Reading_Strategies_and_Skills解读
浅析英语学习阅读策略
浅析英语学习阅读策略在英语学习过程中，阅读是学生的主要语言输入方式，同时也是重点发展的语言技能。
在新课改教学中，对学生的阅读能力提出很高要求。
培养学生英语阅读策略能促进学生英语阅读能力和阅读自主性的发展，让学生逐步学会学习并享受学习。
为了使阅读策略培养能顺利进行，让学生明确学习策略的意义非常重要。
只有学生具有策略意识，才能对策略感兴趣，也才能积极主动地参与学习策略的训练活动。
一、阅读策略教学有待深入进行所谓策略，是一种最有效的为达到目标的人类活动，具有启发性的特点，它比较灵活。
科学的策略可以帮助读者克服语言障碍，推断出整篇文章的主要意义，在阅读过程中学生总是应用各种策略，不断地进行分析归纳以达到正确了解之目的。
掌握正确的科学的策略，往往会事半功倍，迅速而准确地抓住要点；策略不正确，则常常如坠入云里雾里，对所读的东西不知所云。
阅读策略是可以帮助读者在阅读过程中有意识地调控，它是有目的、有计划地灵活运用一系列阅读方法或技能的学习过程。
因此，需要学生掌握科学的、正确的阅读策略。
目前，阅读策略在英语教学实践中的应用还不够广泛和深入。
一是对阅读策略培养的重视程度不够。
由于教师对阅读策略及其教学意义了解不足，学生不能正确熟练地运用阅读策略。
二是阅读教学程式化。
几乎在每节阅读公开课中我们都可以发现，教师的教学设计一律围绕跳读、略读、细读三种阅读活动展开，没有把阅读目的、阅读策略和阅读活动有机、灵活地结合起来。
阅读策略的教学缺少计划性和阶段侧重性。
三是阅读策略培养有效性不高。
在课堂教学实际中，普遍存在“走过场”现象。
学生的英语阅读策略和技巧的获得主要依赖于他们汉语阅读技能的迁移。
这种自发状态的迁移，有效性不强。
特别对于那些英语语言水平不高的学生来说，在缺乏阅读策略指导的情况下，要想提高自身的阅读技能更加困难。
二、如何进行有效阅读策略指导教师应加强对阅读策略及其意义的认识。
阅读策略不仅仅是诸如跳读、略读之类的阅读技巧，它包括阅读元认知策略、认知策略和补偿策略三类。
2024新仁爱版七年级英语U4L3 教案
Unit4 Fun in the Sun
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
Thinking Skills内容解读：本部分的思维技能为确定场景，即通过故事或事件的发生确定时间、地点、天气等场景。
学生首先通过看图及阅读文本学习如何确定场景，然后阅读文本确定场景，最后延伸到绘制自己最喜欢的运动场景图并向同伴描述，牢固掌握确定场景的思维技能。
本部分共3个活动。
Reading Strategies内容解读：本部分的阅读策略是学习归纳总结，引导学生阅读语篇，学习如何归纳总结文本的主要观点，通过阅读文本完成主要观点的总结，最后结合自身实际讨论自己的运动小贴士，并与同伴共同总结主要观点。
本部分共3个活动。
II. Teaching aims
通过本课的学习，学生能够：
1. 运用图表，获取并介绍活动场景中的地点、时间和天气等重要信息;
2. 运用“总结归纳”这一阅读策略，提取文本中运动防护的重要信息；
3. 借助思维导图多角度地介绍自己和他人喜欢的运动。
阅读方法与技巧（READINGSTRATEGIESANDSKILLS
阅读方法与技巧（READINGSTRATEGIESANDSKILLSThis course will give you the opportunity to develop and practice reading strategies and skills which can be applied to all forms of IELTS tests. The strategies and skills you will practice are as follows:1.Predicting2.Skimming3.Scanning4.Detailed reading5.Guessing unknown words6.Understanding main ideas7.Inferring8.Understanding text organization9.Assessing a writer’s purpose10.Evaluating a w riter’s attitude.1 PredictingBefore you read a text in detail, it is possible to predict what information you may find in it. You will probably have some knowledge of the subject already, and you can use this knowledge to help you anticipate what a reading text contains. After looking at the title, for example, you can ask yourself what you know and do not know about the subject before you read the text. Or you can formulate questions that you would like to have answered by reading the text. These exercises will help you focus more effectively on the ideas in a text when you actually start reading.To help you predict, you may also use skimming and scanning strategies as described below.2 SkimmingSkimming involves reading quickly through a text to get an overall idea of its contents. Features of the text that can help you include the following:(a) Title(b) Sub-title(s)(c) Details about the author(d) Abstract(e) Introductory paragraph(f) First, second and last sentences of following paragraphs(g) Concluding paragraphA text may not contain all of these features - there may be no abstract, for example, and no sub-titles - but you can usually expect to find at least (a), (e), (f) and (g). Focusing on these will give you an understanding of the overall idea or gist of the text you are reading - in other words, a general understanding as opposed to a detailed reading.Another term for this kind of reading is surveying. Surveying can be described as looking quickly through a book, chapter of a book, article from a journal, etc., to decide whether or not it is suitable for your purpose. To decide whether or not a text is suitable, especially if it is a book, you will also need to focus on the following features in addition to those mentioned above:(a) Edition and date of publication(b) Table of contents(c) Foreword(d) Introduction(e) Index3 ScanningWhen you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specificwords, scanning involves rapid reading for the specific rather than the general; for particular details rather than the overall idea. When you read a text, for example, you may want to find only a percentage figure or the dates of particular historical events instead of the main ideas. Scanning will help you find such information more efficiently.4 Detailed readingA second and third reading of a text will also focus on the secondary ideas and details which support, explain and develop the main ideas. This can be described as a more comprehensive reading. It involves a slower and more careful reading process. At this stage you can also try to guess the meaning of unfamiliar vocabulary.5 Guessing unknown wordsIt is unlikely that you will understand 100 percent of the vocabulary in a text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words. At your first reading of a text it is usually best not to stop and consult your dictionary. This will interrupt your process of reading and understanding. often the meaning of unfamiliar words and phrases becomes clear as you continue to read through the text. The dictionary can be used at a later stage.In using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helpyou guess the meaning of unfamiliar words.6 Understanding main ideasYou will practice recognizing the main ideas contained within a text. In the process of skimming you will already have identified some of these main ideas. During a second and third reading you can recognize and understand them more fully. Each paragraph will usually contain one main idea. sometimes referred to as the paragraph topic.The reading materials provide several exercises which help you identify and understand the main ideas in a text. Knowing the key points in a reading text is vital in assessing its importance and relevance for your needs. Understanding the main ideas will also lead you to an understanding of a writer’s organization.7 InferringSometimes a writer will suggest or express something indirectly in a text. In other words, a writer will imply something and leave it to the reader to infer or understand what is meant. When writers do this, they rely to some extent on the knowledge of their readers - knowledge of asubject or cultural knowledge, for example. Inferring a writ er’s meaning is sometimes important in the process of understanding a reading text.8 Understanding text organizationWriters structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully. A writer may want, for example, to outline a situation, discuss a problem and propose a solution. This will usually result in a particular pattern of organization. Or a writer may want to compare and contrast two ideas and will choose one of two basic structures commonlyused to compare and contrast.Another feature related to organization is a writer’s use of time. To give an account of events or describe a process, writers will often use a chronological order, in which events are recounted in thesgroupsin which they have occurred. Other writers will choose to organize an account of events in different ways, perhaps with repeated contrasts between past and present time.9 Assessing a writer’s purposeOnce you understand the organization of a text, you can then recognize the writer’s purpose mor e clearly. The text organization a writer selects will partly depend upon his or her particular purpose. A writer may want to inform or persuade, and he or she will select a structure or pattern of organization according to this purpose.A writer may also intend to do both of these things in a written text - to inform as will as persuade. In such cases it is often helpful to try to assess which of these purposes seems to be more important or dominant.10 Evaluating a writer’s attitude.Writers are not necessarily neutral or objective when they write, particularly if the are trying to persuade readers to agree with their opinions. It is important that you recognize what an author’s attitude is in relation to the ideas or information being presented. This is because such attitudes can influence the ways in which information is presented. You will be looking at ways in which a writer’s attitude may be identified. You will also practice evaluating how relatively neutral or biased his or her attitude may be.DEMONSTRATION - TEXT AND QUESTIONSDo not read the following text and questions first. Go directly to the How to Answer section which will show you the most efficient way of answering the questions.YOUR POST OFFICEat your serviceAt our main offices we are introducing,swheresappropriate, a number of changes to help improve the standard of service provided to our customers.Similar developments are taking place at many of our agency offices.Improvements:more staff at peak periods for faster service a single queuing system for fairer service special service windows for some transactionsPost-Shops in main offices with their own separate service till for greeting cards, stationery, stamps and gifts the refurbishment of a number of main offices to provide a better environment new vending machine services such as cash-change machines, and phonecard and stamp dispensers for faster service extended opening hours at selected main offices a new range of air package services. Questions 1-3 Do the following statements agree with the information given in the reading passage above? Write:TRUE if the statement is trueFALSE if the statement is falseNOT GIVEN if the information is not given in the passagein the correct boxes on your answer sheet.1. All offices will have more staff throughout the day.2. There will be special service windows for cash transactions at all main offices.3. It will be possible to obtain some items from machines in many offices.Question 4Using NO MORE THAN THREE WORDS answer the following question.4. Which change will ensure that the customers are treated more fairly?Question5Choose the correct answer by writing A, B, C, or D.5. Which offices will stay open longer?A all officesB all main officesC some main officesD some agency officesHOW TO ANSWERBEFORE YOU ANSWER ANY QUESTIONSStep 1 - Look at the text quickly (survey the text)The heading tells you that the text is about service at post offices. The sub-heading and the points listed below it show eight improvements to the services.QUESTION 1Step 2 - Read the instructions and the questionThe instructions for questions 1-3 tell you to write True, False or Not Given on the answer sheet.You are looking for specific information in the passage. The key words for question one are:All offices will have more staff throughout the day.The question is about more (additional) staff. You should also note that the question specifies all (not just some) offices and it also mentions throughout the day (that is, all day, not just part ofthe day).Step 3- Find the answerThe best way to find the answer is to look quickly through the text for the key words or their synonyms (words with similar meaning). Then, read the phrase or sentence that contains those words.Looking for the word ’office’, in the first section of the text you find that the changes are being introduced in ’our main offices’ and ’many of our agency offices’. It seems that the changes do not refer to all offices.The word ’staff’ is in the first improvement listed. It says there are ’more staff at peak periods’. This means that there are only more staff at the busiest times of the day and not all day. Therefore, the answer if FALSE.QUESTION 2Step 2 - Read the questionThey key words are underlined:There will be special service windows for cash transactions at all main offices. You need to find information about special service windows, namely: their functions ( are they used for cash transactions?) andswheresthey are located ( are they at all main offices?).Step 3- Finzd the answer’Special service windows’ are mentioned in the third point, but cash transactions are not mentioned. There is no information in the text about what kinds of transactions take place. Nor is there any information about whether these windows will be at all main post offices. Therefore, the correct answer is NOT GIVEN.QUESTION 3Step 2 - Read the questionThe key words are:It will be possible to obtain some items from machines.You should search the text for the word ’machines’ or synonyms. Step 3 - Find the answerPoint 6 mentions ’cash machines’ and ’phonecard and stamp dispensers’. So you can obt ain (get) cash (one item) from a machine, butwhat are ’dispensers’? The text tells you that they provide a faster service, and vending machines do that, so it is reasonable to guess that a dispenser is a kind of machine. So, you can get some items from machines. Therefore, the correct answer is TRUE.Note: If you don’t know the meaning of a word, you may be able to work out its meaning by looking at the words around it. This technique is called guessing from context. It is a very important skill and will be discussed in detail at the end of Section 2.QUESTION 4Step 2 - Read the instructions and the questionHere you are instructed to write your answer in up to three words (i.e. one, two or three words).The key words in the question 4 are:Which change will ensure that the customers are treated more fairly?All of the changes mentioned in the text are to ’help improve the standard of service’. Which one provides fairer service?Stet 3 - Find the answerPoint one provides ’faster service’. Point two provides ’fairer service’. You don’t need to read further than this. The answeris ’single queuing system’ (3 words).QUESTION 5Step 2 - Read the instructions and questionThe instruction tell you to write a letter (A, B, C, or D), not a word.The key words in the question are underlined: Which offices will stay open longer?The answer choices also help here. Factors such as the type of office ( main or agency) and whether it is some or all offices are relevant.Step 3 - Find the answerWe have already looked for the key word ’office’ (in question1) and found that the changes are being introduced in ’our main offices’(sentence 1) and ’many of our agency offices’. It seems that the changes do not refer to all offices.Looking quickly for stay open longer or synonyms, we find ’extended opening hours’ in the seventh improvement. However, it mentions only ’ selected main offices’. The answer is therefore C - ’some main offices’.ANALYSIS AND PRACTICEThe three different kinds of questions used in the Demonstration are the most common question types in Section 1 of the Reading test.True - False - Not Given (questions 1-3)short answer of no more than three words ( question 4)Multiple choice (question 5)Following the three-step strategy:survey the textread the instructions and the question(s)find the answersis usually the fastest and surest way of doin the kinds of questions you will find in Section 1. We will now look at each of these steps in more detail.STEP 1 - SURVEY THE TEXTYou can quickly obtain a lot of useful information about a text by just looking at:the titlesection headings or subheadingsany words in special print (bold, italics, CAPITALS or underlined)any diagrams, tables or picturesany unusual features of the text (e.g. layout or boxed text).Surveying tells you about the topic or subject of the text. It may also tell you something about how the text is organized (subheadings are especially useful). Surveying may also tell you something about the writer’s purpose - whether the intention is to give instructions, to compare, to give information, and so on.。
Reading_Strategies_and_Skills
• Recognizing indicators in discourse • Identifying the main idea from supporting details • Extracting salient points to summarize (the text, an idea, etc) • Selective extraction of relevant points from a text
Learning aide
• • • • • • • Study guide from textbook Handouts Learning packet Chapter or section review questions Chapter or section summary statements Self-quiz Further or suggested readings
The SQ3R Method
• • • • • Survey Question Read Recite• Cooperative learning • Peer-assisted instruction
Encoding
• Outline • Concept mapping
Other reading strategies
• • • • • • • Background knowledge and experience Homework and class work Learning aide The SQ3R method Peer-teaching Encoding Reading flexibility
Comparison between reading skills and strategies
如何提高英语阅读理解能力？
如何提高英语阅读理解能力？提升英语阅读理解能力：从认知策略到教学实践英语阅读理解能力是英语学习的重要组成部分，它不仅仅指理解文章的字面意思，更重要的是能深入分析文章的结构、逻辑、作者意图和文化背景，并将其与自身知识和经验相结合，形成更深刻的认识。
提升英语阅读理解能力是每个英语学习者都努力追求的目标，本文将从认知策略和教学实践两方面进行探讨。
一、认知策略：培养和训练阅读的“内功”增强阅读理解能力，关键在于注意培养正确的认知策略，这就像武侠小说中说的“内功”，能够从根本上提升阅读效率和深度。
1. 前阅读策略 (Pre-reading strategies)：激活已有知识 (Activate prior knowledge)：阅读前，先思考自己对文章主题的了解程度，联想相关知识和经验，这可以帮助读者更好地解释文章内容。
预测文章内容 (Predict the content)：文章标题、副标题、图片等线索，可以预测文章的主题、结构和主要内容，这可以提高阅读的针对性和效率。
设定阅读目标 (Set reading goals)：明确阅读目的，是带着问题去阅读，还是为了获取信息，或是为了欣赏文学作品。
不同的阅读目标会影响阅读理解策略和重点。
2. 阅读理解策略 (Reading strategies)：识别关键词和关键句 (Identify keywords and key sentences)：注意文章的主题句、重要词汇、反复出现的词汇，可以帮助读者明白文章的结构和逻辑。
选择合适的阅读策略 (Choose appropriate reading strategies)：参照文章类型和阅读目的，选择精读、略读、跳读等不同的阅读策略。
有效标注 (Effective annotation)：在阅读过程中，进行适当的批注，例如圈出关键词、划下重点句子、写下自己的理解和疑问，可以帮助读者整理思路，加深理解。
积极思考和质疑 (Active thinking and questioning)：边读边思考，对文章内容提出质疑，思考作者的意图和写作手法，可以促进深度理解。
reading strategy在课文理解中的运用
reading strategy在课文理解中的运用Reading strategy正是为学生指出阅读的方法和技巧的。
由此，该部分被冷落、被闲置，显然是阅读教学的重大失误。
提出莫将Reading strategy闲置，莫对Reading strategy等闲视之，对实际教学有重要意义。
读是听、说、写的基础，阅读能力的强弱直接影响听、说、写等能力的发展。
因此，阅读是教学的重头戏。
阅读教学不外乎两个渠道：课内教学和课外阅读，Reading教学是课内阅读的主要方式，通过Reading教学，训练阅读方法和阅读技巧，从而提高阅读能力。
课外阅读不是一目十行，而是用有效的阅读策略进行有效阅读，力避阅读的无目的性和指向性。
每一单元Reading之后的Reading strategy，有针对性地指出了阅读方法和阅读技巧，不同的文章给出了不同的阅读方法的建议和意见，对阅读教学起到了推动作用和指导性作用。
以牛津英语必修二第三单元reading后的Reading strategy为例，讲解时先说说该部分对reading阅读所起的指导作用，以此引领学生有效阅读reading，也以此训练学生抓住关键词而理解全文的方法和技能。
阅读前，先让学生阅读这部分内容，理解和把握该部分的用意，其目的是predicting information，即预测信息之意，培养学生在阅读前对文章内容、情节等进行预测的能力。
那么如何对文章内容、大意等进行预测呢？方法是关键。
Reading strategy为学生指出了预测文章的方法和技巧：根据第一段中的关键词famous，brave，adventurous，amazing等预知课文主题，预测接下来文章的情节和内容。
这样，Reading strategy对学生的预测起到“点睛”的作用，为reading教学铺平道路，为reading的有效教学助力。
Reading strategy不仅仅对阅读文章起主导性的指导作用，更可以为英语写作献计献策，对学生英语写作给予方法的指导。
仁爱新教材U1L3 Thinking Skills and Reading Strategies
Unit 1 Let’s be Friends
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
Thinking Skills内容解读：本部分是思维技能的学习，即学生通过阅读文本将信息以思维导图的形式呈现出来。
文本主要介绍康康和李梅的基本信息，重点培养学生通过思维导图提取信息的技巧，更好地帮助学生了解和归纳文本信息，让思维可视化。
Reading Strategies内容解读：本部分学习看图预测文本主旨大意的阅读策略。
通过呈现阅读策略的定义及图片预测的方法，使学生初步感知如何进行图片预测，并通过阅读文本来检测自己的预测是否正确，进而开展学习理解和应用实践活动，并在此基础上通过阅读有关朋友的文本进行练习，巩固阅读策略。
II. Teaching aims
1. 利用“图片预测”这一阅读策略，获取文本的主旨大意。
2. 运用思维导图，提取文本中人物描写的关键信息。
3. 绘制个人信息的思维导图，多角度地介绍自己和他人。
III. Teaching procedures
IV. Blackboard design。
英语阅读技巧与策略Readingstrategy
Start with family authors
Choose authors you are family with or have an interest in making the reading process more enjoyable and less dancing
Read in context
Skimming
Read quickly to get the main idea of the text, emphasizing
details
Scanning
Look for specific information or keywords within the text
Predicting
Make predictions about what the author is going to say based on the title, headings, and other issues
As you read, ask your own quest to activate your critical thinking skills and keep you engaged with the material
Reading English original works
Notting details
Pay close attention to the specific details provided in the text, as they often play a critical role in understanding the overall message
Interpreting examples
英语阅读技巧与策略-Reading-strategy
性注意
Reading strategies
1. 预测
阅读是一种积极的过程，是读者与文章(或作 者)交流的过程。阅读中，读者根据文字不断提 供的信息，联系自己既存的知识，对读物依次 做出预测反应。这种预期或预测不会过分详细 ，也不一定非常正确，然而如果能排除不大可 能的选择而首先考虑最自然且最有可能的选择 ，就能大大加快阅读速度，减轻大脑处理信息 的负担。没有事先的预期，我们就不会快速做 出决定，阅读理解就会变得混乱、费时、乏味. 。
Reading strategies
3．自我评估反馈 自我评估是元认知活动的核心。阅读计 划的制定、阅读策略的选择与监控，每 一步都需要学习者对自身水平、认知特 点及对阅读任务的准确判断。
Reading strategies
（二）情感策略 在我国传统的英语教学中，教师通常把精力放置于知识 和技巧的传授上，很少放置于情感因素的协调上。其实， 这些非智力因素与智力因素在学习上同等重要。情感策 略很久以前就被发现是成功语言学习者所使用的一个有 用策略(Naiman 1978)。学习者要学好英语，就必须 能驾驭自己的情感状态.
Reading requtrements
评价性理解 1. What do you think of the
author’s advice?
2. As a customer, how do you argue against the author to protect your own right?
Reading purposes
Reading purposes
1. 获取信息,增加知识储备
阅读是理解书面或印刷材料中的信息这样一个过程，包括 记忆已知信息和应用阅读策略发现想要的信息（Kathryn A. Blake, Developing reading skills），阅读的目的 包括学习、发现、获得指示、娱乐和鉴赏等，这些目的都 是在理解文章内容的基础上实现的
U5L3 Thinking skills and Reading strategies
Unit 5 Love Mother Nature
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
Thinking Skills内容解读：本部分学习借助对比和比较的思维技能，谈论事物的相似点与不同点，让思维可视化。
学生通过看图和阅读文本，学习如何通过对比和比较发现蝙蝠和鸟的异同，然后通过阅读文本，尝试运用对比和比较的技能对比大熊猫和棕熊的异同，并完成对比图表；最后结合所学，选取两种动物进行对比，发现异同，并和同桌分享。
本部分共3个活动。
Reading Strategies内容解读：本部分学习看图猜词义的策略，学生先通过看图回答问题，为后续猜词做铺垫；之后阅读文本，通过图片猜测画线词的意思；最后运用所学习的策略，观察图片，阅读文本，猜测画线词的意思。
II. Teaching aims
1. 运用看图猜词的阅读策略，理解文本中的生词。
2. 运用比较和对比的思维技能，介绍两种事物的异同点。
III. Teaching procedures
IV. Blackboard design。
浅谈高中英语阅读学习策略
浅谈高中英语阅读学习策略
高中英语阅读学习策略，在学生的英语学习过程中具有非常重要的意义。
正确的阅读学习策略可以帮助学生提高阅读理解能力，扩大词汇量，积累语法知识，培养语感和语言思维能力。
下面将从多个方面浅谈高中英语阅读学习策略。
在阅读学习中，学生应该注重培养自己的词汇量。
词汇是学习一门语言的基础，只有掌握了足够的词汇量，才能够理解一篇文章的意思。
学生可以通过背单词、记单词卡片等方式来积累词汇。
学生还可以通过阅读一些简单的英文文章或故事，来帮助他们理解词汇的意思和用法。
在阅读学习中，学生应该注重培养自己的阅读理解能力。
阅读理解是学生在阅读过程中对文章内容进行理解和把握的能力。
学生可以通过多读一些英文文章或故事，来提高自己的阅读理解能力。
学生还可以通过做阅读理解的练习题来检验自己的理解能力，并找出自己阅读中的问题所在，从而加以改正。
2024仁爱U3L3 Thinking skills and Reading strategies
Unit 3 Our Colorful School Life
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
Thinking Skills内容解读：本部分的思维技能内容为借助图表提取主旨大意和关键细节。
学生通过对图片、阅读文本和思维导图的学习，理解如何运用住址细节图表梳理文本的主旨大意和关细节信息；然后尝试在阅读新的文本时使用主旨细节图表归纳主旨大意和细节信息；最后学生根据所给单词提示，完成有关自己学校设施与环境的思维导图，并结合绘制的住址细节图表向同伴进行介绍，将思维技能应用到具体实践中。
本部分共3个活动。
Reading Strategies内容解读：本部分阅读策略的内容是学习快速浏览文本、获取所需信息，即扫读，共三个活动。
首先通过阅读问题，浏览英语俱乐部海报，定位并提取所需答案，再运用扫读策略，从海报中获取其它问题的答案，最后运用扫读策略，阅读文本和图片，获取答案，回答问题。
II. Teaching aims
1. 利用“略读”这一阅读策略，获取所需要的信息;
2. 借助主旨细节图表，从介绍学校设施的文本中提取主旨大义和细节信息；
3. 绘制所要谈论的学校设施的主旨细节图表，逻辑清晰地介绍学校的设施；
4. 主动观察、熟悉校园环境，积极参与校园活动。
III.Teaching procedures
IV. Blackboard design。
2024新仁爱版七年级上英语教案U2L3
Lesson 3 Meet My Family
Thinking Skills and Reading Strategies
I. Material analysis
Thinking Skills内容解读：本部分是思维技能的学习，借助思维导图组织观点，让思维可视化。
首先学生通过看图片和阅读文本，学习如何组织观点。
然后通过阅读文本，尝试根据文本信息组织观点。
最后结合所学，组织有关家庭时光的观点，完成思维导图，并利用思维导图向同伴介绍自己的家庭时光。
本部分共3个活动。
Reading Strategies内容解读：本单元的阅读策略为学习运用略读策略，帮助学生在阅读中快速聚焦主旨大意和关键点。
首先学生通过略读划线句，找到语篇的主旨大意，并填写关键信息，初步感知略读策略。
接着通过阅读文本，运用略读策略，划出主题句和关键要点。
最后运用略读策略再次阅读文本，完成阅读任务。
本部分共3个活动。
II. Teaching aims
1.运用组织观点的思维技能，介绍家庭时光；
2.运用“略读”这一阅读策略，快速获取文本的主题句和关键词。
III. Teaching procedures
IV. Blackboard design。
文本解读中的英语阅读策略培养
文本解读中的英语阅读策略培养《普通高中英语课程标准》指出：教师应在教学中帮助学生形成适合自己的学习策略。
所谓学习策略，指学生为了有效的学习和发展而采取的各种行动和步骤。
教师在教学中应该渗透和示范学习策略，研究表明，培养学习策略最有效的途径是把方法和策略渗透到教学中。
英语学习策略包括认知策略、调控策略、交际策略和资源策略。
阅读理解策略属于学习策略中的认知策略。
认知策略是指学生为了完成具体学习任务而采取的步骤和方法。
阅读策略就是阅读中的策略、谋略，它是指阅读主体为了保证阅读任务的完成，阅读效率的提高，对阅读活动进行调节和控制的一系列谋略。
阅读策略需要系统的训练。
因此，依托文本，从侧重阅读技能这个视角解读文本，从不同的角度系统地、交际性地设计任务或活动，学生对各种阅读策略的敏感性才能得以培养和提高。
教学中如何为阅读策略的系统训练提供“脚手架”，提供反复训练阅读策略的机会，使学生能在多次反复循环的训练过程中，提高阅读能力？本文以文本Choose to live without limits为例来设计任务或活动，旨在引导和培养学生的阅读策略。
A.组织信息（Organizing Ideas）：教师要求学生将文本分成几个部分，给出每个部分的标题，并说明理由。
学生可以与他们的同伴、小组成员或在全班交流答案，以强化、提升说的技能，更重要的是，图表能帮助学生理解如何组织文章要点。
B.理解技能（Comprehension Skills）：测试学生理解能力的有两种选择题型：通过略读（skimming）和找读（scanning），学生将能从文本中直接找到答案回答“回忆事实题”（Recalling Facts items）。
而要完成“理解观点题”（Understand Ideas items），学生就得利用评判性阅读技能，基于对文本的理解作出判断。
如Mayfield 所说：“Texts present versions of reality that position or influence the learners in implicit and explicit ways. It is important for learners to read beyond the context，to challenge the intended messages and to make decisions for themselves about the validity of texts.”（Mayfield，2007，P175）《普通高中英语课程标准》明确指出：根据高中学生的交际需求和认知发展水平，高中英语教学应注重培养学生的批判性思维能力。
培养初中英语中的阅读策略和技巧
培养初中英语中的阅读策略和技巧阅读是学习英语的重要环节，初中阶段培养学生的阅读策略和技巧尤为重要。
本文将从理解阅读策略的定义、培养学生阅读策略和技巧的方法以及实施策略与技巧的效果等方面进行探讨，以期对初中英语阅读教学提供一定的借鉴与参考。
一、理解阅读策略的定义阅读策略是指阅读者在理解和解释文本时使用的认知和元认知技巧。
它们是帮助学生主动获取信息、构建意义和解决理解问题的一系列方法和步骤。
常见的阅读策略包括预测、推测、扫描、略读、细读、提问、总结等。
二、培养学生阅读策略和技巧的方法为了培养学生的阅读策略和技巧，教师可以采取以下方法：1. 清晰目标：在教学中明确阅读的目标，并向学生明确指出需要使用的阅读策略和技巧。
例如，教师可以告诉学生，在阅读一篇文章时，可以先扫描标题和段落开头，然后预测文章内容。
2. 示范操作：教师应该给学生提供具体的操作步骤和示范，可以通过投影或者黑板展示的方式，向学生展示如何运用不同的阅读策略和技巧。
例如，教师可以提供一篇短文，并引导学生通过扫描标题和段落开头进行预测。
3. 合作学习：鼓励学生进行合作学习，可以任选学生成对或小组合作，相互分享阅读策略和技巧。
学生在讨论中可以互相学习，通过合作提高阅读水平。
4. 多样化教材：使用多样化的教材对学生进行阅读训练，引导学生运用不同的阅读策略和技巧。
可以使用故事、新闻、科普文章等多种文本形式，提供更广泛的阅读体验。
三、实施策略与技巧的效果培养学生阅读策略和技巧的目的是提高学生的阅读理解能力，使其能够更好地理解和应用所读材料。
通过实施有效的策略与技巧，能够达到以下效果：1. 提高速度与准确度：学生能够通过扫描、略读等策略迅速找到所需信息，并提高阅读速度和准确度。
2. 深化理解与思考：学生能够通过推测、提问、总结等策略深入理解文章内容，提高思考能力与阅读理解水平。
3. 增加词汇量与语法应用：学生在阅读过程中积累大量词汇，同时能够通过理解上下文等策略推测单词和短语的意思，提升语法应用能力。
浅谈高中英语阅读策略与技巧
浅谈高中英语阅读策略与技巧对于高中英语学习，阅读是不可或缺的一部分。
为了提高阅读能力和语言水平，学生需要掌握一些阅读策略和技巧。
本文将从字词理解、句子理解和篇章理解三个方面分别介绍高中英语阅读的相关技巧和策略。
一、字词理解1、利用上下文推测词义在阅读中，学生需要掌握通过上下文推测词义的技巧。
当遇到生词或不认识的单词时，可以通过周围的句子或段落来推测其含义。
例如，The doctor prescribed some medicine to heal his disease.在这个句子中，如果我们不认识“prescribed”，我们可以通过后面的“medicine”和“heal”推测出其含义为“开药方”。
2、重点掌握词根、词缀和词组掌握词根、词缀和词组可以帮助学生快速记忆词汇、理解词义。
例如，“pre-”表示“之前”，“post-”表示“之后”，“pro-”表示“赞成、支持”等等。
同时，一些常见词组的意义也需要掌握，例如，“in the meantime”表示“同时”，“as a result”表示“因此”。
二、句子理解1、熟练掌握常用句型在阅读理解中，掌握常用的句型可以帮助学生更好地理解文章。
例如，“not only...but also...”表示“不仅...而且...”，“however”表示“然而”，“therefore”表示“因此”等等。
同时，对于复杂的长句，学生需要逐一分析并理解句子结构和各个部分的关系。
2、标记关键词和词组在阅读中，标记关键词和词组可以帮助学生更快速地理解文章及其内容。
例如，划线、圈出或用注释的方式标记出新的概念、论点、作者的观点等等。
三、篇章理解1、了解文章结构在阅读理解中，了解文章结构可以帮助学生更好地理解文章的内容和意图。
通常，一篇文章的结构包括引言、论点、论据和结论四个部分。
学生可以根据文章中提到的这些关键词来判断文章结构。
2、注重段落转换词在篇章理解中，学生需要注意段落之间的转换和联系。
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• Elaborative: to make inference not necessarily intended by the author, i.e. making predictions, using mental imaginary, prior knowledge, affective response, higher level thinking process like application, analysis, synthesis • Meta-cognitive: to control and adjust strategy use according to the immediate goal, i.e. comprehension monitoring, adjusting strategies
Learning aide
• • • • • • • Study guide from textbook Handouts Learning packet Chapter or section review questions Chapter or section summary statements Self-quiz Further or suggested readings
• Preparing students to undertake the tasks • Making sure that everyone works productively and to their full potential by encouraging students, promoting textfocused discussion and providing ‘scaffolding’ to enable them to interpret the text themselves, rather than having to rely on teachers
Reading flexibility
• Focus on new materials • Browse through already-known materials
The skills involved in reading
• Recognizing the script of language • Deducing the meaning and use of unfamiliar lexical items • Understanding explicitly stated information • Understanding information when not explicitly stated • Understanding conceptual meaning
• Finding out what students can and cannot do, and working out a program to develop the skills they lack • Choosing suitable texts to work on • Choosing or devising effective tasks and activities
Comparison between reading skills and strategies
• skills • Automatic • actions that result in decoding and comprehension • with speed, efficiency, and fluency • usually occur without awareness of the components or control involved • strategies • deliberate • goal-directed attempts to control and modify • the reader’s efforts to decode text, understand words • construct meanings of text
Strategies involves in reading
• Irwin’s (1986) comprehensive classification of reading strategies • Other strategies (proposed by Department of Educational Psychology University of Nevada, Las Vegas)
Background knowledge and experience
• • • • Lectures Class discussion Instructional videos Computer programs
Homework ห้องสมุดไป่ตู้nd class work
• Class-related topics • Practice exercises
Reading Strategies and Skills
Outline
• Types of reading • Reading strategies and skills • Some considerations for teaching reading
Reading strategies and skills
• Understanding the communicative value (function) of sentences and utterances • Understanding relations within the sentence • Understanding relations between the parts of a text through lexical cohesion devices • Understanding relations between the parts of a text through grammatical cohesion devices • Interpreting text by going outside it
• A comparison between reading strategies and skills • Strategies involved in reading • Skills involved in reading
Types of reading
• • • • Skimming Scanning Extensive reading Intensive reading
• Basic reference skills • Skimming • Scanning to locate specifically required information • Transcoding information to diagrammatic display (Zhang, Wang, Xu, P115-116)
The SQ3R Method
• • • • • Survey Question Read Recite review
Peer-teaching
• Cooperative learning • Peer-assisted instruction
Encoding
• Outline • Concept mapping
Irvin’s classification
• Micro-processing: to understand and recall ideas in individual sentences, i.e. word-attacking, syntactic analysis • Integrative: to understand and/or infer relationships between clauses and/or sentences, i.e. looking for cohesive markers • Macro-processing: to organize and synthesize and recalled ideas into general ideas, i.e. understanding organizational patterns focusing on major ideas
• Recognizing indicators in discourse • Identifying the main idea from supporting details • Extracting salient points to summarize (the text, an idea, etc) • Selective extraction of relevant points from a text
Other reading strategies
• • • • • • • Background knowledge and experience Homework and class work Learning aide The SQ3R method Peer-teaching Encoding Reading flexibility
• Monitoring progress to make sure that everyone in the class improves steadily according to their own capabilities
(Christine Nuttall, P32-33)
References
1 Christine Nuttall, Teaching Reading Skills in A Foreign Language, [M], Shanghai Foreign Language Education Press, 2003 2 Peter Afflerbach, P. David Pearson, Scott G. Paris, Clarifying, Differences Between Reading Skills and Reading Strategies, [J], The Reading Teacher, 61(5), pp. 364–373 3 Simon A. Lei, Patricia J. Rinehart, Holly A. Howard, Jonathan K. Cho, Strategies for Improving Reading Comprehension Among College Students, [J], Department of Educational Psychology University of Nevada, Las Vegas 4 Yi Hongyu, A Study On the Application of Reading Strategies in Senior English Reading Teaching, [D], Inner Mongolia Normal University, 2008