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1、Reading and Junior English Reading Teaching-principles,skills,stages and so on,Gunan Middle School Lifeng,The Importance of Reading?,阅读是一项基本的生活和学习技能。阅读是一种非常重要的语言输入途径。阅读是帮助学生学习并巩固词汇的有效途径。阅读是丰富知识，发展人际和提升自我的途径。,What is reading?,Reading is an active process,during which the reader tries to understand th
2、e meaning of a given text.Reading is a process with three main stages:encounter and impact;understanding and familiarization;and analysis and interpretation.Reading involves constantly guessing,predicting,inferring,understanding,checking,and asking oneself questions.Reading is the ability to underst
3、and the written word,and respond to it in appropriate ways.,How do people read?,Bottom-up approach（自下而上）-the reader builds up the meaning of a text on the basis of decoding smaller units:first words and phrases,then sentences and paragraphs,and finally working out the meaning of the whole text.阅读者从最
4、小的单位-字母和单词识别开始，逐步弄懂较大的语言单位-短语、分句、句子和语篇的意义，完成文本解码过程。依照这个模式，教师在教授阅读时，主要任务就是帮助学生解决语言障碍，即弄清词、短语和句子的意义。,How do people read?,Top-down approach（自上而下）-the reader uses his or her knowledge of the topic or of the text and makes predictions about what the text will contain,then these predictions are checked by
5、 reading and trying to understand the text.阅读者在阅读过程中，是主动的参与者，他们并不是逐字逐句地去理解，而是结合自己的预测，在文章中找出有关信息来验证自己的预测。按照这个模式，阅读不但需要语言知识，而且需要有关客观世界的背景知识。,How do people read?,Interactive approach（交互补偿）-the reader uses bottom-up and top-down ways together,and the two ways interact with each other in the understandin
6、g of a text.相互作用的模式也可称图式理论模式(the schema theory model)。它认为在阅读过程中，人们运用两种方式进行信息处理，一种是自下而上的方式，另一种是从上而下的方式。无论在哪一个阶段、在哪一个层次里，两种信息处理的方式总是同时进行的。,theInteractive Approach,It makes use of background knowledge,context,and expectations(top-down).It also incorporates recognizing words rapidly and picking out impo
7、rtant words or phrases,picking out details which give the key to the general meaning(bottom-up).It is a comprehensive approach and reflects the nature of the reading process.,Principles in Reading Teaching,立足于训练学生的阅读能力，而非测试选择适当的材料让学生独立阅读让学生有目的阅读活动设置要为技能或策略的培训服务任务前要让学生作好准备,Four Major Reading Skills,s
8、kimming(略读)scanning(寻读)inferring(推理)prediction(预测),英语课程标准三级阅读要求,能正确地朗读课文。能理解并执行有关学习活动的简短书面指令。能读懂简单的故事和短文并抓住大意。能初步使用简单的工具书。课外阅读量应累计达到4万词以上。,英语课程标准四级阅读要求,能连贯、流畅地朗读课文。能理解简易读物中的事件发生顺序和人物行为。能从简单的文章中找出有关信息，理解大意。能根据上下文猜测生词的意思。能理解并解释图表提供的信息。能读懂简单的个人信件、说明文等应用文体材料。能利用英汉词典等工具书帮助阅读理解。课外阅读量应累计达到10万词以上。,英语课程标准五级阅
9、读要求,能根据上下文和构词法推断、理解生词的含义。能理解段落中各句子之间的逻辑关系。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。能读懂相应水平的常见体裁的读物。能根据不同阅读目的运用简单阅读策略获取信息。能利用词典等工具书进行阅读。课外阅读量应累计达到15万词以上。,学生阅读技能有着“简单的读读获取直接信息的阅读归纳分析式的深层阅读”的发展过程。关注学生综合语言运用能力的培养,the Models of Reading Teaching,PWP阅读教学模式任务型阅读教学模式情景教学模式支架教学模式,PWP阅读教学模式,PWP阅读教学模式是将阅读教学分为 pre-read
10、ing,while-reading 和 post-reading 三段教学的一种阅读教学模式，其教学目标与 教学活动在三个阶段有着各自的特点。,the Three Stages of Reading Teaching,Pre-reading This stage means the stage before the text is read.While-reading The stage mainly focused on the exploitation of the text.Post-reading Post-reading work is not directly connected
11、with the text,but usually“grows out”of it.,the Aims of the Pre-reading Stage,arousing the students interest in the topic or type of text;motivating students to read the text byproviding a purpose for reading;preparing the students for the content of the text.,The skill practiced in the pre-reading s
12、tage is mainly anticipations/predictions.,Pre-reading Activities,review vocabulary or grammatical structuresstate what they already know about the topicstate what they would like to know about the topicwrite their own questions that they want the text to answeranswer the teachers general questions a
13、bout the text type or topic(oral or written)brainstorm the topic in groups or whole classguess the topic by looking at the key words from the text(given,and if necessary taught,by the teacher),the Aims of the While-reading Stage,To help the reader understand the content and structure of the text.To
14、help the reader understand the authors purpose in writing the text.,The skills practiced in the while-reading stage include skimming,scanning,reading for detail,drawing inferences about the authors purpose and intention.,While-reading Activities,getting the main idea of the text(skimming)locating sp
15、ecific information(scanning)transferring information to a diagram,table,map or pictureanswering factual questions on the text(reading the lines)answering inference questions on the text(reading between the lines)questions for personal response(reading beyond the lines)putting the events or the parag
16、raphs in the correct orderstating if statements given about the text are true or falseworking out the meaning of words and phrases from the contextgiving sections of a text appropriate headingsgiving the text an appropriate title(also possibly a post-reading activity),the Aims of the Post-reading St
17、age,to consolidate or reflect on what has been read in the text;to relate the text to the students own knowledge,interests,or views;to give the students the chance to consolidate the language by using it freely.,Post-reading Activities,role-playoral discussion of the topic of the textretelling the t
18、ext in ones own wordswriting a summary of the main content of the textcomment on the content of the textfinishing the story(orally or in writing)Making an interview or survey if the text is suitable.,Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.,We teach who we are!,Thanks for attention!,
