To develop Ss into efficient and independent readers湖北省仙桃市教育科学研究院湖北省仙桃市教育科学研究院虞敢娇虞敢娇2013.11.222013.11.22n n新改版后的初中英语教材与旧版之间的变化很大，其中新增加的对话与阅读语篇版块的教学成为老师们在教学实际中难以把握的难点所在，他们困惑于：课时怎样分配？对话应该怎样教？长语篇的生词与语法应该怎样处理才合适？怎样才能培养学生的阅读能力？哪些教学手段有助于提升学生的阅读能级层次？. 关于阅读教学，我们的困惑：关于阅读教学，我们的困惑：n n1. 我们现在的做法错了吗？n n2. 阅读的目的何在？n n3. 如何深化阅读教学？n n4. 什么是阅读整体教学？n n5. 如何进行语篇分析？一、目前英语阅读教学中的两个主要问题：一、目前英语阅读教学中的两个主要问题：1 1过分注重词汇和句子层面的教学，忽视语篇语义教学。过分注重词汇和句子层面的教学，忽视语篇语义教学。 认为阅读教学的主要目的是学习语言知识，因此讲解认为阅读教学的主要目的是学习语言知识，因此讲解词汇，分析结构，翻译句子是主要的教学方法。将课词汇，分析结构，翻译句子是主要的教学方法。将课文分解得支离破碎，严重忽视了语义的整体理解。学文分解得支离破碎，严重忽视了语义的整体理解。学习结果：只见树木，不见森林。习结果：只见树木，不见森林。教师教得好辛苦，学生学得好痛苦教师教得好辛苦，学生学得好痛苦穿新鞋，走老路穿新鞋，走老路 2 2对课文处理过于粗放，严重忽视阅读效率 英语课标指出：此次英语课程改革的重点是改变英语课程过分重视语法和词汇的讲解与传授，忽视对学生实际语言运用能力的培养的倾向。强调课文内容理解，重视快速阅读，只抓课文主旨大意，段落大意的理解，忽视对语言知识的输入与学习。过早地进行理解后的运用，比如讨论，辩论，角色扮演等。这种教学模式：念一念生词读一读课文做一做练习对一对答案对课文的处理基本上都是快速阅读，目的是培养学生快速阅读的能力，检测性问题也都是表层理解，对语篇材料没有进行深度挖掘，造成课文资源浪费。阅读教学的目的：1Reading for information2Reading for developing reading skills3Reading for learning the language4Reading for pleasure5Reading for writing如何深化阅读教学？二、什么是阅读整体教学？坚持“以人为本”，用“科学教学观”来深化阅读教学，其根本途径是实施“阅读整体教学”。什么是阅读整体教学？阅读整体教学是指从不同角度，不同层面，针对不同的教学目的，对课文进行全面、系统而富有深度的分析性教学，不仅仅是理解性教学。阅读整体教学包括：阅读整体教学包括：1 1语篇意义的整体性语篇意义的整体性2 2语篇结构的整体性语篇结构的整体性3 3语言形式和语言意义的结合语言形式和语言意义的结合4 4阅读教学过程的整体性阅读教学过程的整体性5 5语言输入和语言输出的整合性语言输入和语言输出的整合性课文整体教学不仅让学生掌握课文的内容梗概，课文整体教学不仅让学生掌握课文的内容梗概，而且要引导学生利用语言形式去构建全文的语义图而且要引导学生利用语言形式去构建全文的语义图像，还要利用全文的语义图像反过来去理解词汇，像，还要利用全文的语义图像反过来去理解词汇，结构等语言知识在具体语境中的实际运用，把语言结构等语言知识在具体语境中的实际运用，把语言形式教学与语言意义的教学有机地结合起来。形式教学与语言意义的教学有机地结合起来。阅读整体教学的理论基础：1 1语篇教学观2 2图示理论1 1语篇教学观语篇教学观 (text approach) (text approach) 语篇语篇是指一系列连续的话段或句子所构成的是指一系列连续的话段或句子所构成的语语言整体言整体，它可以是对话，也可以是独白，包括，它可以是对话，也可以是独白，包括书面语，也包括口语。语篇是一种书面语，也包括口语。语篇是一种交际行为交际行为。语篇必须具有语篇必须具有话题话题、语境语境和和语义语义三个要素构成，三个要素构成，具有具有完整性完整性、衔接性衔接性和和连贯性连贯性。其中衔接性和。其中衔接性和连贯性是语篇最为明显的特征。连贯性是语篇最为明显的特征。 语篇教学观突出语篇教学观突出语义语义，重视语言的交际功能，重视语言的交际功能，打破了以往单词和句子层面的阅读教学常规，打破了以往单词和句子层面的阅读教学常规，让学生从整体语义的高度把握语篇信息，通过让学生从整体语义的高度把握语篇信息，通过语篇分析语篇分析(discourse analysis)(discourse analysis)，了解文章的组，了解文章的组织结构，理解作者的写作意图，从更深更广的织结构，理解作者的写作意图，从更深更广的范围来全面获取语篇信息。范围来全面获取语篇信息。语篇教学既注重语言形式，又注重语言功能，同时还注重语篇所涉及的语言文化知识。语篇教学旨在提高学生的语篇分析能力，引导学生既快又准确地弄清语篇的整体结构与主旨大意，以及为说明该主旨大意的重要事实，进而根据上下文的逻辑关系做出合理的推论与判断，以最大限度地获取语篇中的完整意义。 阅读理解能力实际上是指一个人的概念能力、背景知识和加工策略之间相互作用的结果。概念能力是阅读理解中最重要的因素。概念能力是指读者在阅读过程中如何把零散的信息升华为概念的能力。一些学生能轻而易举地做对一些客观理解题（查对事实，分清是非题），而对主观理解题（概括课文中心，作者意图，判断题，结论）成功率极低，实行语篇教学是提高逻辑推理、演绎、归纳等能力的根本途径。2 2图示理论图示理论 (schema theory) (schema theory) 图示图示(schema)(schema)是指人们大脑中所储存的相互关是指人们大脑中所储存的相互关联的各种知识，观点与概念，包括内容图示和联的各种知识，观点与概念，包括内容图示和形式图示。形式图示。 人的知识是以人的知识是以图示图示(schema)(schema)的形式的形式储存于长时记忆中。这些图示大小不同，相互储存于长时记忆中。这些图示大小不同，相互连接，纵横交错，在长时记忆中形成一个巨大连接，纵横交错，在长时记忆中形成一个巨大的立体网络系统。这就是我们常说的的立体网络系统。这就是我们常说的“ “联想联想” ”机制。机制。图示网络图示网络由所注意的外部信息激活后而由所注意的外部信息激活后而启动运作，有启动运作，有“ “以点击网以点击网” ”的效应，而且激活的效应，而且激活这一网络不是一次完成的，要多次反复。这一网络不是一次完成的，要多次反复。 图示理论认为，阅读不是一个被动的图示理论认为，阅读不是一个被动的“ “解码解码” ”(decoding)(decoding)过程，而是一个复杂的过程，而是一个复杂的心理过程心理过程和和积极主动地积极主动地思维过程思维过程；是读者和作者之间的一种；是读者和作者之间的一种非面对面的信息交流的非面对面的信息交流的互动过程互动过程；是读者基于自；是读者基于自己的生活经验和文本信息进行己的生活经验和文本信息进行意义建构的过程意义建构的过程。阅读的过程是阅读的过程是psycholinguistic guessing psycholinguistic guessing game, game, 心理语言学的猜测游戏心理语言学的猜测游戏图示理论指导下的阅读心理机制是：图示理论指导下的阅读心理机制是：预测、证预测、证实、扩展、修正、再预测、再证实的知觉循环过实、扩展、修正、再预测、再证实的知觉循环过程程。Researches show that reading is incidentally Researches show that reading is incidentally visual. More information is contributed by the visual. More information is contributed by the reader than by the print on the page. reader than by the print on the page. 三、三种不同的阅读教学模式：三、三种不同的阅读教学模式：1 1 文本驱动型文本驱动型 data-driven approachdata-driven approachbottom-up approach (60bottom-up approach (60年代初）年代初）特点特点：重视语言知识对阅读理解的重要作用，阅读：重视语言知识对阅读理解的重要作用，阅读理解从词、短语、单句、段落一直到篇章顺序逐步深入。理解从词、短语、单句、段落一直到篇章顺序逐步深入。认为阅读行为是被动的认为阅读行为是被动的“ “解码解码” ”过程。过程。教学行为教学行为：分析和讲解词汇知识和句子结构，采用：分析和讲解词汇知识和句子结构，采用翻译手段理解课文。翻译手段理解课文。问题问题：忽视读者在阅读过程中的主观能动性，忽视：忽视读者在阅读过程中的主观能动性，忽视读者对阅读意义的自我构建。阅读速度慢，理解不够全读者对阅读意义的自我构建。阅读速度慢，理解不够全面，容易造成面，容易造成“ “只见树木，不见森林只见树木，不见森林” ”的现象。的现象。2 2 图式驱动型图式驱动型 Schema-driven approachSchema-driven approachTop-down approach ( 60Top-down approach ( 60年代末）年代末）特点特点：强调读者先前的背景知识对阅读理解的重：强调读者先前的背景知识对阅读理解的重要作用，阅读活动不是被动的，而是主动的，是要作用，阅读活动不是被动的，而是主动的，是读者思维的过程，读者思维的过程， 是意义重新建构的过程。是意义重新建构的过程。教学行为教学行为：重视主观预测和推理，重视快速阅读，：重视主观预测和推理，重视快速阅读，重视文化教学。重视文化教学。问题问题：过分强调读者的心理图式（：过分强调读者的心理图式（schema)schema)对阅对阅读理解的重要意义，弱化读者的语言基础，忽视读理解的重要意义，弱化读者的语言基础，忽视读者的读者的“ “解码解码” ”过程。语言毕竟是信息的最基本过程。语言毕竟是信息的最基本的载体。然而，文化，经验，认知水平等方面的的载体。然而，文化，经验，认知水平等方面的差异也会导致图示的负面影响。差异也会导致图示的负面影响。 3 3 相互作用型相互作用型 Interactive approachInteractive approach(70(70年代中期）年代中期）特点特点：认为阅读过程既是语言文字的处理过程，：认为阅读过程既是语言文字的处理过程，也是读者对已有背景知识的运用和处理过程。在也是读者对已有背景知识的运用和处理过程。在阅读过程中，读者会同时利用语言知识分析和背阅读过程中，读者会同时利用语言知识分析和背景知识进行预测从而获得正确的理解，景知识进行预测从而获得正确的理解，bottom-up bottom-up 和和top-downtop-down两种模式往往是并行的或交叉使用的。两种模式往往是并行的或交叉使用的。优点优点：更能体现阅读过程的本质，比较适合外：更能体现阅读过程的本质，比较适合外语或二语阅读教学。语或二语阅读教学。教学行为教学行为：整体阅读教学，从语篇上把握语义，：整体阅读教学，从语篇上把握语义，培养阅读策略，同时加强语言知识学习。培养阅读策略，同时加强语言知识学习。四、阅读整体教学模式根据语篇教学观，图示理论、建构主义教学观以及相互作用型阅读模式来构建外语学习背景下的阅读教学模式。阅读整体教学模式：1 1读前热身 (Warming up)2 2快速阅读 (Fast reading)3 3仔细阅读 (Careful reading)4 4分析性阅读 (Analytic reading)5 5内容复述 (Retelling) 6 6语言学习 (Language study)7 7语言运用 (Language application)这一整体阅读教学模式体现了：1 1阅读过程的完整性Pre-reading, while-reading, post-reading2 2语义理解的完整性 通过三次阅读来获取语篇的完整意义。三次阅读教学首先基于“信息的分层输入原则”，其次是基于阅读的三个层次的理解。阅读理解的三个层次：1）字面理解(literal comprehension)Understanding the lines2）推断性理解 (inferential comprehension)(inferential comprehension) Understanding between the lines3) 评价性理解 (Critical comprehension)Understanding beyond the lines3语言知识和语篇知识的整合性结构语法和语篇语法的结合 Structural grammar + discourse grammarStructural grammar + discourse grammar4Top-down 和 bottom-up 相结合先top-down, 然后再bottom-up实际上就是interactive approach5语言学习和语言运用相结合语言分层输入和分层输出相结合五、语篇分析(discourse analysis) 是整体阅读教学的核心，也是阅读与写作教学整合的根本基础，因此阅读整体教学应首先从语篇分析入手。什么是语篇 (text)？语篇是是由一系列的句子或语段组织起来的能表达一个完整语义的篇章，它是超越句子层面的语义单位。语篇是一种交际活动(communicative occurrence), 应具有七项标准：衔接性、连贯性、意图性、完整性、语境性、信息性和互动性。因此，一篇文章的整体性不仅表现在结构层次（词，句，段）等方面的联系，还表现在意义层次的联系，也就是作者所要表达的意图和写作的目的。什么是语篇分析 （discourse analysis / text analysis)？从整体理解语篇内容入手，分析句子与句子之间，段落与段落之间的衔接方式和逻辑思维的连贯方式，使学生具有统览全篇的能力，掌握文本的主题，同时掌握句子在表达篇章整体意义上所起的作用。1 语篇的宏观分析分析语篇的体裁结构及其表现特征。英语的文体特征是受英语的思维模式而形成的。英语的文体特征是受英语的思维模式而形成的。因此，要了解英语的文体特征，我们必须要了因此，要了解英语的文体特征，我们必须要了解西方人与东方人在思维模式上的不同。解西方人与东方人在思维模式上的不同。中西方不同的思维模式中西方不同的思维模式西方的思维模式基本上是西方的思维模式基本上是“ “直线型直线型” ”( (linearlinear) )，先，先概概括，后细节；先抽象，后具体；先综合，后分析。括，后细节；先抽象，后具体；先综合，后分析。首先直接切入主题，然后逐渐分点展开分析阐述，首先直接切入主题，然后逐渐分点展开分析阐述，由主题句直接向纵深拓展。主要分为三种形式：由主题句直接向纵深拓展。主要分为三种形式：1 1一般一般- -特殊型特殊型(general particular pattern(general particular pattern) )2 2问题解决型（问题解决型（problem-solution pattern)problem-solution pattern)3 3比较匹配型（比较匹配型（Matching pattern)Matching pattern) 中国的思维模式主要是中国的思维模式主要是“ “螺旋型螺旋型” ”( (spiralspiral), ),往往往往“ “迂回式迂回式” ”接近主题，而不是直接切入主题，展接近主题，而不是直接切入主题，展开讨论。开讨论。思维模式1：一般-特殊型（ general particular pattern）这种思维模式在英语中是最常见，最具代表性的，它充分体现了西方人的线性思维模式。它有两种表现形式：1）概括-举例式(generalization example) 段首句往往是一个概括句，可以表达某种观点，看法，结论和定义，下文的例证部分是对段首句的内容进行展开、充实，来强化或论证段首句的内容。Large cars cause their owners several problems. First, they cost a lot of money. They are also more expensive to run, using twice as much as fuel as small cars and producing higher repair bills. Moreover, they are more difficult to park, needing additional space. 2) 2) 整体整体细节式细节式（Previewdetail)Previewdetail)段首句往往是概括主体思想，然后再引出具体细段首句往往是概括主体思想，然后再引出具体细节。节。The working conditions were poorThe working conditions were poor. The . The tablestables where the workers sat were very high and where the workers sat were very high and uncomfortableuncomfortable. Except for a half hour at . Except for a half hour at lunchtime, there were lunchtime, there were no breaksno breaks in the day to in the day to relieve the boring work. There was relieve the boring work. There was no musicno music. . The The walls of the workroomswalls of the workrooms were a were a dull gray dull gray colorcolor. I was amazed that the workers hadnt . I was amazed that the workers hadnt gone on strike. gone on strike. 思维模式2：问题解决型 (problem-solution pattern)这种思维模式的特点是先说明情况，然后引出问题，分析问题，最后解决解决问题。这种模式多见于叙事性文体和说明文。These days many soccer experts are asking how referees can do a better job. With so much money involved in the winning and losing of games, some soccer experts are speaking openly of getting rid of some bad referees because they make bad decisions during the game because they sometimes cannot see a foul on the field of play, One solution is to use video replays for controversial decisions. Another solution would be to hire professional referees. 提出问题，分析问题，解决问题思维模式3：比较匹配型 （ Matching pattern）英语中常用这种模式比较两种事物的相同点或不同点。Just like house cats, wild cats like to bask in the sunshine. Have you ever visited the zoo and seen a lion outside sunning itself on a rock? The warm sunshine lulls cats to sleep. In the wild, cats often sleep when the sun is high in the sky. House cats get drowsy in the sun. They like to sleep on a rug in front of a big window. 2语篇的微观分析衔接 (cohesion)连贯 (coherence)语篇必须具有衔接和连贯的特征。语篇内句与语篇必须具有衔接和连贯的特征。语篇内句与句之间在概念上有联系，在排列上符合逻辑。句之间在概念上有联系，在排列上符合逻辑。衔衔接是语篇的有形网络接是语篇的有形网络，它通过词汇和语法手段让，它通过词汇和语法手段让语句文理通顺。文章通过一定的衔接手段，将句语句文理通顺。文章通过一定的衔接手段，将句与句，段与段有机地组合起来，构成一个完整的与句，段与段有机地组合起来，构成一个完整的语义整体。衔接可以通过文章的语篇标记语义整体。衔接可以通过文章的语篇标记(discourse markers)(discourse markers)来观察。来观察。连贯是指句与句之间在意义上具有合乎逻辑的连贯是指句与句之间在意义上具有合乎逻辑的有机联系，语义表述思路清晰有机联系，语义表述思路清晰, ,意义关系首尾贯通，意义关系首尾贯通，使交际对方容易得到要领。连贯既包括语篇结构使交际对方容易得到要领。连贯既包括语篇结构的衔接，也包括语篇语义的连续发展。的衔接，也包括语篇语义的连续发展。连贯是语连贯是语篇的无形网络篇的无形网络。连贯在表面上是看不见的，要靠。连贯在表面上是看不见的，要靠读者的逻辑推理来理解。读者的逻辑推理来理解。 语篇之所以成为语篇不在于它的语法性，而在于它的语义关联性。如果一段文章，即使每个句子都是符合语法规则的，但每句话从意思上互不关联，那么它就够不成语篇。 Joy kept two mice in a cage. She is one of the top students in her school. She loves animals, so she keeps cats, dogs ,mice and even snakes. However, she is a nice and brave girl. 没有中心话题，没有逻辑联系Joy kept two white mice in a cage. One day she forgot to lock the cage door after feeding her mice. Each day she fed her mice and gave them fresh water. The mice soon found the open door and ran off. 逻辑问题：不符合从整体到细节的思维模式 Joy kept two white mice in a cage. Each day she fed her mice and gave them fresh water. One day she forgot to lock the cage door after feeding her mice. The mice soon found the open door and ran off.符合从总体到细节的思维模式，从主题句到each day， 然后再到one day，最后到结果ran off ran off 的原因是forgot to lock the cage door 衔接是语义联系在语言上的表现形式。语篇衔接形衔接是语义联系在语言上的表现形式。语篇衔接形式包括语法衔接、词汇衔接和逻辑连接。式包括语法衔接、词汇衔接和逻辑连接。一、语法衔接一、语法衔接语法衔接包括照应，替代和省略三种形式：语法衔接包括照应，替代和省略三种形式：1 1）照应（）照应（Reference Reference ）照应是指用人称代词或指示代词等语法手段来表示一种照应是指用人称代词或指示代词等语法手段来表示一种语义关系，也就是用代词代替前文提到的人或事，前后语义关系，也就是用代词代替前文提到的人或事，前后形成照应关系，便于阅读。这是一种比较常见的衔接方形成照应关系，便于阅读。这是一种比较常见的衔接方式。照应分为人称照应和指示照应。式。照应分为人称照应和指示照应。 人称照应 (Personal reference)例：Ill live in Shanghai, because I went to Shanghai last year and fell in love with it.例：I cant have any pets now because my mother hates them. 例：Life for Cathy Taylors three children is very busy. Their school days are busy enough. 指示照应 (Demonstrative reference) The fight all started when she asked me if she could copy my homework. I asked her why she wanted to do that, and she said that she had forgotten to do hers. If you are famous, people will watch you all the time and follow you everywhere. This could make your life difficult. 2替代 (Substitution)替代是指说话者或作者为了避免重复而用替代形式来取代上文中的某一部分。这是一种重要语言表达手段，常用one, ones, the same等。替代分为：名词性替代、动词性替代和分句替代。 ）名词性替代 (nominal substitution) I dont like this red skirt. Please show me a yellow one. He did me lots of kindness. Ill do the same for him someday. 2)2) 动词性替代动词性替代 (verbal substitution) (verbal substitution) Have you written an email to your boss?Have you written an email to your boss?Yes, I Yes, I diddid it yesterday. it yesterday.3) 3) 分句性替代分句性替代 (clausal substitution) (clausal substitution) A A：Has Mary passed the math exam? Has Mary passed the math exam? B B：Well, Well, I think soI think so. .A A：It looks like rain. It looks like rain. B B：I am afraid soI am afraid so. .3省略 (ellipsis)省略是指为了避免重复，突出主要信息，对语言结构中的某个成分省去不提。从某种程度上讲，省略结构在句法上是不完整的，但这并不意味着省略结构是不可理解的，因为受话者可以从上下文中找到被省略的成分。正是由于省略结构与被省略成分之间的这种预设关系使句子或语篇前后衔接。1) 名词性省略A: Have some soup, please.B: Sorry, there isnt any.2) 动词性省略One boy is a boy, two boys half a boy, three boys no boy一个和尚挑水吃，两个和尚抬水吃，三个和尚没水吃。 二、词汇衔接 (lexical cohesion)词汇衔接是指：语篇中的一些词在上下文中重复出现或由其他词汇替代的现象。通过词汇的重复，同义，反义，上下义，互补等关系来使语篇语义连贯。词汇复现分为四种：1原词复现，2同义词，近义词复现，3上下义词复现，4反义词复现。 1 1I dont like I dont like dogsdogs. Actually I hate . Actually I hate dogsdogs. . （原词复现）（原词复现）2 2My brother Tim is really good at My brother Tim is really good at sportssports. He . He plays plays football, basketballfootball, basketball and and baseballbaseball as well. as well. （上下义复现）（上下义复现）3 3Tom is a Tom is a smart smart boy. He always has a lot of boy. He always has a lot of cleverclever ideas about how to make money for ideas about how to make money for his class. (his class. (同义词复现）同义词复现）4 4A: On my next day off, I dont want to go for a A: On my next day off, I dont want to go for a drive. That sounds really drive. That sounds really boringboring. . B: Oh, really? I think that sounds B: Oh, really? I think that sounds funfun. . （反义词复现）（反义词复现）三、逻辑连接三、逻辑连接 (conjunction) (conjunction) 逻辑连接是指表示两个或更多句子之间的某种逻辑连接是指表示两个或更多句子之间的某种逻辑手段，并指出句子是在什么意义上互相连逻辑手段，并指出句子是在什么意义上互相连接起来的。逻辑连接可分以下接起来的。逻辑连接可分以下1010类类: :请看以下逻辑衔接的功能及其语篇标记请看以下逻辑衔接的功能及其语篇标记(discourse markers)(discourse markers)。 1列举 (enumerative)介绍事情的先后顺序或事情发生的时间顺序。first(ly), second(ly), third(ly), next , then, finally, for one thing, for another thing, eventually, in the end, to conclude2增补 (additive) and, again, then again, also, moreover, furthermore, in addition, above all, what is more, equally, similarly, likewise, in the same way3总结 (summative)so, so far, altogether, overall, then, thus, therefore, in short, to sum up, to conclude, to summarize4结果 (resultative)so, as a result, consequently, hence, therefore, thus, in consequence5解释 (explicative)namely, in other words, that is to say, better, rather, by (this) we mean6举例 (illustrative) for example, for instance7 替代 (replacive)alternatively, or again, or rather, but then, on the other hand8 对照 (antithetic)instead, then, on the contrary, by contrast, on the other hand 9 让步 (concessive)anyway, anyhow, however, nevertheless, still, though, in spite of, all the same10 原因 (causal)because, so, for, for this reason, thats why 例例1 1： I want to be a reporter for a fashion I want to be a reporter for a fashion magazine. So how am I going to do it? magazine. So how am I going to do it? FirstFirst, , Im going to find a part-time job for a year or Im going to find a part-time job for a year or two and save some money. two and save some money. ThenThen Im going Im going to be a student at an art school in Paris. And to be a student at an art school in Paris. And Im going to study French a the same time. Im going to study French a the same time. NextNext, Im going to hold art exhibitions , Im going to hold art exhibitions because I want to be rich and famous. Im because I want to be rich and famous. Im going to buy a big house with the money and going to buy a big house with the money and Im going to travel all over the world. Im going to travel all over the world. FinallyFinally, , Im going to retire somewhere quiet and Im going to retire somewhere quiet and beautiful. beautiful. 例例2 2：Etiquette is not the same in every culture or in Etiquette is not the same in every culture or in every situation.every situation. For exampleFor example, standing very close , standing very close to the person you are talking with is quite to the person you are talking with is quite common in some Asian countries. common in some Asian countries. HoweverHowever, if , if you do this in Europe, some people might feel you do this in Europe, some people might feel uncomfortable. (uncomfortable. (举例，让步和转折举例，让步和转折) )AlthoughAlthough rules of etiquette can often be rules of etiquette can often be different, some rules are the same almost different, some rules are the same almost everywhere in the world! everywhere in the world! For exampleFor example, dropping , dropping litter is almost never allowed. If you see litter is almost never allowed. If you see someone you know someone you know doingdoing thisthis, you can ask , you can ask themthem, “Would you mind picking , “Would you mind picking it it up?” up?”衔接与连贯的关系衔接是具有外在表现形式的，可以通过语法、词汇、逻辑等手段来实现，表现的是语篇的表层结构。而连贯是使一个语篇能起到交际功能的条件，是无形的，需要通过逻辑推理来达到，表现的是深层结构。语篇连贯评价的标准是语段必须有一个主题。语篇中的其他部分都是这个主题的一部分，而且是为这个主题服务的。连贯的语篇应由单一性，即不能把几层相对独立的意思拥挤在一个语段里。同时，连贯应具有完整性，即每一段要把一个相对独立的意思说完。Animals perform many useful and entertaining jobs. Dogs are particularly valuable in guiding the blind, protecting property, finding lost people, and hunting animals. Horses are used in guiding herds, carrying men in lands where there are no roads, and helping farmers work their land. Pigeons have long been used to carry messages. Wild animals from jungles, forests and seas are very popular performers in circus and moving pictures. People realize that, although animals may not have the same intelligence as human beings, they are smart enough to learn certain things. 语义完整而连贯的语篇主题句（概括陈述）: Animals perform many useful and entertaining jobs. 若干具体陈述（dogs, horses, pigeons, wild animals ) 没有使用语篇标记概括总结（前后呼应）: People realize that, although animals may not have the same intelligence as human beings, they are smart enough to learn certain things.语篇分析对阅读教学的启示1 1阅读教学应立足语义，放眼语篇，实现对课文的整体和立体化理解。1）单句中找关键词(key word/ information word)2）段落中找关键句(topic sentence)3）语篇中找主题段落(topic paragraph)2 2通过语篇教学培养学生的阅读能力。通过语篇教学培养学生的阅读能力。十大常用阅读技能：十大常用阅读技能：n nSkimming for main idea Skimming for main idea 快速阅读获取主要信息快速阅读获取主要信息n nScanning for details Scanning for details 快速阅读获取细节信息快速阅读获取细节信息n nComparing and contrasting Comparing and contrasting 进行对比与比较进行对比与比较n nIdentifying cause and effect Identifying cause and effect 判断因果关系判断因果关系n nIdentifying fact and opinionIdentifying fact and opinion分辨事实与观点分辨事实与观点n nDrawing conclusions Drawing conclusions 做概括与总结做概括与总结n nSequencing Sequencing 把握时空顺序把握时空顺序n nMaking inferences Making inferences 做判断与推理做判断与推理n nMaking predictions Making predictions 做内容预测做内容预测n nMaking guesses Making guesses 猜测生词猜测生词3 3阅读练习设计要有深度，能启发学生的思维，阅读练习设计要有深度，能启发学生的思维，培养学生的推理，判断和概括能力。培养学生的推理，判断和概括能力。除了常规的练习形式，如单项选择、判断正误、除了常规的练习形式，如单项选择、判断正误、回答问题等，我们应当加强以下几个方面的练回答问题等，我们应当加强以下几个方面的练习：习：1 1 指代关系指代关系2 2 因果关系因果关系3 3 逻辑顺序逻辑顺序4 4 时间顺序时间顺序5 5 信息匹配信息匹配 （时间与事件，行为与人物）（时间与事件，行为与人物）6 6 信息转换（阅读填写表格）信息转换（阅读填写表格） 7 判断与推理 8找出不合逻辑的句子 (discourse noise)9完形填句10 句子信息改错（代替判断句子正误）11 jigsaw reading （由句子组段落，由段落组文章, 小组活动）例例1: 1: 找出不合逻辑的句子找出不合逻辑的句子Can you find the sentence that doesnt belong to Can you find the sentence that doesnt belong to the passage?the passage?Jim and Jed are twins. Their friends cannot tell Jim and Jed are twins. Their friends cannot tell them apart. Both boys have big green eyes and them apart. Both boys have big green eyes and short red hair. Each day they dress in the same short red hair. Each day they dress in the same shirts and pants. But the boys are not the same shirts and pants. But the boys are not the same at all. It is true that boys are different in many at all. It is true that boys are different in many ways than girls. Jim likes to play sports and beat ways than girls. Jim likes to play sports and beat on his drum set. Jed likes to read books and on his drum set. Jed likes to read books and draw flowers and birds. The boys may be twins, draw flowers and birds. The boys may be twins, but they are each one of a kind. but they are each one of a kind. （语义噪音（语义噪音pragmatic noise)pragmatic noise)例例2: 2: 完形填句完形填句My name is Tina Smith and Ive just graduated from college. Im My name is Tina Smith and Ive just graduated from college. Im going to take a year off to travel before looking for a job. (1)_.going to take a year off to travel before looking for a job. (1)_. When I was in a middle school, I said to myself, “ The world is my When I was in a middle school, I said to myself, “ The world is my home. (2) _.home. (2) _.When I travel, I like to learn more about the places I visit. YouWhen I travel, I like to learn more about the places I visit. You cant do this by staying in expensive hotels or joining tour groups cant do this by staying in expensive hotels or joining tour groups (3) _and learn about their languages and foods and ways of doing(3) _and learn about their languages and foods and ways of doing things. Id really love to go to exotic Africa, South America, India and things. Id really love to go to exotic Africa, South America, India and China. (4)_, and Id probably have to work for a few years andChina. (4)_, and Id probably have to work for a few years and save enough money for the trips. save enough money for the trips.A. so I hope to stay with families in different countries A. so I hope to stay with families in different countries B. I hope to travel to many placesB. I hope to travel to many placesC. However, I know traveling around the world is expensiveC. However, I know traveling around the world is expensiveD. Id like to get to know it betterD. Id like to get to know it better 例3：判断与推理Who said this? Draw lines to connect the sentence with the correct name. 1 1“I have big green eyes.” “I have big green eyes.” JimJim2 2“ Where is my drum set?” “ Where is my drum set?” 3 3“ Dad, look at my drawing of the flower!” “ Dad, look at my drawing of the flower!” JedJed4 4“ I cannot tell Jim and Ted apart. “ I cannot tell Jim and Ted apart. Their friendTheir friend5 5“I play sports every day.”“I play sports every day.” 例4：猜测生词Most of my friends drank reeb at the party, but I didnt, because I would drive home. 例例5：分清事实和观点：分清事实和观点n nRead the article again and tell which sentence is a fact (F) and which is an opinion(O).例例6：信息转换：信息转换n nUse the information in the passage to Use the information in the passage to complete the following notes about Yuan complete the following notes about Yuan LongpingLongping . .n nName:Name:n nAge:Age:n nNationality:Nationality:n nOccupation:Occupation:n nEducation:Education:n nAchievements:Achievements:例例7：把握时空顺序：把握时空顺序n nNumber the activities according to the second diary Number the activities according to the second diary entry.entry.( ) Decided to take a train( ) Decided to take a train( ) Decided to go to Penang Hill( ) Decided to go to Penang Hill( ) It started raining( ) It started raining( ) waited over an hour( ) waited over an hour( ) Got to the top of the hill( ) Got to the top of the hill( ) Got wet and cold( ) Got wet and cold( ) wanted to walk up to the top( ) wanted to walk up to the top( )couldnt see anything below( )couldnt see anything below例例8：理解因果关系：理解因果关系n n1. They decided to take train to the top of 1. They decided to take train to the top of the hill because_.the hill because_.n n2. They waited over two hours for the train 2. They waited over two hours for the train because_.because_.n n3. They were wet and cold because 3. They were wet and cold because _._.n n4. They didnt see anything below because 4. They didnt see anything below because _._.n n5. The food tasted great because _.5. The food tasted great because _.阅读阅读&建房子建房子n n砖头词汇(vocabulary)n n预制板词块(lexical chunks)n n钢筋结构语法结构(grammar)n n水泥混泥土连接词和连接结构n n装修修辞n n家具和人语篇信息n nBuilding material house homeThank you！