中学英语阅读教学设计 PPT
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中学英语阅读教学设计
西北师范大学外国语学院
What is reading
According to Day and Bamford (1998:12), ‘reading is the construction of meaning from a printed or written message.’ In other words, reading comprehension involves:
强化阅读
自主发展
Reading Skills
Language Skills
11
一、中学阅读理解教学中的问题
---语篇中的生词障碍 ---语篇涉及异域文化信息 ---句子结构复杂 ---阅读习惯不良 ---教师的翻译代替学生的理解 ---测试题代替对语篇本身的理解 ---学生缺乏阅读技巧指导
language
4
Strategies involved in reading comprehension
In order to achieve the two levels of reading, the reader needs the following skills:
1. Recognizing the script of a language 2. Understanding the explicitly stated
18
Top-down model
1. Proposed by K. S. Goodman in 1970 2. Theory: (Schema theory) one’s background
knowledge plays a more important role than new words and new structures in reading comprehension. 3. Teaching process: Teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. 4. Reading process: a psycholinguistic guessing game
Reading is the ability to understand the written words and respond to them in proper ways. Reading means getting meaning out of a given context.
Two levels of reading
5. Deducting the meaning of unfamiliar lexical items
6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
19
Top-down elements
The Meaning is in the Reader意义来自读者 What the reader brings to the text is more important
than the text itself 读者中心 Reader has an active role in the reading process读
letters---words---phrases---clauses---sentences--paragraphs---whole discourse
4. Exercises involved: questions and answers
15
Bottom-up Processing
The Meaning is in the Text 意义在文本 Meaning is extracted from the text 文本出意义 Reader acts as a “decoder” 读者解读 Linear process线性加工过程 Letters > words > phrases > sentences> paragraphs
spoken
written
listening speaking reading writing
receptive skills
productive skills
communication
Language is by communication, for communication and of communication.
i) extracting the relevant information from the text as efficiently as pos来自百度文库ible;
ii) connecting the information from the written message with one’s own knowledge to arrive an understanding.
Purpose-oriented Comprehension-oriented Integrated reading and writing
8
一、中学阅读教学中存在的问题 二、阅读的三种模式 三、中学阅读教学的设计 1、阅读前 2、阅读中 3、阅读后 四、阅读课设计案例分析
教与学指导原则
听说读写 学会应用
二、阅读中的三种模式
Three Models of Reading and Reading Teaching
Bottom-up model 自下而上模式 Top-down model 自上而下模式 Interactive model 互动模式
Bottom-up model
1. Put forward by P. D. Gough in 1972
者积极参与 Background knowledge and knowledge of the world
are more important than the clues in the text.宏观背 景知识重于文本线索
Top-down elements
What problems do you see with this view?
6
Strategies students need in effective
reading
1. Distinguishing the main idea from supporting details
2. Skimming: reading for the gist or main idea
3. Scanning: reading to look for specific information
> text 语言单位递增
Bottom-up Processing
Q: What problems do you see with this view?
Or: What might be the negative influence of such reading model on learners?
The negative influence of bottom-up model
1. Unhealthy word-for-word reading habits
2. Focus on details rather than understand the text as a whole
3. Limited amount of reading
7
Principles of teaching reading
Appropriate reading materials (authenticity, interest, and variety, etc.)
Activation of schematic knowledge (knowledge of the language, contextual clues, prior knowledge and world knowledge)
New information can sometimes be assimilated into existing schemata. 文本新信息同化于已有图式
Other times, however, existing schemata have to be altered to accommodate new information. 如果差异太大，则图式被修改。
i. a recognition task of perceived visual signals from the printed page through the eyes;
ii. a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.
2. Implied theory:
Reading comprehension is based on the understanding
and mastery of all the new words, new phrases, and new
structures.
3. In reading, information is transmitted along a linear process:
Schema Theory
The reader’s knowledge or expectations influence that to which he or she pays attention, and ultimately, how the text is interpreted. 读者的知识影响其文本期望。
* Reading is a silent and individual activity since the writer’s intention is for the text to be read rather than heard.
2
The Nature of Reading
Reading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.
information 3. Understanding conceptual meaning 4. Understanding the communicative value
(functions) of sentences
5
Strategies involved in reading comprehension
4. Predicting: guessing what is coming next
5. Guessing meanings of new words: definition, word formation, synonyms or antonyms
* Overcoming bad reading habits: finger reading, lip reading, nodding, excessive eye fixation, repeated reading
西北师范大学外国语学院
What is reading
According to Day and Bamford (1998:12), ‘reading is the construction of meaning from a printed or written message.’ In other words, reading comprehension involves:
强化阅读
自主发展
Reading Skills
Language Skills
11
一、中学阅读理解教学中的问题
---语篇中的生词障碍 ---语篇涉及异域文化信息 ---句子结构复杂 ---阅读习惯不良 ---教师的翻译代替学生的理解 ---测试题代替对语篇本身的理解 ---学生缺乏阅读技巧指导
language
4
Strategies involved in reading comprehension
In order to achieve the two levels of reading, the reader needs the following skills:
1. Recognizing the script of a language 2. Understanding the explicitly stated
18
Top-down model
1. Proposed by K. S. Goodman in 1970 2. Theory: (Schema theory) one’s background
knowledge plays a more important role than new words and new structures in reading comprehension. 3. Teaching process: Teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. 4. Reading process: a psycholinguistic guessing game
Reading is the ability to understand the written words and respond to them in proper ways. Reading means getting meaning out of a given context.
Two levels of reading
5. Deducting the meaning of unfamiliar lexical items
6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
19
Top-down elements
The Meaning is in the Reader意义来自读者 What the reader brings to the text is more important
than the text itself 读者中心 Reader has an active role in the reading process读
letters---words---phrases---clauses---sentences--paragraphs---whole discourse
4. Exercises involved: questions and answers
15
Bottom-up Processing
The Meaning is in the Text 意义在文本 Meaning is extracted from the text 文本出意义 Reader acts as a “decoder” 读者解读 Linear process线性加工过程 Letters > words > phrases > sentences> paragraphs
spoken
written
listening speaking reading writing
receptive skills
productive skills
communication
Language is by communication, for communication and of communication.
i) extracting the relevant information from the text as efficiently as pos来自百度文库ible;
ii) connecting the information from the written message with one’s own knowledge to arrive an understanding.
Purpose-oriented Comprehension-oriented Integrated reading and writing
8
一、中学阅读教学中存在的问题 二、阅读的三种模式 三、中学阅读教学的设计 1、阅读前 2、阅读中 3、阅读后 四、阅读课设计案例分析
教与学指导原则
听说读写 学会应用
二、阅读中的三种模式
Three Models of Reading and Reading Teaching
Bottom-up model 自下而上模式 Top-down model 自上而下模式 Interactive model 互动模式
Bottom-up model
1. Put forward by P. D. Gough in 1972
者积极参与 Background knowledge and knowledge of the world
are more important than the clues in the text.宏观背 景知识重于文本线索
Top-down elements
What problems do you see with this view?
6
Strategies students need in effective
reading
1. Distinguishing the main idea from supporting details
2. Skimming: reading for the gist or main idea
3. Scanning: reading to look for specific information
> text 语言单位递增
Bottom-up Processing
Q: What problems do you see with this view?
Or: What might be the negative influence of such reading model on learners?
The negative influence of bottom-up model
1. Unhealthy word-for-word reading habits
2. Focus on details rather than understand the text as a whole
3. Limited amount of reading
7
Principles of teaching reading
Appropriate reading materials (authenticity, interest, and variety, etc.)
Activation of schematic knowledge (knowledge of the language, contextual clues, prior knowledge and world knowledge)
New information can sometimes be assimilated into existing schemata. 文本新信息同化于已有图式
Other times, however, existing schemata have to be altered to accommodate new information. 如果差异太大，则图式被修改。
i. a recognition task of perceived visual signals from the printed page through the eyes;
ii. a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.
2. Implied theory:
Reading comprehension is based on the understanding
and mastery of all the new words, new phrases, and new
structures.
3. In reading, information is transmitted along a linear process:
Schema Theory
The reader’s knowledge or expectations influence that to which he or she pays attention, and ultimately, how the text is interpreted. 读者的知识影响其文本期望。
* Reading is a silent and individual activity since the writer’s intention is for the text to be read rather than heard.
2
The Nature of Reading
Reading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.
information 3. Understanding conceptual meaning 4. Understanding the communicative value
(functions) of sentences
5
Strategies involved in reading comprehension
4. Predicting: guessing what is coming next
5. Guessing meanings of new words: definition, word formation, synonyms or antonyms
* Overcoming bad reading habits: finger reading, lip reading, nodding, excessive eye fixation, repeated reading