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初中英语阅读有效教学西南大学外国语学院杨晓钰阅读课目标分析与案例Planningareadingclass1.Intensivereading2.Extensivereading3.Vocabularyteaching4.Grammarteaching5.ReadingforwritingPeopleconstructmeaningbasedontheirownexperienceandknowledge.Therefore,wemaygetverydifferentimpressionaboutthesamepicturewearelookingat.Ifthestudentsfailtounderstandthenatureofreading,theywilladoptinappropriateandineffectivereadingstrategies;ifteachersfailtodoso,theywillbeunabletohelpthestudentstodevelopeffectivereadingskills.1.Readingisanactiveprocess.Itconstantlyinvolvesguessing,predicting,checkingandaskingoneselfquestions.2.Readingistheabilitytounderstandthewrittenwordsandrespondtotheminproperways.3.Readingmeansgettingmeaningoutofagiventext.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。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。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。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。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。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。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。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。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。写后活动•展示作品；•小组交流；•制作板报、墙报；•同伴互评。Majorreadingskillspractisedinreadingclass1.Prediction2.Skimming3.Scanning4.Readingfordetails.5.Inferring:makinguseofsyntactic,logicalandculturalcluestodiscoverthemeaningofunknownelements.—Inferringthemeaningoflexicalitems;—Inferringattitudeandopinion;—Inferringthepurposeofthearticle;—Understandingimpliedinformation.6.RecognisingrhetoricalstructuresRhetoricalstructuresrefertothecomplexnetworkofrelationshipswithinatext.Itisthestructureoftheunderlyingideasandtheconnectionsthewritermakesbetweenthem.7.Recognisingdiscoursemarkers:e.g.therefore+conclusion;however+contrast;thatis+paraphrase;e.g+example.8.Understandingrelationswithinthesentenceandthetext.9.Knowinghowtouseanindex,atableofcontents,etc.Thethreestagesofteachingreading1.Pre-readingstage1)Theaimsofthepre-readingstagea.Arousingthestudents’interestinthetopicortypeoftext;b.Motivatingstudentstoreadthetextbyprovidingapurposeforreading;c.Preparingthestudentsforthecontentofthetext.2)TheskillpractisedinthestagePrediction3)Theactivitiesdoneinthepre-readingstage.◆examinetheaccompanyingvisualinformation◆reflectonthetitleorthetopic;◆guessthetopicbylookingatkeywordsfromthetext◆statewhattheyalreadyknowaboutthetopic◆statewhattheywouldliketoknowaboutthetopic◆puttingtheeventsinthecorrectorder◆answertheteacher’sgeneralquestionsaboutthetexttypeortopic;◆trueorfalsequestions.◆reviewingvocabularyorgrammaticalstructures2.While-readingstage1)Theaimsofthewhile-readingstagea.Tohelpthereaderunderstandthecontentandstructureofthetext.b.Tohelpthereaderunderstandtheauthor’spurposeinwritingthetext.2)TheskillspractisedinthestageThemainskillspractisedinthestageareskimming,scanning,readingfordetail,drawinginferencesabouttheauthor’spurposeandintention.3)Theactivitiesdoneinthewhile-readingstage◆skimreadingtogetthegist(mainidea)ofthetext;◆locatingspecificinformation;takingnotesonthemainpoints,oronspecificpointsofthetext;◆puttingtheeventsinthecorrectorder;◆transferringinformationfromthetexttoadiagram,table,form,map,graphorpicture;◆answeringfactualquestionsonthetext;◆answeringinferencequestionsonthetext;◆questionsforpersonalresponse;◆trueorfalse;◆workingoutthemeaningofwordsandphrasesinthetextfromthecontext;◆examiningreferentsinthetextandstatingwhattheyreferto;◆puttingtheparagraphsofajumbledtextbackinthecorrectorder;◆givingthetextanappropriatetitle3.Post-readingstage1)Theaimsofthepost-readingstagea.Toconsolidateorreflectonwhathasbeenreadinthetext.b.Torelatethetexttothestudents’ownknowledge,interests,orviews.c.Togivethestudentsthechancetoconsolidatethatlanguagebyusingitfreely.2)TheskillspractisedinthestagePost-readingworkusuallycontributestothedevelopmentofallthelanguageskillsandmayinvolveusingotherskillsthanjustreading.3)Theactivitiesdoneinthepost-readingstage◆gap-filling◆retellingthestoryofthetextfromtheprompts;◆correctthesummary;◆writingasummaryofthemaincontentofthetext(basedontheprompts);◆oraldiscussionofthetopicofthetext;◆role-play;◆writingadialoguebasedonthetext◆finishingthestory(orallyorinwriting;◆listeningtoorreadingsomesupplementarymaterialsaboutthetopic;◆commentonthecontentofthetext;◆Aninterviewifthetextissuitable.LayoutforreadingclassSchool_____JuniororSeniorSection______Class________Grade________Size_________Time________Date______Materials________Typeoflesson______Aids_______Contents:1.Vocabulary2.Structure3.ReadingObjectives:1.Instructionalobjectives1)languageknowledge2)languageskills2.Educationalobjectives1)affect2)learningstrategy3)culturalunderstanding3.PersonalobjectivesFocalpoints:Difficultpoints:Aids:…ProceduresandTimeAllotment1.Gettingstudentsreadyforlearning(…mins)1)Greetings2)Routinetask2.Revision(…mins)3.Pre-reading(…mins)4.While-reading5.Post-reading(…mins)1)Oralwork2)Writtenwork6.Assigninghomework1)Conclus