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1、小学英语课堂阅读小学英语课堂阅读 教学策略教学策略广东省教育厅教研室 郭植梅 *1Why is the teaching of reading difficult?u关于阅读教学的研究刚起步，还没 有形成很成熟的模式和方法。u对于阅读教学的理解还存在偏差， 认为阅读就是阅读理解，最主要的就 是通过阅读的测试来检查学生。Date2u忽略对学生阅读策略/技能的培养。 Strategy of guessing the meaning ofwords from the context. Getting the information from thecontext.u缺乏合适的阅读材料。u老师普遍认为
2、学生需要明白、理解阅读材料中的每一个单词。Why is the teaching of reading difficult?Date3阅读教学的定义英语课程标准指出：“ 语言技能包括听、说、读 、写四个方面的技能以及 这四种技能的综合运用能 力。英语课程标准要求：Date4Listening Reading理解Speaking Writing表达Date5阅读教学的定义阅读活动：Individual Activity阅读教学：老师的引导下有针对性的开展的个体与集体相结合的阅读活动。Date6阅读教学的目的简而言之：教师通过开展有效的阅读教 学活动，培养学生良好的英语阅 读习惯，使学生在轻松愉快
3、的环 境下获取信息，得到感知语言的 能力，从而达到全面提高英语能 力的目的。语感语言 知识 、社 会信 息Date7“The best way to improve your knowledge of a foreign language is to go and live among its speakers.“We learn to read by reading.”The next best way is to read extensively in it.” (Nuttall, 1996)Date8培养阅读习惯Familiar to the English items促进读写能力的全面
4、提高Build up the interests of English language learningDate9Purpose of reading注意问题： 误区：阅读教学活动的目的是检测学生阅读理解的结果，而不是帮助学生去理 解 (testing reading comprehension rather than teaching readers how to comprehend)。以检测阅读理解结果为主导的阅读活动并不能真正提高学生的阅读技能。Date10Teaching or Testing?Whats the difference? Testing : Teaching : 2
5、8Date11 Testing : To find out whether pps understand the language in the text, and know how to apply the language skills/strategies learnt. Teaching : To help pupils learn through doing the exercises & activities helping pupils learn to read & use other skills helping, guiding, assisting pupils demo
6、nstrating, modelling for pupils describing, explaining generally guiding pupils to construct meaning from the text. Teaching or Testing?31Date12最终目标以读促写 读写结合 自然延伸听说认读写作Words sentencesPicture writingPassagesTheme WritingDate13Teaching the reading of a textThree stages of the lessonPre-readingWhile-re
7、adingPost- reading arouse students interest give necessary backgroundnguide the reading, using questions or activities.nstrengthen learning, using questions or follow-up activities19Date14Reading stages of lesson plan Pre-reading stage Focus on assisting the understanding of the main concepts of the
8、 whole text.Date15Aims: Activating the background knowledge of students and introducing central concepts of the story which may be difficult for the students.Pre-reading stageDate16lIn the pre-reading stage, draw studentsattention to central concepts or ideas inthe text that may cause difficulties t
9、o them. lDo not focus on minor details, e.g. one or two difficult vocabulary, which may be irrelevant to understanding the central idea of the text.Pre-reading stageDate17 Plan pre-reading questions which involve predictions that require the reading of the text to confirm or reject. Avoid questions
10、that students may answer based on common sense or personal preference and that have little value in relating student background knowledge to the understanding of the text.Pre-reading stageDate18While reading stageFocus on each section of the text as divided by the teacher based on the number of less
11、ons for completing the reading of the text.Date19Aims: Giving student guidance in reading through the setting of tasks or questions which they must tackle during reading.While reading stageDate20Remind students that when doing silent reading, do not finger-point or mumble the text. Set questions or
12、activities/tasks for students to tackle while reading so that their attention is focused.While reading stageDate21 Include reading comprehension questions AND graphic organisers, for example, story map, time-line, character mapetc, where appropriate. Include the task of guessing the meaning of some
13、words. Include those words whose meaning can be guessed because of the syntax（句法） or the context.While-reading stageDate22Post-reading stageFocus on consolidating the comprehension of the whole text and doing relevant activities which extend the concepts learned in reading and integrate all language
14、 skills.Date23Aims: Consolidating the concepts and ideas learnt in the reading text and integrating reading with other language skills.Post-reading stageDate24 Plan suitable activities that will integrate reading and writing or reading and other language skills, such as a role play of a selected sec
15、tion of the text. Seek to extend the understanding of the text, for example, by asking students to write a response to what is read. This integrates reading and writing effectively.Post-reading stageDate25 Hold a class discussion of the text. This will enhance the understanding of the text and the s
16、peaking skills of the students. Encourage further reading on a related topic.Post-reading stageDate26StorytellingReading AloudShared ReadingSupported ReadingIndependent ReadingTeaching strategies阅读教学策略Date27 Reading to their pupils (storytelling, reading aloud) Reading with their pupils (shared reading, supported reading)
