学生英语阅读能力的发展 《义务教育、普通高中英语课程标准》
高中课程改革背景与思考
新课程带来教育文化（学校文化）的改变
l 国际背景：各国共同关注六个方面：
1. 公民责任
2. 个性发展和生存能力
3. 创造力、批判思维能力
4. 合作与团队精神
5. 信息素养
6. 国际视野
建立具有中国特色的基础教育课程体系
l 基础教育课程改革目标：
1 改变课程过于重视知识传授的影响，强调形成积极主动的学习态度，使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。
2 改变课程结构过于强调学科本位、门类过多和缺乏整合的现状，使课程结构具有均衡性、综合性和选择性。
课改目标（二）
3 改变课程内容繁、难、偏、旧和偏重书本知识的现状，加强课程内容与学生生活以及现代社会科技发展的联系，关注学生的学习兴趣和经验，精选终身学习必备的基础知识和技能。
4 改变课程实施过于强调接受学习、死记硬背、机械训练的现状，倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力，以及交流与合作的能力。
5 改变课程评价过分强调评价的甄别与选拔的功能，发挥评价促进学生发展、教师提高和改进教学实践的功能。
6 改变课程管理过于集中的状况，实行国家、地方、学校三级课程管理，增强课程对地方、学校及学生的适应性。
与时俱进的外语教学思想
l 改革和传承的关系，成绩与问题（历史、辨证地看待外语教学的发展与现状）
l 母语、二语和外语教育
l 外语学习的人文性和工具性
l 语言能力与知识的辨证关系
l 外语教育是系统工程（政策设计、管理体制、教学实施、评价改革互相匹配）
l 改革是渐进的过程，“课程标准”要时间和实践的检验；
National English Curriculum
for Basic Education
Some key concepts（主要理念）:
1. Learner’s development ( 人的全面发展)
– the three stages of language teaching development:
- structural (behaviorism)
- functional and notional (social-linguistics)
- humanistic (philosophy and psychology)
多元智能开发1Linguistic 语言智能
2Logical-mathematical 逻辑数理
3Musical 音乐感觉
4Spatial 空间关系
5Kinesthetic 运动感觉
6Interpersonal 人际关系
7Intrapersonal 自我控制
3 Learner-centered Language Learning（以学习者为中心的语言学习） What’s the purpose of language learning?
(语言体系与语用功能）
roles of language
roles of the learner
roles of the teacher: facilitator, guide, helper...
roles of the textbook and other resources
Roles of the learner
l Motivated learner(内在动力的学习者）
l efficient doer（有效率的做事者）
l active thinker（积极的思索者）
l proficient communicator（高水平的交际者）
4 sustainable development（可持续发展）
learning for the test or learning to develop language ability
5 integrative learning（综合与融合）
integration of skills, of knowledge, of subjects
6 co-operation &interaction（合作与交互）
7 assessment and evaluation（评估与评价） 综合语言应用能力的构成
l 综合语言应用能力的五条构成因素：
– language knowledge and communicative functions（语言知识与功能）
– language skills（语言技能）
– learning strategies(learning how to learn学习策略)
– cultural awareness（文化意识）
– positive attitude to learning（情感）
高中阶段英语课程的任务
l 使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的基础上，注重提高学生用英语获取信息、处理信息，分析问题和解决问题的能力，特别注重提高他们用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。
基本理念
（一）重视共同基础，构建发展平台
高中英语课程要面向全体学生，培养21世纪公民所必须的基本英语素养，注重提高学生用英语获取信息、处理信息，分析问题和解决问题的能力，注重提高学生的英语思维及表达能力；发展用英语进行跨学科学习的能力；为每一个学生的可持续发展奠定基础。
二）提供多样选择，适应个性需求 课程的多样化是实现课程选择性的基础，而课程的选择性是学生个性与潜能发展的前提。高中英语课程要关注社会的需求，也要关心不同学生的不同需求，在共同必修课程的基础上，通过课程的多样化，为每个学生提供自主选择和自我发展的机会，使他们学会选择，在选择中提高规划人生和自主发展的能力并确立自己的发展方向。（三）优化学习方式，提高自主能力
l 高中英语课程要优化学生的英语学习方式，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力;要帮助学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性化的学习方法和风格。
（四）关注学生情感，提高人文素养
l 高中英语课程要关注学生的情感。要使他们在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和与人合作的能力，增进跨文化理解和跨文化交际能力，树立正确的世界观、人生观和价值观，培养他们高度的社会责任感，全面提高他们的人文素养。
（五）完善评价体系，促进学生发展
l 高中英语课程要努力完善旨在促进学生全面发展的多元化评价体系。评价要有利于学生的发展，对学生的学习起到促进作用。要采用形成性评价和终结性评价相结合的方式，着眼于学生综合语言运用能力以及在学习过程中情感态度及价值观的发展变化。要帮助学生调整自己的学习目标和策略、增强他们学好英语的信心，不断进取，达到自己的预定的目标。
设计思路
n 采用国际通用的分级方式，将基础教育英语课程目标按照能力水平分为九个级别。
n 第二、五、七级为关键级，分别为小学、初中和高中毕业的基本要求。
n 第三、四、六级为三个关键级别之间的过渡级，其目的是指导各层次的教学，同时又为课程的灵活性和开放提供了依据。
n 第八、九级为较高要求，供有潜力或有特殊需要的学生选择学习。
九级目标体系示意图
高中英语课程结构
l 高中英语课程分为必修课程和选修课程两大类。必修课程的设计以义务教育阶段的五级为基础，通过理解与表达等综合性英语活动学习，使学生逐步达到七级目标要求，形成英语的共同基础。高中英语必修课程共10个学分，学生修满10个必修学分即达到英语学科的合格毕业要求。
l 必修课程按模块1-5顺序开设，每个模块需用10个教学周完成，10个教学周为一个教学段，两个教学段为一个学期。学习成绩优秀的学生可以申请免修部分或全部的必修学分，但要经过正式的考核，考核合格才可以免修。学生在完成必修学分的同时或之后，可以自主选修高中阶段的其它选修课程。
英语选修课
l 英语选修课程分为顺序选修课程（1）和任意选修课程（2）两大类。顺序选修课程是在英语七级水平的基础上，为学生提供达到八级和九级的课程。顺序选修课程共有六个模块，学生按顺序选修。任意选修课允许学生在高中阶段任意选择，没有顺序要求。任意选修课有三个系列，即语言知识与技能类、应用类和欣赏类。
高中学生英语能力发展重点
l 根据高中学生认知发展水平和交际需求，高中英语教学特别注重从三个方面培养和发展学生的语用能力：
– 人际交往中得体的使用英语
– 用英语获取和处理信息
– 用英语思维
七级综合语言能力指标
l 有明确和持续的学习动机及自主学习意识。能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议。能读懂供高中学生阅读的英文原著简写本及英语报刊。具有初步的实用写作能力，如事务通知、邀请信等。能在教师的指导下，主动参与计划、组织和实施语言实践活动。能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理地表达。理解交际中的文化差异，初步形成跨文化交际意识。
八级综合语言能力指标
l 能就熟悉的话题与讲英语的人士进行比较自然的交流。能就口头或书面材料的内容发表评价性见解。能写出连贯且结构完整的短文。能自主策划、组织和实施各种语言实践活动，如商讨和制定计划、报告实验和调查结果。能有效利用网络等多种教育资源获取和处理信息，并根据需要对所获得的信息进行整理、归纳、分析。了解交际中的文化内涵和背景，对异国文化采取尊重和包容的态度。
九级综合语言能力指标
l 能独立、自主地规划并实施学习任务。能听懂有关熟悉话题的演讲、讨论、辩论和报告的主要内容。能就国内外普遍关心的问题如环保、人口、和平与发展等用英语进行交谈，表明自己的态度和观点。能做日常生活的口头翻译。能利用各种机会用英语进行真实交际。能借助字典阅读题材较为广泛的科普文章和文学作品。能用常见应用文体完成一般的写作任务，并具有初步使用文献的能力。能自主开拓学习渠道，丰富学习资源。关注时事，具有较强的世界意识。
七级阅读
1．能从一般性文章中获取和处理主要信息；
2．能理解文章主旨、作者意图；
3．能通过上下文克服生词困难，理解语篇意 义；
4．能够通过文章中的线索，进行推理；
5．能根据需要从网络等资源中获取信息；
6．能阅读适合高中生的英语报刊、杂志；
7．除教材外，课外阅读量，应累计达到250000词以上。
Reading abilities
l People read with purpose(s)---Meaningful reading:
Reading for information (information retrieval & processing)
Reading for living (immediate needs, job oriented)（工具性阅读）
Reading for pleasure & appreciation (cultivation)（人文性阅读）
Reading for self-improvement (sustainable development)
Reading as self-controlled
decoding activity
l For decoding, we need to:
---Develop a different way or approach of thinking & logical reasoning
---understand Culture behind language
---develop Reading strategies
Quality and quantity
READING NOT FOR THE LANGUAGE, BUT BEYOND THE LANGUAGE
Reading skills
l Extract main ideas
l Reading for specific information
l Understanding text organisation
l Predicting
l Inferring
Reading skills
l Dealing with unfamiliar words
l Understanding complex sentences
l Understanding writer’s style
l Evaluating the text
l Reacting to the text
标准与教学资源
l 标准对教学资源开发和选用的指导与限定作用
l 教材多样化和教学资源（广义上的教材）的极大丰富是发展趋势
l 教材的动态变化(不断改编)应是常态，
（传统教材的固化形式不适应信息时代的教育 需求）
l 教师要发展对教学资源的选择,处理和整合及开发的能力(TREATMENT) ;
How to choose teaching materials
l Students needs analysis(suitable)
l Basic TEFL concepts & principles (as reflected in design of the textbook：content-based，inter-disciplinary，eclectic approach)
l availability of textbook & other resources
l teachable or operational ?(easy to use)
l Test & assessment considerations
l other considerations (social, political and economical)
ACTIVE Skills for Reading, 1-4
l NEW! 2002
l From Neil J. Anderson
l ACTIVE methodology
l Students increase their reading skills, vocabulary, and reading fluency.
ACTIVE Reading
A: Activate Prior Knowledge
l Ask questions
l Look at photographs
l Make predictions
l Look for important words
A Reading Exercise
The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient, depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step. It is important to do things in sequence, and not to overdo them. That is, it is better to do a few things at once than too many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first the procedure will seem complicated. Soon, however, it will become another facet of life. After the procedure is completed, one arranges the materials into different groups again. Then they can be put in their appropriate places. Eventually they will be used once more, and the cycle will have to be repeated.
Check with the questions
Vocabulary. The following words all appear in the reading passage. What are their antonyms?
different 2) expensive 3) complicated 4) appropriate
Comprehension. Answer the three questions below.
Is the procedure difficult?
Why is it better to do only a few things at once?
What happens after the procedure is completed?
What do you think is the best title for the passage?
A Reading Exercise - Feedback
Did the reading exercise work well? Why? Why not?
l There was no attempt to activate background knowledge
l There was no reason for reading
l Context was lacking, and the topic was uninteresting anyway
l The vocabulary exercises tested existing knowledge without reference to the topic (you may have known the answers, but you couldn’t have used context to figure them out)
l The comprehension questions:
– either could be done without understanding the passage (i.e. they were meaningless)
– or couldn’t be done at all because there wasn’t enough supporting context
Activating Background Knowledge
Quotations from David Nunan, Second Language Teaching and Learning (1999)
Schema Theory…
“suggests) that our knowledge and expectations about the world will strongly affect our ability to understand new information by providing a framework within which that new information might fit.”
“It seems clear… that for lower proficiency students at least, pre-reading tasks designed to help them apply what they already know about a subject can help significantly in reading comprehension.”
Pre-reading instruction
Five important purposes:
l Helps students access background information that can facilitate subsequent reading
l Provides specific information needed for successful comprehension
l Stimulates student interest
l Sets up student expectations
l Models strategies that students can later use on their own.
From William Grabe and Fredericka L. Stoller, Reading for Academic Purposes, in Teaching English as a Second or Foreign Language 3rd Edition, edited by Marianne Celce-Murcia (2001)
Inferring and Predicting
l Read the first sentence of this story, and then answer the questions.
When Mary heard the ice-cream van coming down the street, she ran into her room, locked the door and hid her piggy bank.
1. How old do you think Mary is ?
2. Why did she lock the door ?
3. What do you think happened next ?
C: Cultivate Vocabulary
l Guess meaning from context
l Analysis of word structure
l Practice words
l Use the dictionary
Vocabulary Development in Reading
“Vocabulary is the fuel that ignites the fire of reading and comprehending what one reads (William Grabe)”
“Many second language readers cite ‘lack of adequate vocabulary…as one of the obstacles to text comprehension’ (Levine and Reeves, 1990, p. 37).”
“Readers cannot develop all their vocabulary skills overnight. The vocabulary workouts need to be part of an overall reading improvement program.”
From Neil Anderson, Exploring Second Language Reading (1999)
Integrating Vocabulary Instruction
Carefully control the vocabulary presented in written texts.
Discuss unfamiliar vocabulary as it naturally comes up.
Teach vocabulary in conjunction with other language activities, e.g.:
– provide essential vocabulary before a reading passage
– engage in vocabulary exercises after a reading passage, e.g.:
l guessing from context
l reinforcement exercises in fresh contexts
Using Context to Guess Vocabulary
It was break time. The children were bleebing all over the playground.
Look at the unknown word and decide its part of speech.
Look at the clause or sentence, and figure out its relationships with the other words around it.
Look at the relationship between the clause or sentence and other clauses or sentences around it.
Use knowledge from 1-3 to guess the meaning of the word.
Check that your guess is correct:
a) Is the part of speech of your guess the same as that of the word?
b) Replace the word with your guess – does the sentence make sense?
c) Use your dictionary to check.
Guessing the vocabulary from context
A country girl was walking along the snerd with a roggle of milk on her head. She began saying to herself, “The money for which I will sell this milk will make me enough money to increase my trund of eggs to three hundred. These eggs will produce the same number of chickens, and I will be able to sell the chickens for a large wunk of money. Before long, I will have enough money to live a rich and fallentious life. All the young men will want to marry me. But I will refuse them all with a ribble of the head - like this…..”
And as she ribbled her head, the roggle fell to the ground and all the milk ran in a white stream along the snerd, carrying her plans with it.
Guessing the vocabulary from context
based on Teach English by Adrian Doff
A country girl was walking along the road with a can of milk on her head. She began saying to herself, “The money for which I will sell this milk will make me enough money to increase my stock of eggs to three hundred. These eggs will produce the same number of chickens, and I will be able to sell the chickens for a large sum of money. Before long, I will have enough money to live a rich and luxurious life. All the young men will want to marry me. But I will refuse them all with a shake of the head - like this…..”
And as she shook her head, the can fell to the ground and all the milk ran in a white stream along the road, carrying her plans with it.
T: Teach for Comprehension
l Question the author
l Create graphic organizers and timelines
l Summarize the passage
l Distinguishing among main ideas, supporting ideas, details
Teaching Comprehension: the Construction of Meaning
“Meaning is reached when the reader integrates personal background knowledge, purpose for reading, reading strategies, and the text to get meaning. Teachers facilitate the process by teaching learners how to do this.” Neil Anderson, Exploring Second Language Reading (1999)
“…reading comprehension is most likely to occur when students are reading what they want to read, or at least what they see some good reason to read” D. E. Eskey
How do we give students reasons to read?
Stimulate interest through pre-reading activities
Ensure texts are interesting
Set clear tasks designed to develop specific reading skills
I: Increase Reading Fluency
l Read in chunks
l Repeat the reading
l Keep time
l A balance btw helping students improve reading rate and reading comprehension
V: Verify Reading Strategies
l Identify the strategy
l Practice the strategy
----teaching readers how to use strategies should be a prime consideration in the reading classroom
Five points for strategy training
l Explain and discuss with students what are str;
l Teacher modeling strategic reading behavior;
l Ss think aloud while practicing targeted str;
l Classroom discussion;
l Sustained content area for the course to enable students focus on str practice and development
E: Evaluate Progress
l Use self-checklists
l Keep a reading log
l Record reading rate
l Create a rate and comprehension graph
Ways of evaluation-a multi angle view of reading progress
l Reading progress records
l Discussion with students
l Quantitative assessment (placement test, in –class reading quizzes, exams)
l Qualitative assessment (assessment on Ss responses to strategy awareness, observation,
l S’s self-reflection
ACTIVE Skills for Reading
Unit Walkthrough
Book 2, Unit 1:
Eat Chocolate - It Might Be Good for You!
l Sixteen thematically-organized units per book
l Ten pages per unit
l Two chapters per unit
l 60-90 minutes worth of material per chapter
Some unit titles for B1
l Food and health
l Where does it come from
l Money and budgets
l Looking into the future
l Education and learning
l Technology
l Sports and games
l Wonders of the world
l Growing older
l Sleep and dreams
ACTIVE Skills for Reading
Pre-reading
Getting Ready
To activate learners’ background knowledge of its theme, each unit opens with a visual prompt
and simple discussion questions
ACTIVE Skills for Reading
Pre-reading
Before You Read
l activates students’ prior knowledge of the reading topic
l introduces new vocabulary before the reading
ACTIVE Skills for Reading
Pre-reading
Reading Skill box
presents different reading strategies, which are practiced during the reading stage, to enable learners to read more fluently and effectively
ACTIVE Skills for Reading
While-reading
l All reading passages
include line numbers
and footnote markers for convenience.
l Footnotes contain references to geographical locations, specific vocabulary items, pronunciation, and more.
ACTIVE Skills for Reading
Post-reading
Reading Comprehension
A series of questions, using a variety of task types, checks learners’ awareness of comprehension.
Vocabulary Comprehension
A two-part section ensures that learners cultivate a rich, high-frequency vocabulary through focused practice exercises.
ACTIVE Skills for Reading
Post-reading
Vocabulary Skill box
Provides explicit instruction on strategies that enable learners to learn, comprehend, and use new vocabulary
Think About It
Four discussion questions allow learners to share ideas, opinions, and personal experiences about the reading topic with classmates.
ACTIVE Skills for Reading
Chapter 2
Chapter 2 follows the same basic format as Chapter 1.
The second reading encourages learners to look at the unit theme from a different perspective.
ACTIVE Skills for Reading
End of Unit
What Do You Think?
End-of-unit discussion questions allow learners to share opinions and ideas the unit topic from their point of view.
Real-Life Skill
Uses authentic contexts to develop learners’ knowledge of how to read different text types more effectively and provide practice
ACTIVE Skills for Reading
Appendices
l Reading Fluency Chart
Learners record and evaluate their performance in improving reading fluency
l Reading Comprehension Chart
Learners record their results from the Reading Comprehension sections, allowing ongoing evaluation of progress
l Vocabulary Index
l Skills Glossary
ACTIVE Skills for Reading
Components and Availability
Text
Teacher’s
Manual
Audio CD
Audio Tape
Book 1 - Sept.13, 2002
Book 2 - Feb. 15, 2002 (KDC)
Book 3 - May 17, 2002
Book 4 - August 16, 2002