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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.Howdoyouread?A.自下而上的模式(thebottom-upmodel)Thereaderbuildsupthemeaningofatextonthebasisofdecodingsmallerunits:firstwords,andphrases,thensentencesandparagraphs,andfinallyworkingoutthemeaningofthewholetext.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。B.从上而下的模式(thetop-downmodel)Thereaderuseshisorherknowledgeofthetopicorofthetypeofthetextandmakespredictionsaboutwhatthetextwillcontain,thenthesepredictionsarecheckedbyreadingandtryingtounderstandthetext.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。C.相互作用的模式(theinteractivemodel)Thereaderusesbottom-upandtop-downwaystogether,andthetwowaysinteractwitheachotherintheunderstandingofatext.Thereadermayshiftfromonefocustoanotherduringtheprocess.Thatmeanshemightpredictthecontextofthetextbyusinghisknowledgeofthetopic(top-down),thenlookforkeywords(bottom–up)tochecktheprediction,orgetthemaingistofthetextbyskimmingitquickly(top-down)andexaminethewriter’schoiceofvocabularyforunderstandingtheimpliedmeaning.相互作用的模式也可称图式理论模式(theschematheorymodel)。它认为在阅读过程中，人们运用两种方式进行信息处理，一种是自下而上的方式，另一种是从上而下的方式。无论在哪一个阶段、在哪一个层次里，两种信息处理的方式总是同时进行的。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.Torelatethetextto