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1、通过有效阅读教学 培养学生英语阅读能力,前言,中国与各国国民阅读量概览,阅读量 2011年国民人均阅读量4.35本, 12年4.39本 日本40本 韩国11本 法国20本 以色列60本,购书量 以色列64本 俄罗斯55本 美国50本 中国 不足5本，去除教科书，人均不足1本。图书出版大国，11年出版约37万种图书。,中国与各国国民购书量概览,书籍是人类智慧的结晶。读书决定一个人的修养和境界，关系一个民族的素质和力量，影响一个国家的前途和命运。一个不读书的人，不读书的民族，是没有希望的。,http:/ http:/ 15万词,新课标（2011）要求小学增加语言实践量，延伸英语阅读空间。,培养学生
2、阅读习惯,家长、教师、社会（外研社。）的责任,教会学生阅读技巧,为提供学生体会阅读乐趣的机会,目录,一、课标对小学阶段英语阅读的要求 二、阅读目的 三、思维导图-学生学习阅读的有效工具 四、有效阅读课的教学环节与学生阅读策略培养 五、互补式阅读-阅读课上常见的一种教学方式 六、以故事教学为例，体会运用“三、四、五”,一、课标对阅读的要求,2011版课标对读的要求,二、阅读目的,Read for fun. Read for information Read for language Read for basic skills,三、思维导图-学生学习的有效工具,Mind Maps are a me
3、thod of sorting, organizing and prioritizing information (usually on paper) using Key Words and Key Images, each of which will trigger specific memories and encourage new thoughts and ideas.,东尼博赞关于思维导图的定义,思维导图是用图解的形式和网状的结构，加上关键词和关键图像，储存、组织和优化信息（通常在纸上）。其中的每个关键词和关键图像都承担特定的记忆，鼓励新的思维。,东尼博赞关于思维导图的定义,Mind
4、 Map构成,Central Image,Key word,Key image,1.凸显的中央图像（Key Image）和三种 以上颜色 ,2.使用有颜色的、弯曲的、从粗到细的 线条 （Branches）,3.尽量使用单词，而并非短语、句子， 并且写在线条上，和线条长短一致,4.整个导图是开放的，没有圆圈之类的 闭合的图像,思维导图不同于其他概念图的地方,Mind Mapping Laws,5.关键字应该是全部大写的印刷体,6. 主要用于梳理信息，联想功能(trigger) 发挥的不够,思维导图不同于其他概念图的地方,Mind Mapping Laws,案例1：新标准一起六上: A Lette
5、r,语篇教学如何合理使用导图,教材内容,教材内容: A letter,Dear Lingling, I met Daming here in New York. Ive got long, red hair and blue eyes. I like Chinese food and Ive got some Chinese chopsticks. But they are very difficult for me. My brother has got a Chinese kite. It is a very big bird. Do Chinese children play with
6、kites a lot? I am from New York. Its a very big city. Have you got a book about America? Please write and I will answer your questions about America. From, Laura,第一遍读：出示中央图像（Central image：A Pen pal）,T: Why did Laura write to Lingling? (skimming),语篇教学如何合理使用导图,思维导图的中央图像,第二遍读：出示两个分支（Branches: Place, Ap
7、pearance）,Q1: Where is Laura from? Q2: What does Laura look like? (Reading for details),语篇教学如何合理使用导图,教材内容: A letter,Dear Lingling, I met Daming here in New York. Ive got long, red hair and blue eyes. I like Chinese food and Ive got some Chinese chopsticks. But they are very difficult for me. My brot
8、her has got a Chinese kite. It is a very big bird. Do Chinese children play with kites a lot? I am from New York. Its a very big city. Have you got a book about America? Please write and I will answer your questions about America. From, Laura,思维导图的分支,思维导图的分支,如何使用思维导图,第三遍读：出示第三个分支（Interests ）,1.Laura
9、 likes eating Chinese_. 2.Laura thinks it is difficult to use Chinese _. 3.Lauras brother has got a Chinese_. 4.Laura wants a Chinese _.,教材内容: A letter,Dear Lingling, I met Daming here in New York. Ive got long, red hair and blue eyes. I like Chinese food and Ive got some Chinese chopsticks. But the
10、y are very difficult for me. My brother has got a Chinese kite. It is a very big bird. Do Chinese children play with kites a lot? I am from New York. Its a very big city. Have you got a book about America? Please write and I will answer your questions about America. From, Laura,思维导图的分支,第四遍读：出示第四个分支
11、(Questions),T:Laura asked Amy two questions. Can you find them out and underline them? (scanning ),语篇教学如何合理使用导图,教材内容: A letter,Dear Lingling, I met Daming here in New York. Ive got long, red hair and blue eyes. I like Chinese food and Ive got some Chinese chopsticks. But they are very difficult for
12、me. My brother has got a Chinese kite. It is a very big bird. Do Chinese children play with kites a lot? I am from New York. Its a very big city. Have you got a book about America? Please write and I will answer your questions about America. From, Laura,思维导图的分支,完整的思维导图,用四次不同任务的“读”完成了思维导图,1st reading
13、,2st reading,3st reading,4st reading,Skimming,Reading for details,Scanning,Reading for details,如何使用思维导图,用思维导图，完成对教材文本的复述,如何使用思维导图,用思维导图，完成向笔友的自我介绍 或者给Laura回信,用四次不同任务的“读”完成了思维导图（mindmapping的过程）,1st reading,2st reading,3st reading,4st reading,Skimming,Reading for details,Scanning,Reading for details,对
14、思维导图做为学习工具的使用过程,1. 典型的适合“读”的文本，用四次任务不同的读来生成导图（mindmapping）,2.导图的生成过程是师生共同来完成的。,3.黑板上导图的主要功能定义为信息梳理。,4.导图的二次使用定义为搭写作框架。,案例2：新标准一起六下,如何在 将对话材料处理为阅读教学中 合理使用导图,教材内容: I bought a book for you.,Simons mum: Heres your present. I bought a book for you. Daming: Thank you. Simons mum: Youre welcome. Its all about space travel. Daming: Im very interested in that!,
