教材文本解讀與初中英語閱讀教學——如何使用GoForIt!教材上好閱讀課人民教育出版社英語編輯室肖菲教材文本解讀與初中英語閱讀教學——如何使用GoForIt一、關于英語閱讀教學的幾個問題二、教材文本解讀與閱讀活動設計一、關于英語閱讀教學的幾個問題一、關于英語閱讀教學的幾個問題一、關于英語閱讀教學的幾個問題A.Readingforinformation.B.Readingforlearningthelanguage.C.Readingforlearningcultures.D.Readingforwriting.E.Readingforpleasure.Question1:

Whydoweread?A.Readingforinformation.QueA.Forgeneralcomprehension.B.Tosearchforinformation.C.Tolearnnewinformation.D.Tosynthesizeandevaluateinformation.Question2:

Whataretheacademicpurposesforreading?A.Forgeneralcomprehension.QA.Toteachtheimportantlanguagepoints.B.Toteachreadingstrategies.

C.TotestSs'readingcomprehension.Question3:

Whatisthemainfocuswhenyouteachreading?A.ToteachtheimportantlangA.Checkthestudents'understanding.

B.LetSstalkaboutthereading.C.Havestudentsreadthetext.D.Explainthelanguagepoints.E.Letstudentsusethelanguage.Question4:

Whatisthemajoractivityofthereadinglesson?A.Checkthestudents'understQuestion5:

Howmanytimesarestudentssupposedtoreadthepassage?A.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.Question5:

HowmanytimesarA.ReadingforinformationB.ReadingforlearningthelanguageC.ReadingforlearningculturesD.ReadingforwritingE.ReadingforpleasureQuestion1:

Whydoweread?Answer:A,EA.ReadingforinformationQuesA.forgeneralcomprehensionB.tosearchforinformationC.tolearnnewinformationD.tosynthesizeandevaluateinformationQuestion2:

Whataretheacademicpurposesforreading?Answer:A,B,C,DA.forgeneralcomprehensionQuA.TeachtheimportantlanguagepointsB.TeachreadingstrategiesC.TestSs'readingcomprehensionQuestion3:

Whatisthemainfocuswhenyouteachreading?Answer:BA.Teachtheimportantlanguag“閱讀教學就應該，也必須以閱讀技能的培養和提高為重點。”——《英語閱讀教學》(DevelopingReadingskills)導讀“閱讀教學就應該，也必須以閱讀技能的培養和提高為重點。”A.Checkthestudents'understandingB.LetSstalkaboutthereadingC.HavestudentsreadthetextD.ExplainthelanguagepointsE.LetstudentsusethelanguageQuestion4:

Whatisthemajoractivityofthereadinglesson?Answer:CA.Checkthestudents'understA.Onceortwice,fromtheverybeginningtotheend.B.Atleastthreetimes,butnotnecessarilythewholepassage.C.Itdependsonhowmanyreadingactivitiesyouhavetododuringthelesson.D.Italldepends.Question5:

Howmanytimesarestudentssupposedtoreadthepassage?Answer:DA.Onceortwice,fromtheverQuestion6:

Whatlevelofreadingcompetencearestudentsrequiredtoachieve?Question6:

Whatlevelofrea《義務教育英語課程標準》（2011版）

關于閱讀技能的五級目標表述級別技能標準表述五級讀1.能根據上下文和構詞法推斷、理解生詞的含義。2.能理解段落中各句子之間的邏輯關系。3.能找出文章的主題，理解故事的情節，預測故事情節的發展和可能的結局。4.能讀懂相應水平的常見體裁的讀物。5.能根據不同的閱讀目的運用簡單的閱讀策略獲取信息。6.能利用詞典等工具書進行閱讀。7.課外閱讀量應累計達到15萬詞以上。《義務教育英語課程標準》（2011版）

關于閱讀技能的五級目Question7:

Whatarethecommonreadingstrategiesthatcanbetaughttostudents?Question7:

WhatarethecommReadingstrategiesthatcanbetaught:ActivatingPriorKnowledgePredictingSkimmingScanningGuessingmeaningofunknownwordsRecognizingtexttypesIdentifyingtopicsandmainideasWordrecognitionexercises——ThomasS.C.Farrell,《閱讀課的設計》PlanningLessonsforaReadingClassReadingstrategiesthatcanbeQuestion8:

Whatkindofactivitiesdoyouusuallyuseduringareadingclass?Question8:

WhatkindofactiTrueorFalse?Multiplechoice?Askandanswerquestions?Fillinthetable?Puttheeventsinorder?Doyouusuallyusethefollowingactivitieswhenyouteachreading?TrueorFalse?Doyouusuallyguessthemeaningofunknownwords?predictwhatthepassagemighttalkabout?predicthowthestorymightend?thinkofatitle?describetheauthor'sviewpoint/attitude?findthetopicofaparagraph?identifythemainideaofapassage?createamindmapbasedonthepassage?usetheirownwordstoretellthestory?…Doyouusuallyencourageyourstudentsto:guessthemeaningofunknownwTheaimoftheexercisesmustbeclearlydefinedandacleardistinctionmadebetweenteachingandtesting.Testingwillobviouslyinvolvemoreaccuracy-typeexerciseswhereasthroughteachingoneshouldtrytodeveloptheskills.Thestudentsmustbetaughthowtoapproachandconsiderthetextinordertobeindependentandefficientreaders.…——《英語閱讀教學》(DevelopingReadingskills)TheaimoftheexercisesmustREADINGCOMPREHENSIONEXERCISE-TYPESI.SensitizingInference:throughthecontextInference:throughword-formation2.Understandingrelationswithinthesentence3.Linkingsentencesandideas:referenceLinkingsentencesandideas:Link-wordsII.ImprovingReadingspeedIII.FromSkimmingtoScanningPredicting,Previewing,Anticipation,Skimming,ScanningReadingtechniquesHowtheaimisconveyedI.AimandFunctionoftheTextFunctionofthetextFunctionswithinthetextII.OrganizationoftheText:DifferentThematicPatternsMainideaandsupportingdetailsChronologicalsequenceDescriptionsAnalogyandcontrastClassificationArgumentativeandlogicalorganizationIII.ThematizationREADINGCOMPREHENSIONEXERCISEI.Non-linguisticResponsetotheTextOrderingasequenceofpicturesComparingtextsandpicturesMatchingUsingillustrationsCompletingadocumentMappingitoutUsingtheinformationinthetextJigsawreadingII.LinguisticResponsetotheTextReorganizingtheinformation:reorderingeventsReorganizingtheinformation:usinggirds2.Comparingseveraltexts3.CompletingadocumentQuestion-typesStudyskills:summarizing,note-takingUnderstandingmeaningAssessingthetextFactVersusOpinionWriter’sIntention—FrancoiseGrellet,DevelopingReadingSkillsI.Non-linguisticResponsetoQuestion9:

Whataretheproceduresofteachingreading?Question9:

Whataretheproc

“在具體的閱讀過程中，由于閱讀內容的不同，作者所采用的表達思想、陳述內容的方法也不同，而讀者本身語言水平、認知能力和閱讀目的也有所區別，因此閱讀的方法也不盡相同。”——《英語閱讀教學》(DevelopingReadingskills)導讀“在具體的閱讀過程中，由于閱讀內容的不同，作二、教材文本解讀與閱讀策略培養二、教材文本解讀與閱讀策略培養單元背景分析閱讀活動分析語篇特點分析教學重難點分析單元背景分析教材文本解讀案例(七年級下冊Unit11Howwasyourschooltrip?)教材文本解讀案例單元背景分析單元目標：話題，功能，結構，詞匯板塊聯系：先前所學，后續任務單元背景分析單元目標：話題，功能，結構，詞匯教材文本解讀與初中英語閱讀教學ppt課件教材文本解讀與初中英語閱讀教學ppt課件教材文本解讀與初中英語閱讀教學ppt課件教材文本解讀與初中英語閱讀教學ppt課件Topic:Aschooltriptothesciencemuseum(diaryentries)Function:Describeone'spersonalexperienceandfeelingsduringaschooltripStructure:Pasttense:positive/negativesentence,was/were,pastformofverbsVocabulary:Positive/negativeadjectives,othernewwordsandexpressionsWriting:AdiaryentryofyourownschooltripTopic:閱讀活動分析閱讀部分每個活動的設計意圖是什么？其中滲透了什么策略？活動的可操作性和難度如何？是否適用于現實的教學條件和課堂環境？學生以什么形式開展活動？活動的結果是什么？想要完成該活動，學生應當具備什么語言水平和能力？在課堂教學過程中，學生可能存在哪些困難和障礙？教師可以提供什么支持和幫助？閱讀活動分析閱讀部分每個活動的設計意圖是什么？其中滲透了什么活動設計意圖與相關策略：激活學生已有的詞匯儲備，呈現部分新詞匯，為下面的閱讀做好鋪墊(Activatingpriorknowledge)讓學生學會自主整理和歸納詞匯，幫助他們構建詞匯體系(Vocabularylearningstrategy)活動設計意圖與相關策略：GoodBadPre-reading(1)1LetSsgetintogroupsandbrainstormtheadjectivesthatcanbeusedtodescribegoodorbadthings.Sswillmaketwowordlistsandbereadytoreporttotheclass.GoodBadPre-reading(1)1Let2Tintroducessomenewadjectivesbydescribinghis/herowntrip(showingsomepicsorphotos).3TreadsaloudthenewwordsandSsrepeataftertheteacher.4LetSsfinish2aandthenchecktheanswers.Newwords:

lovely,expensive,exciting,cheap,slow,fast2TintroducessomenewadjectPre-reading(2)1(Booksclosed)TtellstheSsthattheywillreadtwodiaryentriesaboutschooltrips.LetSspredictwhattheauthorsmightwriteabout.Questions:

Imagineyouaregoingtowriteaboutyourschooltrip,whatkindofthingswillyouwrite?Whatadjectiveswillyouusetodescribeyourtrip?Pre-reading(2)1(BooksclosedPossibleanswers:Time,place,people,weather,transportation,activities,shopping,feelingsWhen,where,who,what,how,whyPossibleanswers:2HaveSsbrainstormadjectivesforeachitemandwritedownthewordsonBb.Tintroducesthenewwordsifnecessary.Place:beautiful,…People:friendly,lovely,…Weather:nice,cool,cold,terrible,rainyTransportation:clean,dirty,slow,

fast,…Activities:interesting,boring,…Shopping:expensive,cheap,…Feelings:excited,happy,interested,angry,…Trip:interesting,excellent,exciting,terrible…3LetSsdividethewordsintodifferentgroups:positive,negative,neutral2HaveSsbrainstormadjecti語篇特點分析題材體裁篇章結構語言特色文化內涵人文素養語篇特點分析題材SkimmingScanningSkimming題材：學校組織的郊游活動體裁：日記語言特色：第一人稱，描述性形容詞（褒義、貶義），一般過去時題材：學校組織的郊游活動篇章結構DateWheredidtheygo?Howwastheplace?Howdidtheygothere?Whatdidtheysee?/Whatdidtheylearn?Whatdidtheydooverthere?Howdidtheyfeelaboutthetrip?篇章結構Date文化內涵與背景文化內涵與背景教學重難點分析如何進行取舍？詞匯（生詞、短語、動詞搭配、語塊）目標結構句型長難句教學重難點分析如何進行取舍？教材文本解讀與初中英語閱讀教學ppt課件goonatripbytrain/takethetrainalongthewayplaychesswithsb.teachsb.howtodosth.buysth.forsb.takephotositisdifficulttodosthnot…atallgoonatripHowtodealwithvocabulary

inanintensivereadingtextJustifyingproceduresReasons:Itisahighfrequencywordorwilloccurinothertexts.Itisausefultechnicalword.Itisalowfrequencyword.Itisimportantforthemessageofthetext.Itisnotimportantforthemessageofthetext.Ithasusefulparts.Itiseasytoguessfromcontext.Itislikeafirstlanguageword.Howtodealwithvocabulary

iJustificationsforProceduresforDealingwithWordsinTextsWaysofdealingwithwordsReasons1,2,34,56,7,8Preteach146Replaceitinthetextbeforegivingthetexttothelearners34,5Putitinaglossary1，34,5Putitinanexerciseafterthetext14,56,8Quicklygivethemeaning34,58Donothingaboutit357,8JustificationsforProceduresWaysofdealingwithwordsReasons1,2,34,56,7,8Helpthelearnersusecontexttoguess1,2,347Helpthelearnersuseadictionary1,2,34,5Breakitintopartsandexplain1,2,34,56Spendtimelookingatitsrangeofmeaningsandcollocations1,24,5PaulNation,ManagingVocabularyLearning

中小學英語教師發展叢書：詞匯教學設計WaysofdealingwithwordsReasPreteach/Quicklygivethemeaning:robot,guide,gift

(Pre-reading3)Guessthemeaningofunknownwords:interested,everything,dark,hearallinallPossibleSolutionPreteach/Quicklygivetheme1(Booksopen)LetSsreadthetwodiaryentriesquicklyandfindouttheanswerstothequestionsin2b.2ChecktheanswerswithSsandhavethemcirclethecluesthatsupporttheiranswers.

June15th,museum,robots,giftshopAllinall,itwasanexcitingday.Ithinktoday'sschooltripwasterrible.Ididn'tlikethetripatall.While-reading(1)1(Booksopen)LetSsreadthe1(Booksopen)LetSsreadthediaryentriesandcheckwhethertheirpredictionsareright.Ticktheonesthatarementionedinthediaryentries.

()time()place()people()weather…While-reading(2)1(Booksopen)LetSsreadthe2LetSsreadthediaryentriesagainandanswerthefollowingquestions.Whatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelenorJiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedidtheydoduringthetrip?Didtheybuyanything?Whatdidtheybuy?Didtheyenjoythetrip?Howdoyouknow?2LetSsreadthediaryentrieWhatwasthedateoftheschooltrip?DidHelenandJimgoonthesametrip?Howdoyouknow?Howwastheweather?Didtheyseeanythinginterestingalongthewayandinthemuseum?WasHelen/Jiminterestedinrobots?Whatcouldtheyhearinthemuseum?Whatelsedid

Helen/Jim

doduringthetrip?Did

Helen/Jim

buyanything?Whatdidtheybuy?Did

Helen/Jim

enjoythetrip?Howdoyouknow?

Whatwasthedateoftheschoo3LetSsreadthediaryentriesagainandunderlinetheadjectivesthatHelenandJimusedtodescribethethings.Thenfinish2c.3LetSsreadthediaryentriOtherwhile-readingactivitiesOtherwhile-readingactivities1.LetSsreadthediaryentriesforthethirdtimeandfindoutthedifficultsentences.Thentheguidetaughtushowtomakeamodelrobot.Allinall,itwasanexcitingday.EverythingwasaboutrobotsandI’mnotinterestedinthat.Ididn’tlikethetripatall.Texplainsthedifficultsentencesorphrasesifnecessary.1.LetSsreadthediaryentri2.LetSsfindoutthepastformofalltheverbsfromthetext.ThenaskSstoputthemintodifferentcategories.went,visited,was,got,saw,learned,taught,took,bought,wereIrregularverbs:gowentRegularverbs:visitvisitedLetSsreadaloudthepairofverbs.2.LetSsfindoutthepastfo3.LetSsreadagainandsummarizethemainideaofeachdiaryentry.Howtosummarizethemainidea:

When,where,who,what,how,why3.LetSsreadagainandsummaExamples:

HelenvisitedthesciencemuseumduringherschooltripinJuneandshereallyenjoyedit.Helenwentona