初中英语阅读教学设计与评析.ppt
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1、初中英语阅读教学 设计与评析,太原师范学院 周继青,一、初中阅读教学中的问题 二、阅读的三种模式 三、初中阅读教学的设计 1、阅读前 2、阅读中 3、阅读后 四、阅读课设计案例分析,The motivation to success comes from the burning desire to achieve a purpose. Napolean Hill wrote,” Whatever the mind of man can conceive and believe, the mind can achieve.” A burning desire is the starting po
2、int of all accomplishment. Just like a small fire cannot give much heat, a weak desire cannot produce great result. 成功的动机来自于渴望实现目标的强烈欲望。拿破仑曾写到:“成功的意念能够到达个人的构想与信念所能到达任何地方。”强烈的欲望是一切成功的起点,正如小火苗不能释放很多热量一样,微小的愿望也不能促成伟大的成就。,初中教与学指导原则 听说读写 强化阅读 学会应用 自主发展,language spoken written listening speaking reading w
3、riting receptive skills productive skills communication Language is by communication, for communication and of communication.,初中阅读理解教学中的问题,-语篇中的生词障碍 -语篇涉及异域文化信息 -句子结构复杂 -阅读习惯不良 -教师的翻译代替学生的理解 -测试题代替对语篇本身的理解 -学生缺乏阅读技巧指导 -学生阅读材料不足,Three Models of Reading and Reading Teaching,Bottom-up model 自下而上模式 Top-
4、down model 自上而下模式 Interactive model 互动模式,Bottom-up Processing,The Meaning is in the Text 意义在文本 Meaning is extracted from the text 文本出意义 Reader acts as a “decoder” 读者解读 Linear process线性加工过程 Letters words phrases sentences paragraphs text 语言单位递增,Bottom-up Processing,What problems do you see with this
5、view?,Top-down elements,The Meaning is in the Reader意义来自读者 What the reader brings to the text is more important than the text itself 读者中心 Reader has an active role in the reading process读者积极参与 Background knowledge and knowledge of the world are more important than the clues in the text.宏观背景知识重于文本线索,
6、Top-down elements,What problems do you see with this view?,Schema Theory,The readers knowledge or expectations influence that to which he or she pays attention, and ultimately, how the text is interpreted. 读者的知识影响其文本期望。 New information can sometimes be assimilated into existing schemata. 文本新信息同化于已有图
7、式 Other times, however, existing schemata have to be altered to accommodate new information. 如果差异太大,则图式被修改。 Thus, in successful reading, the schema and the information are compatible. 图式与新信息的兼容与否是阅读成功的关键。,Interactive Approaches to Reading 互动阅读,Successful readers use both bottom-up and top-down at di
8、fferent times during the reading process. 两种方式皆用 Both the text and the reader interact in a meaning creation process 文本与读者互动于意义建构,阅读能力 自动认字技能 (automatic recognition skills) 词汇与语言结构知识 (vocabulary and structure knowledge) 语篇结构知识 ( formal discourse structure knowledge) 社会文化背景知识 (content and background
9、knowledge) 分析综合与评价技能和策略 (synthesis and evaluation skills and strategies) 监控阅读的元认知知识与技能 (metacognitive knowledge and skills monitoring reading),撰写教学目标时要把握的ABCD法则(Mager) A-audiences: 学生。如:Students will be able to B-Behaviour/Performance: 对学生的行为、动作或是做事的结果的预设,这种行为或结果必须是 可以观察或者听到的。如:mark, repeat, fill in
10、,draw C-Condition: 在任何条件下学生做事或者展开活动, 如:After attending a lecture; given a case study; given a specific instrument D-Degree:这个法则并非必须,如果存在的话,应从速度、精度或质量等方面阐明学生应掌握到什么程度。,原教学目标: To let students know something about Singapore. 修改后: After reading the passageCondition, most Degree studentsAudiences will be
11、able to list in written formBehaviour places of interests of New Zealand and,优化学习的方式 学习金字塔理论,优化教学模式 Being an efficient reader,阅读教学过程设计 PWP阅读教学模式: Pre-reading 读前活动 While-reading 读中活动 Post-reading 读后活动 (阅读教学的最佳结构是橄榄型,两头小中间大),预测 略读 跳读 背景介绍,转换机制 问答 指代 推理 猜词 事实与观点,交流信息 讨论共识 解决问题 描写与辨认 接龙故事 辩论,读后活动,读中活动,读
12、前活动,一、读前活动设计 1.读前活动设计的目的 -兴趣准备 -心理准备 - 背景知识准备 -词语准备 (短小精彩,像凤头),导入内容与导入形式的选择依据 -依据课程标准 综合语言运用能力的形成建立在语言知识、语言技能、情感态度、学习策略和文化意识等素养综合发展的基础上。 -依据对教学内容的准确分析 导入内容的选择要基于对主题内容的准确定位 ,并以具体的教学内容为依据。,【案例】八下 Unit 9 Have You Been to an Amusement Park? 教学目标应定位在训练学生谈论是否去过某地的语言表达能力。听力材料中提到的包括amusement park 在内的五个地名及相关
13、信息应该是导入部分的重点内容。,导入环节的重要功能之一是使学生了解一节课的教学重点和化解教学中的难点。,【案例】 Unit 8 A hobby 读前活动: 词汇:Collecting stamps, climbing mountains,dangerous 课文结构: Para1-2: what is a hobby? Para 3: hobbies of the family memebers Para 4: importance of hobbies,-对学生整体情况的分析 要分析与确定教材主题内容、语言知识内容和技能要求与学生现有认知水平之间的差距。如何消除这个差距是以及可教学设计要解决
14、的问题。 -对教学目标的综合分析,【案例】 Go For It 8下 Unit 9 Have You Ever Been to Singapore? T/F Singapore is a big country in Europe. The population of Singapore is larger than that of Beijing. The capital of Singapore is Singapore. Singapore is one of the Four Tigers in Asia, and the other three are Japan, Korea an
15、d Taiwan.,时间过长,内容偏离阅读材料(问题都是课文中未涉及的内容, 对帮助学生理解课文内容, 顺利开展阅读活动意义不大),头脑风暴式导入: T:When you hear the word Singapore, what do you think of ? ( clean, small, Chinese, English, fine weather, beautiful ) -教师有选择性的把单词写到黑板上,并适时穿插词汇教学 -要求学生将黑板上的单词按风景、人文、环境等分类,并引导学生了解文章的整体结构。 (激活学生原有的背景知识,有助于进行发散性思维。体现了学生的主体性),竞赛式
16、导入 【案例二】 Unit 6 Ive Been Studying History in China T: Lets have a Chinese history competition. Please read the questions carefully and tell me the answers immediately.(in groups) 1. Which year was the beginning of the Ming Dynasty? A. 660 B. 960 C. 1360 D. 1560 2. Who was the first emporer of the Ta
17、ng Dynasty? A. Zhao Kuangyin B. Li Yuan C. Zhu Yuanzhang D. Cao Cao,3. Which city was once the capital city of the Qing Dynasty? A. Beijing B. Suzhou C. Xian D. Kaifeng (小组竞赛调动了学生参与学习活动的积极性; 答题过程中适时引入新单词,为后面的阅读扫清了词汇障碍 ),分享经历式导入 【案例三】 Unit 2 Maybe You Should Learn to Relax T: I know most of you are v
18、ery busy having different lessons on the weekends. How do you find these lessons? Do you want to take them,or do your parents want you to? Please share with your parnters. (同伴交流周末补课的经历和感受,并在教师的指导下与全班分享),评析: -分享的方式激发学生用英语表达的欲望。也能培养学生运用语言有效沟通的能力,预测式导入 【案例四】 Unit 7 Would You Mind Keeping Your Voice Dow
19、n? -利用插图 T:Look at the picture in the book. WHere are these people? (On the bus). WHat are they doing? (Spitting, talking loudly, littering, etc.) (引出新词) Are these polite behaviors? ( Of course not),-利用标题 T: What can you say to stop them from behaving like this? Please list as many ways as possible.
20、(复习已学知识) Possible answers: Would you please not Please dont You mustnt Could you please not T:We can also say “Would you mind not doing”, which seems more polite.,-通过问题设置悬念,使学生在阅读前对文章内容产生好奇 -引导学生预测过程中渗透词汇教学,为阅读理解扫清障碍,背景铺垫式 Unit 3 Do You Remember What You Were Doing? Marin Luthe King 多媒体导入 Unit 1 DoY
21、ou Think You Will Have Your Own Robot? -Watch a video about robot .,二、读中活动设计 1. 读中活动设计的目的 -提高快速阅读理解能力 -通过阅读感知和学习语言知识 (充实丰富,像猪肚:应该把主要精力放在如何使用恰当的阅读策略获取主要事实和观点上),2.读中活动设计中存在的问题 【案例】八下 Unit 4 She said helping others changed her life A: skim the text and then fill in the table after reading,评析: 第一遍阅读就进入细
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