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1、阅读板块分析与阅读活动设计阅读板块分析与阅读活动设计（阅读教学案例）（阅读教学案例）郴州市教育科学研究院郴州市教育科学研究院李青云李青云阅读板块内容分析阅读板块内容分析阅读任务链 读前，读中，读后阅读文本 题材体裁、内容信息、文化内涵、篇章结构、语言特色阅读活动 阅读策略、活动形式、难度、可操作性 以九年级以九年级Unit 2 Section B(2a-2e)为例为例 Pre-readingWhile-readingWhile-readingPost-reading阅读文本分析阅读文本分析题材：圣诞节与小说圣诞节与小说圣诞欢歌圣诞欢歌体裁：小说评介小说评介文化内涵：圣诞节习俗、圣诞节的精圣诞节
2、习俗、圣诞节的精神实质神实质篇章结构：总分结构总分结构语言特色：讲故事讲故事相关词汇相关词汇课标词汇：Christmas,lie,novel,dead,business,punish,warn,end up,present,warmth,spread人名：Santa Claus,Charles Dickens,Scrooge,Jacob Marley拓展词汇：birth of Jesus,decorate the Christmas tree,stocking,turkey,Christmas carols 重难点句型重难点句型 (一）一）Many would agree that when
3、we think of Christmas,we probably think of gifts,Christmas trees and Santa Claus.It is about an old man named Scrooge who never laughs or smiles.He just cares about whether he can make more money and he hates Christmas.Marley used to be just like Scrooge,so he was punished after he died.He warns Scr
4、ooge to change his ways if he doesnt want to end up like him.重难点句型（二）重难点句型（二）First,the Ghost of Christmas Past takes him back to his childhood and reminds Scrooge of his happier days as a child.Then the second spirit,the Ghost of Christmas Present,takes him to see how others are spending Christmas t
5、his year.He is so scared that he wakes up in his bed and finds out it is only the next morning Christmas Day!He now treats everyone with kindness and warmth,spreading love and joy everywhere he goes.阅读活动分析（一）阅读活动分析（一）活动活动 2a:激活背景知识，激发学生学习兴趣，呈现部分新词汇，为接下来的阅读做好铺垫。活动活动 2b-2d:通过阅读获取信息，关注文章细节，透过字里行间推理言外之意
6、（2b 第一段，2c第三段、2d第二、三、四段）阅读活动分析（二）阅读活动分析（二）活动活动 2e:在充分理解语篇的基础上，学生充分发挥想象力，根据篇章提供的信息和所学语言，实现语言输出，进行自主表达。阅读策略与活动选择阅读策略与活动选择Pre-reading ActivitiesActivity 1:Let Ss brainstorm what they know about Christmas and then create a mind mapActivity 2:(Showing pics)Introduce Christmas and presenting words and exp
7、ressions about ChristmasActivity 3:Let Ss make predictions about the reading passageWhile-reading ActivitiesActivity 1:SkimmingActivity 2:Jigsaw readingActivity 3:Scanning:2bActivity 4:Scanning:2cActivity 5:Recalling details:Ask and answer questionsActivity 6:Inferring:2dActivity 7:Summarizing the m
8、ain ideaActivity 8:Analyzing sentence structures After-reading ActivitiesActivity 1:Retelling the storyActivity 2:Role-play:2eActivity 3:Project(Competition:comics,PPT,performance)阅读策略与活动选择阅读策略与活动选择Pre-reading ActivitiesActivity 1:Let Ss brainstorm what they know about Christmas and create a mind ma
9、pActivity 2:(Showing pics)Introducing Christmas and presenting words and expressionsActivity 3:Let Ss make predictions about the reading passageWhile-reading ActivitiesActivity 1:SkimmingActivity 2:Jigsaw readingActivity 3:Scanning:2bActivity 4:Scanning:2cActivity 5:Recalling details:Ask and Answer
10、questionsActivity 6:Inferring:2dActivity 7:Summarizing the main ideaActivity 8:Analyzing sentence structures After-reading ActivitiesActivity 1:Retelling the storyActivity 2:Role-play:2eActivity 3:Project(Competition:comics,PPT,performance)Possible teaching procedurePossible teaching procedureI.Lead
11、-in:Lead-in:Activating the studentsActivating the students prior prior knowledge and presenting new wordsknowledge and presenting new words1.Show a list of some important dates to the Ss and let them speak out the names of the festivals.What are the festivals?January 1stthe lunar January 15thApril 1
12、3th-15thJune 1stthe lunar August 15thOctober 1stOctober 31stDecember 25thuNew Years DayuLantern FestivaluWater FestivaluChildrens DayuMid-autumn FestivaluNational DayuHalloweenuChristmas2.Let Ss talk about the festivals by asking these questions:What do you know about this festival?What do people us
13、ually do during this festival?3.Let Ss get into groups and brainstorm the words and phrases related to Christmas based on the mind map in 2a.II.Pre-reading:Pre-reading:Making predictionsMaking predictionsLet Ss look at the title of the reading passage and predict what it might be about.Ss are suppos
14、ed to use I believe/think/guess to answer this question:What do you think the reading passage is about?III.While-reading1.Scanning:Let Ss read the passage quickly to check whether their predictions are right and pick out all the names from the passage and explain who they are.Charles Dickens,A Chris
15、tmas Carol,Scrooge,Jacob Marley,the Ghost of Christmas Past,the Ghost of Christmas Present,the Ghost of Christmas Yet to Come T introduces the background or present some new words.2.Reading for the details1)Let Ss read paragraph 1 and answer some questions.2)Let Ss read paragraph 2 and finish a tabl
16、e about A Christmas Carol.3)Let Ss read paragraph 3 and finish the table in 2c.4)Let Ss read paragraph 4 and talk about Scrooges changes.3.Reading for the authors writing purpose Let Ss read and find out the sentences that explain the spirit of Christmas.Encourage Ss to use their own words to summar
17、ize the authors purpose of writing this passage.4.Reading and inferring Let Ss read between the lines and give their own answers to the questions in 2d.Ss are supposed to use the expressions:I guess I believe I think I suppose 5.Reading for learning the vocabulary1)Let Ss find out the important word
18、s and phrases based on the meanings that T provides.2)T provides some sentences or a short summary about the reading passage.Let Ss use the correct words to fill in the blanks.6.Reading for the difficult and important sentences 1)Let Ss underline the difficult sentences or the important sentences wo
19、rth memorizing and discuss what they really mean or why they are important.2)T writes on Bb the sentences that Ss mostly feel difficult to understand and gives necessary explanations.7.Reading aloud1)Play the tape and ask Ss to read after the tape and pay attention to the sense groups.2)Choose some
20、students to read aloud the passage to check whether they have problems.Correct their mistakes in pronunciation if necessary.IV.Post-readingIV.Post-readingRole-play:1.Divide the Ss into groups and let them make up conversations between Scrooge and the three ghosts.2.When Ss are ready,ask several grou
21、ps to present their conversations to the class.课堂教学活动与练习设计自查参考：课堂教学活动与练习设计自查参考：PURPOSE:Is the purpose clearly defined?TYPE:Does the type of exercise/activity effectively and economically accomplish the purpose?CONTENT:Is the ratio of language given/learner task economic?Are instructions to learners
22、clear?INTEREST:Is it interesting?AUTHENTICITY:Is it a meaningful task?Is it challenging?DIFFICULTY:Does it contain distracting difficulty?(Moore J,1980)附：附：阅读教学中的问题与探究阅读教学中的问题与探究2011版义务教育 英语课程标准语言技能分级标准对“读”的五级目标要求：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能读懂相应水平的常见
23、体裁的读物。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能利用词典等工具书进行阅读。7课外阅读量应累计达到15万词以上。阅读教学中的常见问题（阅读教学中的常见问题（1 1）课前预习或扫清新词汇课前预习或扫清新词汇刻板的阅读教学流程刻板的阅读教学流程完全遵照完全遵照/抛弃教材活动与练习抛弃教材活动与练习技能与策略培养缺乏引导步骤技能与策略培养缺乏引导步骤阅读活动形式单一、缺少层次阅读活动形式单一、缺少层次阅读活动之间缺乏逻辑延续性阅读活动之间缺乏逻辑延续性回避重难点讲解或讲解过多过滥回避重难点讲解或讲解过多过滥读后的语言输出要求过高读后的语言输出要求过高小组活动流于形式，缺少铺垫与支持小
24、组活动流于形式，缺少铺垫与支持阅读教学中的常见问题（阅读教学中的常见问题（2 2）预设问题控制性太强，束缚学生思维预设问题控制性太强，束缚学生思维对学生的课堂反馈缺少应对措施对学生的课堂反馈缺少应对措施指令语不够明确清晰指令语不够明确清晰多媒体或录音使用的时机或时长掌握多媒体或录音使用的时机或时长掌握不当不当 改进教学的建议：改进教学的建议：合理取舍教材内容，发挥自身创造性紧扣教学目的，为各项活动精心铺垫铺垫激活背景知识，尊重学生的观点和思维激活背景知识，尊重学生的观点和思维联系学生实际、兴趣爱好或时事热点联系学生实际、兴趣爱好或时事热点活动形式操作简便省时，有趣味，有内涵活动形式操作简便省时，有趣味，有内涵合理运用传统和现代的教学手段合理运用传统和现代的教学手段总结反思，共同摸索有效教学的道路总结反思，共同摸索有效教学的道路