段落语篇 图式驱动（自上而下） 强调“图式”（用自身已有的知识和经验帮助理解） 交互阅读 部分依赖文本信息，部分依赖已有的相关知识 读者与文本的交互，语言与图式的交互,图式,语言,阅读课常见教学模式：,PWP阅读教学模式 (读前-读中-读后) 任务型阅读教学模式 情景教学模式 支架教学模式,13,How to Teach Reading PWP,Skill
4、s + Activities,Pre- Reading,While- Reading,Post- Reading,读前进行话题导入（激活原有认知，与将学知识建立联系）,2018/10/10,读中引导学生梳理文本线索，理解文本信息。,读后引导学生内化文本信息，拓展文本内涵。,15,Reading Instruction & Reading Strategies,Activating prior knowledge Predicting Skimming Scanning Guessing meaning of unknown words Recognizing text types Identi
5、fying topics and main ideas摘自中小学英语教师发展丛书-阅读课的设计,Pre-Reading Skill,Guessing,GOOD READERS = GOOD GUESSERS,PRE-READING,PRE-READING,What Can Students Guess?,Topic of the articleWriters opinionWords the text will useHow the text will make you feelWhat you think you will learn from the text,读前的准备主要包括：a.背景
6、图式的激发b.话题的导入c.任务的介绍d.兴趣的激发e.语言的准备f.策略的准备,读前活动设计目的,2018/10/10,1.引出主题，激发学生兴趣。 2.复习旧知，引出文中新知。 3.教授词汇，扫除阅读障碍。 4.介绍文化，激活背景知识。,课例1：七年级上 U2 文本介绍Jenny的家庭成员,2018/10/10,PRE-READING,2018/10/10,导入：Do you have a big family. Who are they?,My Family,Grandfather,Mindmap激活话题核心词,Mind Maps!,Fast Little preparation-tim
7、e Pictures as prompts （图片提示） Different colors Can be used for any topic Pre-teach vocabulary,Features:,My Family,23,easier to remember words in “mind maps” compared to “lists?”,or,24,Word Webs,2018/10/10,2018/10/10,2018/10/10,PRE-READING,课例2：七年级下U10 Birthday Food Around the World文本介绍世界各国生日上所吃的事物。,导入
8、1：播放一段卡通人物过生 的视频，引入话题birthday food.,2018/10/10,Questions: What are they doing? What does the girl eat for her birthday?,多媒体激活图式,导入2：,2018/10/10,Birthday Food Around the World 插图+标题 预测 1.Discuss: What can you see in the picture? Is it a special day? Why? 2. Read the title. What countries and what kin
9、ds of food do you think will be mentioned in the article.,紧紧围绕单元和文本话题birthday food，激活相关知识和经验，为后面的学习做好了铺垫。,课例3:八年级上 U5 文本介绍迪士尼米老鼠的信息。,2018/10/10,2018/10/10,Lead-in,采用听歌猜名导入，紧扣动画主题，激发学生兴趣，使学生能主动参与学习活动中。,导入1：,Guess,Which words may appear in the passage?,What does the passage mainly talk about?,导入2：,通过图
10、片预测文中将出现的单词和文章内容。,课例4：七年级上 U4 文本介绍Kate和Gina共有房间东西的摆设。Who is tidy？,2018/10/10,视频欣赏,2018/10/10,实物演示紧紧围绕阅读文章中的名词和表示方位的词组展开，激活了学生原有的知识储备，与将学的知识建立联系。,读前教什么词汇？ 语言准备（词汇学习）,学生不认识的词汇、涉及的表达方式进行提前熟悉 常见活动： 1. 词汇表集中学习-多关注 音、义 2. 引导学生讨论话题 3. 图片呈现/故事连接 4. 匹配词汇 中-英 / 英-英 选词的原则：1.不能面面俱到 2.有利于文本理解的3.阻碍文本理解的,课例：八年级上 U
11、3,文本介绍三个学生对朋友的看法和他们各自与朋友的对比。,话题贴近学生生活。但是里面会有一些词汇和语言表达影响理解。,My friend and I的故事,My friend is much _hardworking than me.,I am quite _,hardworking,less,My friend is _but I am _.I am _ serious_him.,My friend and I的故事,loud,quiet,more,than,Are my friend and I the same?No, My friend _ _ _ me.,is,from,differ
12、ent,该课例通过图片和学生的交流，排除了阅读的语言障碍，激发了学生的背景图式，使得他们更容易掌握文本内容。,2018/10/10,八年级上 U4 文本介绍 talent shows,有一小片段估计学生会有阅读障碍All these shows have one thing in common:Thats up to you to decide. When people watch the show, they usually play a role in deciding the winner. And the winner gets a very good prize.,课例3：语言准备（
13、排除阅读障碍）,2018/10/10,Questions: 1.What is the TV show? 2.What kind of TV show is it? 3.What can people do on this kind of show? 4.Who sings beautifully in the show?/more beautifully?/most beautifully?,话题词汇与本单元的功能话题（作比较）相结合,Step1 播放一段当今最流行节目的视频，并提出问题：,2018/10/10,What are these shows looking for? They h
14、ave one thing in common. They are all looking for the best ones.,2018/10/10,Zhang Bichen is the _. And she gets _,winner,A very good prize,Who can decide the winner?,2018/10/10,Its _ to decide.,up to you,They also _ in deciding the Winner.,play a role,该课例摘取了文章中较难理解的一小段文字，通过视频、图片和学生的交流，排除了阅读的语言障碍，并在图
15、片呈现过程中处理了部分关键词汇，给单词的学习加入了文本背景。,总结：读前常见教学活动设计1.多媒体激活图式（歌曲，视频材料等）。 2.图片、标题预测。 3.实物演示导入词汇和句型。 4.头脑风暴。 6.mind map（收集、激活词汇）。 5.故事图片激活词汇和句型。,PRE-READING,读中（While-reading）,读中活动目的：,Read for language,Read for skills,播放微课,50,While-Reading,Skimming Scanning Guessing the meaning,WHILE-READING,(1) How to “Skim”:
16、,WHILE-READING,When skimming, we go through the reading material quickly in order to get the gist of it, to know how it is organized, or to get an idea of the tome or the intention of the writer. Developing reading Skills by Francoise Grellet 快速浏览全文，跳过某些细节去获得文章主要信息。,课例分析,七年级下Unit4 信件介绍困惑的女孩向万事通博士的求助
17、。,2018/10/10,Molly,万事通博士,Task1,P29,While-reading,Mollys parents make too many rules for her. B. Molly dont like the rules at school. C. Molly has too many rules, and she doesnt know what to do.,Skimming略读,Could you read the letter fast and choose the topic sentence?,东莞市初中英语微课堂,Tips: How to get the t
18、opic sentence? We can read the first or last sentence(首尾句) of each paragraph(段落).,主题句,读首尾句,活动1,Mario Green and Mary Brown from Riverside High School give up several hours each week to help others. Mario loves animals and wants to be an animal doctor. Mary is a book lover.,Read out the first sentence
19、, match the main idea.,各段主题句匹配（matching）,活动2,B. Something about Mary.,C. Something about Mario .,Para.1,Para.2,Para.3,The first sentence,A. Two students do the volunteer work each week.,Reading strategy（首句）The first sentence of each paragraph can help you to get the main idea.,引导学生关注各段落的第一句，最后一句,(2)
20、 How to “Scan”:,WHILE-READING,Read quickly without stoppingDont worry about understanding textLook for specific information (dates, times, numbers, question to be answered) 无需全面阅读全文的前提下，在文中快速寻找所需的具体信息，如 名字，日期，时间，数字，概念等。,你能看出有多少个B？,2018/10/10,AAAAAAAAAAAAAAAAAAAAABAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
21、AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABAAAAAAA,主旨 大意题,推理 判断题,细节 理解题,词意 猜测题,中考阅读理解的常见题型,观点 态度题,注意：,While-
22、reading,True or False,1.Molly can play football on school days. 2.Molly has to do her homework after school.3.Molly can watch TV before she reads a book.,F,T,cant,F,basketball,细节理解,改错题,活动1:,改错题也可以这样变： Which of the following statement is TRUE / NOT TRUE? All the statements are true/false except _. Wh
23、ich of the following statement is not mentioned? A. . B. . C. . D. .,活动1,常见改错题出题方向：1.张冠李戴，如“张三”换成“李四”原文是 basketball- football. 2.正话反说 原文是can- cant 3.无中生有 (原文无提及not mentioned) 4.原文内容扩大或缩小(去掉、替换限定词/连接词改变原文意思),While-reading,Scanning查读 把握细节,Mollys rules,get up,make the bed,leave the dirty dishesin the k
24、itchen,run to school,be late,play basketball,do homework,go to bed,read a book,东莞市初中英语微课堂,信息表,活动2,Scanning查读 把握细节,mind map,活动3,2e,Put the sentences in the correct order.,_ On April 26, 2003, he had a serious mountain climbing accident. _ Aron loves mountain climbing and doesnt mind taking risks. _ A
25、ron did not give up after the accident and keeps on climbing mountains today. _ He wrote a book about his experience. _ Aron lost half his right arm from the 2003 accident.,1,2,3,4,5,活动4：句子排序（常用于故事类/结构类）,5“W”+“H”,When(时间),Where(地点),What(事件),Who(人物),How(经过),Why(原因),常见命题关键词,活动5：回答问题,老师,学生,学生,学生,课例：八年级
26、下册 U2 文本：介绍两个学生参加志愿者活动的情况。其中两个自然段里都介绍了共同的信息点,如志愿者工作的地点，时间，所做的工作，为什么喜欢这项工作等。,活动5：,Shared reading by making questions.,学生,学生,pair work,Read through the passage carefully, and give more questions about the passage. Then you can ask your classmates. You can begin like how ., what., why. .,WHILE-READING,
27、pair work,Read through the passage carefully, and give more questions about the passage. Then you can ask your classmates. You can begin like how ., what., why. .,WHILE-READING,Skimming 主旨大意 常用教学活动小结,活动1：选择中心句,活动2：各段主题句匹配（matching）,Reading strategy（首句）The first sentence and the last sentence of each
28、 paragraph can help you to get the main idea.,Scanning(细节理解）常用教学活动小结,活动1：改错,活动5：回答问题,活动3：mind map,活动2：信息表（卡）填空,老师,学生,学生,学生,活动4：排序,WHILE-READING,Guessing the Meaning When reading something for the first time, do not worry about words you do not know. Use the context to help you guess the meaning.,七下
29、U5 介绍大象,2018/10/10,People say that “ and elephant never forgets”. Elephants can walk for a long time and never get lost. They can also remember places The phase“get lost“might mean_in Chinese. A.得到 B.迷路 C.失去 D.寻找,While-reading,Guessing the words meaning,猜词,根据上下文,Lets look at the scripts(台词).,Anna: A
30、rendelle （艾伦戴尔） /rndel/ Kristoff: Its completely frozen. Anna: But itll be fine. Elsa will thaw/:/ it. Kristoff: Will she? Anna: Yeah. Now come on. This way to the North Mountain? Kristoff: More like this way. Whats the meaning of thaw?A. 融化 B. 冰封,POST-READING,读后活动（输出）,2018/10/10,读后活动是对于语篇阅读质量的检测评估，
31、也是对文本的拓展、延伸和运用。 教师尽量创造真实语境和情境。,活动1：Retell (复述)短文或某个片段,Kate and Gina are . Kate is but Gina is In their room, Kates and areHer are . She has a .Its .Ginas are .- , and The white is hers. Its ”Where are my ? Wheres my ? Wheres my ? ” Gina always asks.,post-reading,如果语篇多为考察名词或动词词组，可以用相对应的图片嵌在文章中的形式进行复述
32、。,post-reading,Retell Mollys rules,6:00 a.m.,After,that,After,breakfast,At school,After,school,After,dinner,before,10:00,东莞市初中英语微课堂,如果语篇是以时间为顺序的故事。可用图片与时间关键词相结合的形式，进行有效复述。,Retell one of the paragraphs .,resolution,meaning,kinds,idea,a kind of promise,The most common,write down/tell,improve lives,phy
33、sical health,self-improvement,better-planning,post-reading,too difficult to keep,forget about them,mind map理清了文章结构，为复述课文创建脚手架。,活动2：小组讨论，将以下物品贴到合理的位置。使房间看起来(tidy)整洁，(airy)通风(beautiful)美观，(comfortable)舒适。然后每个小组派（小组长）上来介绍自己的房间。,Group Work:,You can do like this:This is my room. ItsIn my room, I have a/a
34、n Its in/ on/ under,联系所读的文段让学生能够结合自己的生活经验和情感做一些思考，并动手操作，真实，贴近学生生活！,post-reading,活动3：观点性讨论辩论,八下U4 Should children take after-school classes? Pros VS Cons,post-reading,2018/10/10,活动4：表演短剧。（故事性或对话性的文章） 八年级下U6 九年级U111. An old man tried to move the mountain.,2.Hansel and Gretel,post-reading,3. The shirt
35、of a happy man,2018/10/10,活动5：故事续尾,post-reading,1.Hansel and Gretel,2.The shirt of a happy man,活动6：writing,大量地读（输入）- 顺利地写（输出） a. read for structure(结构)读文本-归纳结构-搭建写作脚手架-组织材料-行文b. read for language(语言表达)读文本-归纳语言-组织材料-连接词-行文,活动铺垫、过渡,活动6：Writing Write about you and your best friend. Are you the same or
36、different?,My best friend is_. I like being friends with _ because _ _. I am _but/ and heshe is _. He/She is _than I am. I like _ _ and (but) he/she _ _. I (dont) think differences are important in a friendship.,提供了文章的大体结构，使写作更容易。,post-reading,resolution,meaning,kinds,idea,a kind of promise,The most
37、 common,write down/tell,improve lives,physical health,self-improvement,better-planning,post-reading writing,too difficult to keep,forget about them,mind map理清了文章结构，为writing创建脚手架，同时提供了语言的支持。,课例：九年级 U9 文本：阿炳的一生 课例：九年级 U12 文本：愚人节的四个小故事 利用关键词和图片进行口语训练。 学生非常感兴趣。,活动7:read draw say,读后常用教学活动小结：,2.观点性讨论或辩论。,
38、1.文章复述。（文章大意、片段）,3.短剧表演。,5.写作,a. Read for structure(结构),b. Read for language(语言表达),4.故事续尾。,6.readdrawsay（小组内故事展示）,阅读课的备课思路,分析需求：学生的词汇障碍在哪里部分？学生已经拥有哪些背景图式？读前：激发图式、排除障碍读中：文本理解、策略渗透读后：基于文本的循环与提升,（让学生更愿意读）（读得更容易）,（各种活动让学生去读）,（学生获得什么）,(8,英语阅读教学是教师引导学生与文本进行交互活动的过程。不同的教学环节都要实现一定的教学目的。避免教学设计的随意性。阅读教学设计是一项具有
39、创造性的思维活动，值得思考和探究。,阅读材料的选取,七年级 记叙文（卡通、小故事、英语绘本等） 八年级 （浅显易懂、内容丰富英语课外读物、能够写读书笔记） 九年级 （英语语言国家报刊杂志、英文原著）,2018/10/10,99,(8) Tips for Fluent Reading by Professor Neil J. AndersonFind time to read everyday Look for a good place to read Use clues in the text to make predictions （利用上下文猜测） Establish goals before you read （读前有目标） Notice how your eyes and head are moving Try not to translateRead in phrases rather than word by word Engage your imagination Avoid subvocalization （避免默读） Dont worry about understanding every word Enjoy your reading Read as much as you can!,Remember：,
