高中英语素材：论英语文本特征与阅读教学的相关性.ppt

1、论英语文本特征与阅读教学的相关性。一、阅读教学现状(教案)1.Teaching Objectives of a reading 1)To get the main idea and detailed information of the passage.2)To learn some words/phrases and use them freely.3)To express the opinions and give a brief introduction to a singing group.2.Teaching Objectives of L11 1)To develop studen

2、ts ability of reading comprehension 2)To develop students ability of communication 3.Teaching plan(SEFC Book 2 A)Unit 10 Lesson 371).Practise talking about buying clothes in a shop.2).Revise the useful expression of insistence.3).Study the language points in Lesson 37.persuasive adj.有说服力的；令人信服的e.g.K

3、elly knows how to relate to people and is very persuasive.凯丽很善于与人交往,也很有说服别人能力。a persuasive argumente.g.What do you think were some of the persuasive arguments on the other side?你认为哪些是对方令人信服的论据？令人信服的论据 _,even though she did not want to.即使她不想去上学，他还是说服她去。Nothing can persuade her to change her mind once

4、 it is made up.一旦她下定决心就没有什么可以说服她改变注意。persuade sb.to do sth.=persuade sb.into doing sth.persuasion n.powers of persuasion 说服力persuade v.persuade sb.out of doing sth.He persuaded her to go to school the exercises are frequently from the more intensive methods of teaching reading:asking for facts and r

5、epetition of sentences in the text,teaching vocabulary,and other detailed activities that may keep students busy but sometimes dont even illustrate true comprehension.”结果分析：现状：教案中对文本特征没有任何关注、提及？本文是什么主题，什么类型文章，什么结构？文本特征似乎对本课课文教学没有任何关系？课文阅读教学的目标、关注点在于文章中的字、词、语言知识点？讨论，：什么是文本特征？文本特征与课文、阅读教学有效性之间是否相关？如何在

6、课文教学中处理好文本特征及教学活动设计之间的关系？因素？原则？What Are Text Features?Text features include much more than print size and Text features include much more than print size and appearance.They include the addition of other visual appearance.They include the addition of other visual features to a printed page such as t

7、he following:features to a printed page such as the following:PicturesPicturesGraphsGraphsChartsincluding pie charts,bar charts,3-Chartsincluding pie charts,bar charts,3-dimentional chartsdimentional chartsSidebarsSidebarsLinersLinersBoxesBoxesIllustrationsIllustrationsTablesTablesGraphicsGraphicsCo

8、loursColours Text features Table of contents Glossary Index Titles Headings or subtitles Photographs and illustrations Captions and labels Graphics(maps,diagrams,charts,etc.)Using the text features for the teachers:help our students read more efficiently through the awareness and use of text feature

9、s.We use text features because we want to make a text more readable,emphasize certain points,influence the readers processing of the text,serve as aids to reading.The Aim of using Text Features Students can use text features to get a general understanding of a variety of texts improve their predicti

10、on skills,activate more background knowledge,take major steps toward developing integrative reading skills.the role of text features in the reading process.Some text features Some text features help us predict what will help us predict what will come next;come next;some some help us quickly grasp th

11、e main point of a help us quickly grasp the main point of a section;section;some some provide graphic illustrations of examples provide graphic illustrations of examples or ideas.or ideas.These examples of text features illustrate for teachers how much we depend on such devices in our native languag

12、e reading.Each text and exercise is selected to make clear the power of text features as an aid to reading comprehension.the use of text features“before reading”tasks how they can help us make predictions,visualize,understand the main idea,activate background knowledge,and prepare for reading text.l

13、 How to use text features:l Some text features help you to locate information and have a better understanding of new words.l Use the table of contents to locate specific sections within the text.l Use the glossary to find the definitions of key words used in the text.l Use the index to quickly find

14、information about a topic within a text.ll Titles tell the reader what the text is about.l Headings tell the reader what a section is about.l Graphics,photos,and illustrations are used to show the reader info on about the text and builds schema.lCaptions give the reader information about the graphic

15、s,photos,and illustrations.FUNCTIONS OF TEXT FEATURES Text features serve a variety of purposes.Eight major functions of Text Features include the following:Activate background knowledge Outline main and subordinate points in the text Synthesize information Emphasize key points Organize items into a

16、 list Provide visual reinforcement for a point Explain a concept visually in a picture,graph,chart Present supplementary information Present a summery of main points 根据阅读文本的特点设计阅读活动。Designing reading activities in reading comprehension teaching based on the text features:案例：Oxford English,New Centur

17、y E.g Text (reading)Fashion ,Body Language,Earthquake,Friendship,Sports,Music etc.Before reading,use the text features to help make predictions about what will be read.While reading,study the different text features and think what information is gained.After reading,Put all the things togetherPre-re

18、adingOliver Twist(1837)is set in England in the first in England in the first half of the 19th centuryhalf of the 19th century.The story tells about the life of Oliver Twist,an orphan who falls into the hands of a group of thieves in London.The gang is run by Fagin who tries to make Oliver a pickpoc

19、ket.Fortunately,Oliver was saved at last and started a new life.The novel attacks the cruelty and hypocrisy(虚伪)of the ruling class and calls for sympathy and help for the unfortunate and helpless children.Reading research has demonstrated that readers do not simply perceive the meaning that is IN a

20、text.In fact,expert readers co-construct meaning WITH a text.The research base shows that reading is a transaction in which the reader brings purposes and life experiences to bear to converse with the text.This meeting of the reader and the text results in the meaning that is comprehension.Activate

21、prior knowledge,and connect the applicable prior experiences to the reading(if students dont have the requisite background knowledge about a topic,they will be unable to comprehend)Once students are clear about which features may help them understand the text,they should take quick notes in the“back

22、ground knowledge”and“prediction”columns.By doing so,they begin to interact with the text.These activities are the first step toward thinking about what they are reading.Moreover,these activities prevent students from falling back into any old habits they might have,like just staring to read with a b

23、lank mind and very little interest.Only when they engage with the text will the reading have meaning.As they read,they should make very quick notes(even a page or paragraph number or a letter code).Building ComprehensionFROM Whatyou knowWhat you predictWhat you findTitleSizes and types of fontsGraph

24、s and charts(visualizations of text)Headings and subheadingsPicturesBoxes,sidebars and supplementary informationListsSummaries,conclusion Factors to Consider When Planning Reading Lessons Principles for Designing Effective Reading Lessons我们每一个人在阅读过程中都会发现不同于标准字体和字我们每一个人在阅读过程中都会发现不同于标准字体和字号的文本特征，它们有多种

25、多样的表现形式。作为阅读的号的文本特征，它们有多种多样的表现形式。作为阅读的辅助手段，文本特征可以帮助我们更有效地处理阅读信息，辅助手段，文本特征可以帮助我们更有效地处理阅读信息，从而提高阅读速度，增强阅读效果。从而提高阅读速度，增强阅读效果。阅读开始前文本特征的作用。利用文本特征的各种形式阅读开始前文本特征的作用。利用文本特征的各种形式（如标题、副标题、图表）进行预测活动、激活已有背景（如标题、副标题、图表）进行预测活动、激活已有背景知识、突出中心思想，是阅读开始前的三种有效方法。知识、突出中心思想，是阅读开始前的三种有效方法。阅读过程中文本特征的作用。图表的采用可以使阅读材料阅读过程中文本

26、特征的作用。图表的采用可以使阅读材料更具视觉效果；把有关内容按序排列可起总结或强调作用；更具视觉效果；把有关内容按序排列可起总结或强调作用；而把文本特征的各形式综合在一起可以增强整体阅读理解。而把文本特征的各形式综合在一起可以增强整体阅读理解。阅读后文本特征的使用。与那些传统的用处不大的课后练阅读后文本特征的使用。与那些传统的用处不大的课后练习相比，文本特征可以帮助学生加强对课文中心大意的理习相比，文本特征可以帮助学生加强对课文中心大意的理解，提高他们的预测能力，激活更多的背景知识，并进而解，提高他们的预测能力，激活更多的背景知识，并进而帮助他们形成自己的综合阅读技能。帮助他们形成自己的综合阅

27、读技能。主要说明文本特征为学生提供了一种掌握阅读技能和成为主要说明文本特征为学生提供了一种掌握阅读技能和成为从第一语言向第二语言成功迁移的有效阅读者的重要工具。从第一语言向第二语言成功迁移的有效阅读者的重要工具。作 者：（爱尔兰）法雷尔 著，林立 注出 版 社：人民教育出版社“专题阅读理论”黄远振“窄式阅读”理论说明，教师应根据专题性原则，集中选择某一话题的一些文章，使学生熟悉该专题的题材和内容图示，产生知识的正迁移。黄远振 2003 “专题阅读理论对高中英语教学的启示 福建师范大学外国语学院 倪瑞芝Conclusion 80%of the process of text comptrhrns

28、iontakes place in the pre-reading and during-reading steps of reading.It takes place in the interaction between reader and text as the reader uses bottom-up and top-down strategies to make meaning from the title,pictures,graphs,charts,headings,and text.The endless exercises and quizzes that follow a

29、 reading will not help a student understand a text better they will only test the studentsability to review the text and find some answers.Understanding reading texts is more than marking T or F in blanks for true/false questions,more than guessing right on a multiple choice quiz,more than memorizing some new vocabulary words in a list.Once we have become conscious of what text features are and how they function,we can better understand how we use them in our language reading and how to help our students use text features as an aid to comprehension.