新课标下的高中英语阅读技能教学.docx

1、新课标下的高中英语阅读技能教学新课标下的高中英语阅读技能教学高中英语阅读教学中需要注意的一些基本概念及问题 What is reading? How do we read?（12 assumptions） 高中英语阅读教学中的12大阅读微技能及案例分析 高中英语大阅读教学模式对于What is reading？的理解 除了Intensive Reading和Extensive Reading之外，是否了解Silent reading和Oral reading之间的区别是什么？它们各自主要是锻炼学生哪些技能？ Silent Reading和Oral Reading之间的区别对高中英语阅读教学的启

2、示是什么？ 如何确定每堂阅读课的阅读目的？以及由此决定的阅读课堂教学设计思路？ 新教材课堂阅读教学如何操作效率更高？（课堂阅读教学的目的如何确定以及如何设计阅读教学程序）对于How do we read？的理解高中英语课程的总目标1 使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力； 形成有效的英语学习策略； 培养学生的综合语言运用能力。 高中英语课程的总目标2 高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力； 高考考察的阅读技能

3、理解主旨要义 理解文中具体信息 根据上下文推断生词的词义 作出简单判断和推理 理解文章的基本结构 理解作者的意图和态度高中英语课程标准要求的阅读技能 理解文章主旨和作者意图（七级） 能从一般文字材料中获取主要信息（六级） 能从一般性文章中获取和处理主要信息（七级） 能利用上下文和句子结构猜测词义（六级） 能通过上下文克服生词困难，理解语篇意义（八级） 能根据上下文线索预测故事情节的发展（六级） 能通过文章中的线索进行推理（七级） 能识别不同文体的特征（八级） 能通过分析句子结构理解难句和长句（八级） 能理解文章主旨和作者意图（七级） 能理解阅读材料中不同的观点和态度（八级） 根据上下文推断生词

4、的词义 虽然词汇属于语言知识范畴，但是，我国高中生英语词汇学习的主要目的是为了阅读的，其次是为了写作； 因此，词汇学习必须融入到大量而高效的英语阅读中才能够得到最终解决和实现； 听和读是词汇学习的输入（也就是课程标准中提到的“听、读是理解的技能”），说和写是词汇学习的输出（“说和写是表达的技能”）； 因此，在日常学习中，既要注意听说读写四项技能的综合训练，又要把大部分时间和精力放在阅读和写作上；根据上下文推断生词的词义 处理生词的策略（Active, receptive and throwaway vocabulary） 判断重要词汇 判断需要猜测的生词 利用定义理解生词 利用同义词、反义词和

5、释义猜测生词 利用语法猜测生词 利用构词法猜测生词 利用指示代词猜测生词 利用尝试猜测生词 理解词的非字面含义 分析词义 利用上下文线索猜测词义 使用词汇图学习词汇 利用分类信息猜测生词 利用词典 利用缩略语从教学的角度来说，高中英语教师课堂阅读教学过程中是如何处理词汇的：A. 阅读之前让学生快速浏览生词和短语，然后解释；（扫清词汇障碍）B. 阅读之前让学生快速浏览生词和短语；C. 阅读之前让学生快速浏览指定的生词和短语；D. 阅读之前不让学生看生词和短语；E. 在阅读前、阅读中和阅读后分别处理不同的词汇；F. Sample:新课程高中英语技能教学的基本课型课文的主要功能是作为语言知识点的载体

6、吗？ 课文的首要功能不是作为知识的载体，课文首先是用来阅读的； 阅读的目的主要是培养阅读能力，其次是提供语言输入和文化输入（注意：不同课型的不同侧重问题）； 没有必要详细讲解课文中的语言点。如果教师以讲解语言点和词汇知识为主，那教师就只起了一个字典的作用。新课程的要求1、知识与技能有机融合；2、强调知识的建构，而不是知识的接受；3、以学生的学习活动为主，教师的讲解只起着辅助作用；新模式之一1、激活、共享已有知识与经验；2、接触、体验、理解新知识和新经验；3、学习重点知识与技能；4、实际语言运用。Free runningWhat is reading?Longman Dictionary of

7、Language Teaching & Applied Linguistics :Intensive reading & Extensive readingSilent reading & Oral readingReading & Reading SkillsReading & Reading comprehensionWhat is reading?Longman Dictionary of Language Teaching & Applied Linguistics :1、perceiving a written text in order to understand its cont

8、ent. This can be done silently (silent reading). The understanding that results is called reading comprehension.2、saying a written text aloud (oral reading). This can be done with or without an understanding of the contents.How do we read?From readers to effective readersFrom effective readers to re

9、ading teachersFrom reading teachers to effective reading teachersHow do we read?How do we read?How do we read? Assumption 1: False Getting information is the most important, but not the only purpose of reading. Sometimes we read for pleasure, i. e., when we read literary works. It is suggested “plea

10、surable reading悦读” helps ESL/EFL students best. According to Wallace (1992), “an important by-product of reading for pleasure in any language is fluency” and Fluency in reading is a premise for increasing motivation for language learners to read more.How do we read? Assumption 2: True. Reading aloud

11、 is considered more useful for pronunciation practice, listening comprehension, dictation, etc. but it is not a common real-world activity. Reading aloud in the classroom does not often help students to focus on the meaning of the text because the students have to concentrate on pronunciation, inton

12、ation, pausing and the recognition of new words. Remember, even mouthing can slow down reading and affect understanding.How do we read? Assumption 3 : True. Effective reading depends first of all on having a purpose for reading, i.e., knowing why you are reading a text. The purpose will determine wh

13、at specific information you are going to look for and the appropriate type of reading skills to be used.How do we read? Assumption 4: Not true. First of all, if our eyes are constantly moving in a straight line from left to right, we can see nothing because there is no focus. Rather, our eyes are al

14、ways jumping. Secondly, the eyes do not jump from letter to letter, word to word, but from “group of words” to “group of words”. For each jump, our eyes take in a phrase, rather than a word.二级（小学56年级）1. 能认读所学词语；2. 能根据拼读的规律，读出简单的单词；3. 能读懂教材中简短的要求或指令；4. 能看懂贺卡等所表达的简单信息；5. 能借助图片读懂简单的故事或小短文， 并养成按意群阅读的习惯。

15、For example:Please take good care of my little cat when Im away.Try reading the followingtime a at word one ,slowly English process you Whenmeaning the catch to easy is it ,now doing are you as ,to difficult very is it ,However .word individual each of .passage the of meaning overall the catchHow do

16、 we read? Assumption 5: True. Although all students are encouraged to read as fast as possible, they always read at different speeds. So students can start reading together, can read aloud together, but they cannot “read together.” They might be using one book, but they are reading individually. The

17、 reading result is always different. Timed reading or Fast reading 能否拿出学生从高一到高三阅读所有课文的不同阅读速度记录表格？ 是否在高一上学期就教会学生如何根据阅读文章的题材和体裁调整自己的阅读速度？ 是否在高二结束的时候教会学生较好的把握所有高考考察的阅读技能？ 为此，高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式，形成具有高中生特点的英语学习的过程与方法。 How do we read? Assumption 6: Not true. When we read for meaning, we

18、do not need to read every word in each sentence. We guess much of what it is said in a text when we read it. Read broken sentence in the box below. Can you figure out the meaning? An old m_ w_s walk_ d_n the s_t. Even though about half the letters are missing, you could probably read the sentence wi

19、thout difficulty.How do we read? Assumption 7: Not true. Different reading tasks and different reading materials require different reading speed. We read fast if we just want to know the important front pages news, bur we slow down to ensure accuracy when we read materials like contract terms, medic

20、ine instructions etc.How do we read?How do we read? Students should be discouraged from using dictionaries too often. Any students reading for a serious purpose need to be able to look up key words. So students must learn to use a dictionary effectively and with discretion. The first step towards us

21、ing the dictionary as a tool instead of a crutch is to decide which words to look up - and to accept that they should be as few as possible. Having decided to look up a word, we want to do it quickly and to make best use of the information in the dictionary. Both skills need training!How do we read?

22、 Assumption 10: True. Research has indicated that lack of cultural knowledge may lead to failure in ESL/EFL reading. Language and culture are inseparable.How do we read? Possessing a large amount of vocabulary is necessary but not sufficient for reading comprehension. To achieve reading comprehensio

23、n, you need not only vocabulary, but also general knowledge about the language, about the world, and about the text types. Besides, you need to have effective reading strategies to help you get the information you need or reach the level of comprehension the author has intended.How do we read? Assum

24、ption 12: True. We cannot improve our reading by talking about how to read which is like learning to drive by listening to a lecture about how to drive. You need to be engaged in reading either for information or for pleasure. That is to say reading extensively definitely helps!课程标准规定的中小学生阅读能力要求一级（小

25、学34年级）1. 能看图识字；2. 能在指认物体的前提下认读所学词语；3. 能在图片的帮助下读懂简单的小故事。二级（小学56年级）1. 能认读所学词语；2. 能根据拼读的规律，读出简单的单词；3. 能读懂教材中简短的要求或指令；4. 能看懂贺卡等所表达的简单信息；5. 能借助图片读懂简单的故事或小短文， 并养成按意群阅读的习惯。三级（七年级）1. 能正确地朗读课文；2. 能理解简短的书面指令，并根据要求进行学习活动；3. 能读懂简单故事和短文并抓住大意；4. 能初步使用简单的工具书；5. 除教材外，课外阅读量累计应达到4万词以上。四级（八年级）1能连贯、流畅地朗读课文；2能读懂说明文等应用文体

26、的材料；3能从简单的文章中找出有关信息，理解大意；4能根据上下文猜测生词的意思；5能理解并解释图表提供的信息；6能理解简易读物中的事件发生顺序和人物行为；7能读懂简单的个人信件；8能使用英汉词典等工具书帮助阅读理解；9除教材外，课外阅读量6万词以上,累计10万字。五级（九年级）1能根据上下文和构词法推断、理解生词的含义；2能理解段落中各句子之间的逻辑关系；3能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；4能读懂常见体裁的阅读材料；5能根据不同的阅读目的运用简单的阅读策略获取信息；6能利用字典等工具书进行学习；7除教材外，课外阅读量达到5万词以上,累计15万字。六级（高一）

27、1能从一般文字资料中获取主要信息；2能利用上下文和句子结构猜测词义；3能根据上下文线索预测故事情节的发展；4能根据阅读目的使用不同的阅读策略；5能通过不同信息渠道查找所需信息；6除教材外，课外阅读量应累计达到18万字。七级（高二）1能从一般性文章中获取和处理主要信息；2能理解文章主旨和作者意图；3能通过上下文克服生词困难，理解语篇意义；5能通过文章中的线索进行推理；6能根据需要从网络等资源中获取信息；7能阅读适合高中生的英语报刊或杂志；8除教材外，课外阅读量应累计达到23万字。八级（高三）1能识别不同文体的特征；2能通过分析句子结构理解难句和长句；3能理解阅读材料中不同的观点和态度；4能根据学

28、习任务的需要从多种媒体中获取信息并进行加工处理；5能在教师的帮助下欣赏浅显的英语文学作品；6除教材外，课外阅读量应累计达到30万字。为什么课标从小学到高中都要求阅读故事和文学作品？ 文学阅读与故事语法 文学阅读与图式理论 文学阅读与词汇、语法学习 文学阅读与阅读能力以及其他能力的提高The 1,000,000 Bank Note Level 6 About ten oclock on the following morning, seedy and hungry, I was dragging myself along Portland Place, when a child that was

29、 passing, towed by a nurse-maid, tossed a luscious big pear minus one bite into the gutter. I stopped, of course, and fastened my desiring eye on that muddy treasure. My mouth watered for it, my stomach craved it, my whole being begging for it. But every time I made a move to get it some passing eye

30、 detected my purpose, and of course I strengthened up then, and looked indifferent, and pretended that I hadnt been thinking about the peat at all. The same thing kept happening and happening, and I couldnt get the pear. I was just getting desperate enough to brave all the shame, and to seize it, when a window behind me was raised, and a gentleman spoke out of it, saying: “Step in here, please.”高中英语阅读教学12大阅读微技能1 根据提示进行预测 Predicting from clues 根据内容进行预测 Pred