新课标理念下的初中阅读有效教学 — 目标与过程

1. 新课标理念下的初中阅读有效教学—目标与过程新课标理念下的初中阅读有效教学—目标与过程 西南大学外国语学院 杨晓钰

2. 课程性质 义务教育阶段英语课程具有工具性和人文性双重性质。

3. 义务教育阶段英语课程总目标 情感态度 国际视野祖国意识合作精神自信意志兴趣动机 文化意识 学习策略 跨文化交际 文化理解 文化知识 交际策略资源策略调控策略认知策略 综合语言运用能力 语言技能 语言知识 话题功能语法词汇语音 写读说听

4. 阅读教学 • 3～5级教学目的 • 乐于阅读，基本养成阅读兴趣和良好的阅读习惯，掌握概括大意、理解词义、预测故事情节等基本阅读方法，基本掌握常用阅读策略, 初步形成语感。

5. What are the aims when using a reading text To train the students to be efficient readers in the foreign language, so we have 1. To promote vocabulary development; 2. To reinforce (or even present) certain grammatical features( language structures);

6. 3. To improve students’ reading skills 1) To teach basic reading comprehension skills; The ability to “read the lines”—to understand\ the plain sense of what is stated in the text. The ability to “read between the lines”— to draw inferences from what is in the text

7. Theability to “read beyond the lines”. This involves the ability to relate the reading passage to real life

8. 2) Real-life reading skills such as reading for gist, reading for information and reading for study 3) Flexible reading skills, varied according to purpose

9. 4) Critical reading skills: helping readers see the relationship of ideas and use these in reading with meaning and fluency.

10. 4. To enhance writing and speaking ability in the English language 5. To enlarge general knowledge 6. To foster awareness of cultural understanding 7. To promote moral values

11. 8. To provide practice in extensive reading skills; 9. To develop an awareness of reading strategies necessary for successful reading comprehension; 10. To promote an interest in different types of reading materials.

12. 3～5级 • 略读; • 扫读、找读、跳读; • 预测； • 理解大意； • 猜测词义; • 推断； • 理解细节； • 理解文章结构； • 理解图表信息； • 理解指代； • 理解逻辑关系。

13. 读前活动 • 明确目的； • 熟悉话题； • 预测内容，激发兴趣和欲望； • 激活相关语言； • 布置任务。

14. 读中活动 • 认读； • 略读； • 跳读； • 根据所读内容画图、标图、连线、填表、排序、补全信息； • 为课文选择或添加标题； • 根据所读内容制作图表； • 边读边操作； • 判断信息的真实性。

15. 读后活动 • 进一步理解与巩固所学语言； • 转述所读内容； • 根据所读内容进行角色扮演； • 讨论。

16. Major reading skills practised in reading class 1. Prediction 2. Skimming 3. Scanning 4. Reading for details.

17. 5.Inferring: making use of syntactic, logical and cultural clues to discover the meaning of unknown elements. — Inferring the meaning of lexical items; — Inferring attitude and opinion; — Inferring the purpose of the article; — Understanding implied information.

18. 6.Recognising rhetorical structures Rhetorical structures refer to the complex network of relationships within a text. It is the structure of the underlying ideas and the connections the writer makes between them.

19. 7. Recognising discourse markers: e.g. therefore + conclusion; however + contrast; that is + paraphrase; e.g + example. 8. Understanding relations within the sentence and the text . 9. Knowing how to use an index, a table of contents, etc.

20. 10. Understanding relations within the sentence and the 11. Evaluating the text 12. Reacting to the text 13. Knowing how to use an index, a table of contents, etc. 14. Understanding layout, use of headings, etc.

21. 写的教学 • 3～5级教学目的： • 乐于用书面语言表达意思，基本连贯地表述与表达事实、观点、情感，形成基本的写作能力。

22. 3～5级 • 激活相关信息; • 整理思路; • 组织素材; • 列出提纲； • 起草短文； • 组织语言； • 修改短文; • 正确使用标点符号和字母大小写。

23. 写前活动 • 激发兴趣； • 激活相关信息； • 明确目的和读者对象； • 讨论主题； • 搜集素材； • 阅读范文； • 语言准备。

24. 写中活动 • 填空； • 看图写话； • 连句成文； • 口头作文； • 仿写、改写； • 写提纲； • 写初稿； • 提示作文； • 把图表转换成文字； • 修改； • 听写。

25. 写后活动 • 展示作品； • 小组交流； • 制作板报、墙报； • 同伴互评。

26. 有效教学的“教学”主要包括三个方面： 1. 引发学生的学习意向、兴趣，使教学在学 生“想学”“愿学”、“乐学”的心理基础上展开。 2. 明确教学目标。教师要让学生知道“学什 么”和“学到什么程度”。 3. 采用学生易于理解和接受的教学方式 。

27. 教学的有效性不仅是知识、技能显性方面的衡量，也包括情感、策略以及文化等隐性方面的指标。教学的有效性不仅是知识、技能显性方面的衡量，也包括情感、策略以及文化等隐性方面的指标。

28. 有效教学以学生能力的实际变化为目标，是指学生学会了多少，而不是教师教了多少。有效教学以学生能力的实际变化为目标，是指学生学会了多少，而不是教师教了多少。

30. Aims are of a lot broader sense, often mentioned as our terminal aim why we pursue education. • Goals are the more shorter ones, but not that short compared to objectives. They are achieved maybe within the month or the end of the year.

31. Objectivesarewhat the students will be able to do at the end that they are not be able to do at the beginning. They can be acquired in a day, a week or so.

32. 教案设计须考虑的因素 教学目标 让学生学会什么？ 教学活动 给学生做什么事？ 活动的有效性 学生从活动中获得了什么？

33. What to learn? Reading • Locate specific information from articles • Understand the gist and the typeof the passage • Reading for details • Matching • ? • Note-taking of main and supporting ideas • Retelling • Report what affectshis/her feelings • Follow the example and write a passage • Write a summary of the reading • Vocabulary related to the topic • I think...; When...; make sb. adj/v. +adj. ... • Understanding the needs of others and helping others Do we have to teach them all? Listening Do we need to teach the repeated items in different parts? Speaking Writing Vocabulary Grammar Values

34. SMART Objectives Specific Measurable Achievable Relevant Time-based

35. 课程目标的描述应使用行为动词 多少学生（主体）能够运用本课所学词汇和语言结构，通过什么方式或运用何种策略（条件），完成什么事情（产出），能够达到何种水平（标准）。

36. 了解/理解知识：排列、选择、找出、命名、标示、辨认、说/答出具体事实、名称、地点、事件等了解/理解知识：排列、选择、找出、命名、标示、辨认、说/答出具体事实、名称、地点、事件等 运用知识和发展技能：描述，复述，询问，推测，表演，展示，举例说明，想像，创造，写出……

37. 认知和思维能力以及文化意识的发展体现:分类、比较、归纳与概括、区分、举例、推理、判断等 在学习过程中发展何种情感、态度： 遵守、承认、支持、拥护、克服、帮助等 形成、养成、热爱、树立、保持等 尝试运用何种策略

38. PPP Presentation Practice Production 词汇 语法 Presentation：Meaning sound form Practice: Learn to use Production: Use freely

39. Three-stage model 听 说 读 写 Pre-listening/reading/writing While-listning/reading/writing Post-listening/reading/writing

40. Layout for reading class School: ____________ Teacher: _______________ Students: 50 senior high school students, Class 2, Grade 1 Materials: _______________ Type of lesson__________ Lesson duration: ________ Date ________________ Aids ____________ Contents: 1. Vocabulary 2. Structure 3. Reading

41. Objectives: 1. Instructional objectives 1) language knowledge 2) language skills 2. Educational objectives 1) affect 2) learning strategy 3) cultural understanding 3. Personal objectives Focal points: Difficult points: Aids:…

42. Procedures and Time Allotment 1. Getting students ready for learning ( … mins) 1) Greetings 2) Routine task 2. Revision ( … mins) 3. Pre-reading (… mins) 4. While-reading 5. Post-reading (… mins) 1) Oral work 2) Written work 6. Assigning homework 1) Conclusion 2) Homework Self-evaluation

43. Planning a reading class 1. Intensive reading 2. Extensive reading 3. Vocabulary teaching 4. Grammar teaching 5. Reading for writing 6. Reading for speaking

46. People construct meaning based on their own experience and knowledge. Therefore, we may get very different impression about the same picture we are looking at.

47. If the students fail to understand the nature of reading, they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so, they will be unable to help the students to develop effective reading skills.

48. A. 自下而上的模式 (the bottom-up model) The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text. 阅读者从最小的单位：字母和单词识别开始，逐步弄懂较大的语言单位：短语、分句、句子和语篇的意义。这就是阅读理解自下而上的模式。依照这个模式去理解阅读过程，教师在教授阅读时，主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。这个模式低估了阅读者的主动作用。

49. B. 从上而下的模式 (the top-down model) The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then these predictions are checked by reading and trying to understand the text.

50. 阅读者在阅读过程中，是主动的参与者，他们并不是逐字逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。这就是从上而下的模式。按照这个模式，阅读不但需要语言知识，而且需要有关客观世界的背景知识。一些学者认为从上而下的模式强调用某些背景知识或文中的提示来对意义进行预测，而对较低层次的能力如快速、准确地对词汇和语法结构等别的能力有所忽视。