黄岩中学杨谢友.pptVIP

浅谈课文标题在高中英语阅读中的运用 黄岩中学 杨谢友 一、缘起 标题本身的特点：题为文眼 课文编者的意图：必修1-5, 25篇精读16篇有“Look at the title and the pictures and predict the content.” 的预测活动，2篇读后深层理解标题，1篇重拟标题。 标题运用的现状：解读错误或不到位，蜻蜓点水 课标与考纲要求：“学生能从一般性文章中获取和处理主要信息；能理解文章主旨和作者意图。” 二、标题的特征 概括性 针对性 醒目性 三、标题在阅读教学中的运用1. 读前活动 根据标题，预测主旨与行文 利用标题，预测文章体裁 针对悬念，增强阅读动机 读前预测是很重要的阅读活动之一，预测正确与否并不重要，关键是激起学生的阅读兴趣，并形成阅读期待，如果学生能够预先知道将要阅读的内容，会很自然地将以后的阅读活动作为印证活动，这样学生在心理上就处于一种积极的阅读状态。 M1U2 Reading：The Road to Modern English 思考题： 1 Look at the title and predict what the passage will probably be about. 2 If you were the writer, how would you develop the text according to the title? M2U4 Reading :How Daisy Learned to Help Wildlife 思考题： What has happened to wildlife? Which word do you think the text will focus on?/Which do you think is the key word of the title? How did Daisy learn to help Wildlife? M4U4 Communication: No Problem? What are the problems? Who have the problems? What causes these problems? How could these problems be solved? （2）利用标题，预测文章体裁 5 W 1H 说明文：what, how 议论文：what, how, why 记叙文：who, when, where, what, how （3）针对悬念，增强阅读动机 M2U5 Reading: The Band That Wasn’t 思考题： ① The title is not complete. Can you complete it? The band that wasn’t _______________. ② Why does the writer use this title? 2. 读中活动 验证预测，调控阅读过程 围绕标题，把握文章结构 1 验证预测，调控阅读过程 “Then read it quickly and see if you were right.” The Road to Modern English Make a timeline of the development of English 3. 读后活动 质疑标题，发展批判性思维 挖掘标题，理解作者意图 品读标题，升华文章主题 （1）质疑标题，发展批判性思维  批判性思维（Critical Thinking）是我们通过主动思考、对所学的知识的真实性、精确性、过程、理论、方法、背景、论据和评价等进行个人的判断，从而对做什么和相信什么做出合理决策的思维认知过程。 周青，姚林娜，2003 M1U5 Reading: Elias’ story 思考题“ Is the passage only about Elias’ story? Whose story is also mentioned? Do you think the title is a good one? Can you suggest another title and give reasons for your suggestion? Why does the writer use “Elias’s story” as the title?　 Mandela’s storyThe story of Mandela’ s helping EliasBlack people’s storyFighting for equal rights… A