2020届二轮复习高三阅读理解教学讲座课件（共35张）

2020届二轮复习高三阅读理解教学讲座课件（共35张）

2020 届二轮复习高三阅读理解教学讲座 主要内容 一、阅读与阅读教学 二、高三阅读教学的实践和思考 2021/2/13 2 What is reading? Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge , the information suggested by the written language, and the context of the reading situation. (Anthony, Pearson, & Raphael, 1993) 2021/2/13 3 建构意义的过程要有 阅读过程 的保证 读者已有知识；文中文字信息；阅读的情境 进行 能动的交互 I’d been travelling for long hours on a lonely country road when I had a flat tyre. Nightfall was approaching. Then, without ____, it began to rain. The rain stopped and Jeff and I changed the tyre. * 4 建构意义的过程要有 阅读过程 的保证 读者已有知识；文中文字信息；阅读的情境 进行 能动的交互 PISA-- 关于阅读素养 阅读过程 Process of Reading 阅读内容 Content of Reading 阅读情境 Context of Reading 由三 个维度构成 读者 文本 应用 2021/2/13 5 阅读过程 - 阅读理解的五个层次 理解事实性信息 Retrieving information 理解整体意义 Broad understanding 发展诠释能力 Developing an interpretation 反思与评价所读内容 - 理解深层含义 Reflecting on content 反思与评价文体与特征 Reflecting on form 2021/2/13 6 理解事实性信息 Retrieving information Finding a particular fact to support or refute a claim someone has made To do so, readers must scan, search for, locate and select relevant information Such tasks often involve information at the sentence level or a few sentences in different paragraphs. The information is based on the text itself and on explicit information included in the text. It may also involve discriminating between two similar pieces of information 2021/2/13 7 理解整体意义 Broad understanding Identifying the main topic or message Identifying the general purpose or use of the text Select or create a title for the text Explain the order of instructions Identify the main dimensions of a graph or a table Describe the main character and setting of a story Identify a theme or message of a literary text Explain the purpose or use of a map of figure Distinguish the main idea and the minor details Recognize the summary of the theme in a sentence or title The reader must consider the text as a whole or in a broad perspective. 2021/2/13 8 发展诠释能力 Developing an interpretation Require logical understanding ( process the organization of information) Demonstrate understanding of cohesion with or without discourse markers (e.g. first, second, etc. or cause and effect ) Comparing and contrast information, drawing inferences and identifying and listing supporting evidence Make inference about the author’s intention and to identify the evidence used to infer that intention Extend initial impressions to a more specific or complete understanding 2021/2/13 9 反思与评价所读内容 Reflecting on and evaluating the content of a text Assess the claims made in the text against their own knowledge of the world and articulate and defend their own points of view. This is based on their understanding of what is said and intended in a text and they test that mental representation against what they know and believe on the basis of their prior information or information found from other texts. Call on supporting evidence from within the text and contrast that with other sources of information, using both general and specific knowledge as well as the ability to reason abstractly. connect information in a text to knowledge from other sources 2021/2/13 10 Other tasks may include: Providing evidence or arguments from outside the text or one’s own knowledge; Assessing the relevance of particular pieces of information or evidence, or drawing comparisons with moral or aesthetic rules or standards. Offer or identify alternative pieces of information that might strengthen an author’s augment, or to evaluate the sufficiency of the evidence or information provided in the text. 反思与评价所读内容 Reflecting on and evaluating the content of a text connect information in a text to knowledge from other sources 2021/2/13 11 反思与评价文体与特征 Reflecting on form Consider the text objectively and evaluate its quality and appropriateness. Knowledge such as text structure, genre and register play an important role in these tasks. Evaluating how successful an author is in portraying some characteristic or persuading a reader depends not only on substantive knowledge but also on the ability to detect slight differences in meaning in the use of language–e.g. understanding when the choice of an adjective might color interpretation. Determining the utility of a particular text for a specific purpose and evaluate an author’s use of particular textual features on accomplishing a particular goal. To describe or comment on the author’s use of style To identify the author’s purpose and attitude. 2021/2/13 12 阅读过程 - 阅读理解的五个层次 理解事实性信息 Retrieving information 理解整体意义 Broad understanding 发展诠释能力 Developing an interpretation 反思与评价所读内容 - 理解深层含义 Reflecting on content 反思与评价文体与特征 Reflecting on form 2021/2/13 13 阅读 1- 周亚 关于阅读素养 阅读过程 Process of Reading 阅读内容 Content of Reading 阅读情境 Context of Reading 由三 个维度构成 读者 文本 应用 2021/2/13 14 记叙文重点关注： - 事件发生的顺序、前因后果 - 人物内心世界、情感态度 议论文 / 论说文重点关注： - 总论点（观点）、分论点 - 论证过程和方法 - 不同观点 说明文重点关注： - 说明的事物之特征 - 说明方法的特点 2021/2/13 15 河北高考阅读 2021/2/13 16 Honey( 蜂蜜 ) from the African forest is not only a kind of natural sugar, it is also delicious. Most people, and many animals, like eating it. However, the only way for them to get that honey is to find a wild bees' nest( 巢 ) and take the honey from it. Often, these nests are high up in trees, and it is difficult to find them. In parts of Africa, though, people and animals unexpected helper---a little bird called a honey guide. The honey guide does not actually like honey, but it does like the wax in the beehives ( 蜂房 ). The little bird cannot reach this wax, which is deep inside the bees' nest. So, when it finds a suitable nest, it looks for someone to help it. The honey guide gives a loud cry that attracts the attention of both passing animals and people. Once it has their attention, it flies through the forest, waiting from time to time for the curious animal or person as it leads them to the nest. When they finally arrive at the nest, the follower reaches in to get at the delicious honey as the bird patiently waits and watches. Some of the honey, and the wax, always falls to the ground, and this is when the honey guide takes its share. Scientists do not know why the honey guide likes eating the wax, but it is very determined in its efforts to get it. The birds seem to be able to smell wax from a long distance away. They will quickly arrive whenever a beekeeper is taking honey from his beehives, and will even enter churches when beeswax candles are being lit. 说明文重点关注： - 说明的事物之特征 - 说明方法的特点 2021/2/13 17 60. Why is it difficult to find a wild bees' nest? A. It's small in size. B. It's hidden in trees. C. It's covered with wax. D. It's hard to recognize. 61. What do the words "the follower" in Paragraph 2 refer to? A. A bee. B. A bird. C. A honey seeker. D. A beekeeper. 62. The honey guide is special in the way _____. A. it gets its food B. it goes to church C. it sings in the forest D. it reaches into bees' nests 63. What can be the best title for the text? A. Wild Bees B. Wax and Honey C. Beekeeping in Africa D. Honey-Lover's Helper 2021/2/13 18 About twenty of us had been fortunate enough to receive invitations to a film-studio( 影棚 )to take part in a crowd-scene. Although our "act" would last only for a short time, we could see quite a number of interesting things. We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path. Very soon, bright lights were turned on and the big movie-camera was wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in "snow". Two more fans were turned on, and a "strong wind" blew through the trees. The picture looked so real that it made us feel cold. The next scene was a complete contrast ( 对比 ). The way it was filmed was quite unusual. Pictures in front taken on an island in the Pacific were shown on a glass screen ( 幕 ). An actor and actress stood of the scene so that they looked trick like this, palm trees, sandy beaches, as if they were at the water's edge on an island. By a simple and blue, clear skies had been brought into the studio! Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three minutes in our lives we would be experiencing the excitement of being film "stars"! 记叙文重点关注： - 事件发生的顺序、前因后果 - 人物内心世界、情感态度 2021/2/13 19 64. Who is the author? A. A cameraman. B. .A film director. C. A crowd-scene actor. D. A workman for scene setting. 65. What made the author feel cold? A. The heavy snowfall. B. The man-made scene. C. The low temperature. D. The film being shown. 66. What would happen in the "three minutes" mentioned in the last paragraph? A. A new scene would be filmed. B. More stars would act in the film. C. The author would leave the studio. D. The next scene would be prepared. 2021/2/13 20 68.The author explains the law of overleaming by_________. A. presenting research findings B. selling down general rules C. making a comparison D. using examples 71. What is the author's opinion on cramming? A. It leads to failure in college exams. B. It's helpful only in a limited way. C. It's possible to result in poor memory. D. It increases students' learning interest. 议论文 / 论说文重点关注： - 总论点（观点）、分论点 - 论证过程和方法 - 不同观点 阅读教学 记叙文重点关注： - 事件发生的顺序、前因后果 - 人物内心世界、情感态度 议论文 / 论说文重点关注： - 总论点（观点）、分论点 - 论证过程和方法 - 不同观点 说明文重点关注： - 说明的事物之特征 - 说明方法的特点 2021/2/13 21 河北高考阅读 PISA 国际测评项目带给我们的启示 以培养阅读素养为目标的教学将超越对一般阅读能力的培养，使阅读不是仅仅停留在对文本表面文字的理解，而是 强调读者为了不同的目的而阅读 ，强调他们 对文字信息的理解、使用和反思 ，强调读者 通过积极主动的思考和与文本的互动来获取信息 ，不论是为个人还是为公众事业，为学习还是为工作，他们为自己成为积极的公民和终身学习者而进行阅读。 2021/2/13 22 2021/2/13 23 About twenty of us had been fortunate enough to receive invitations to a film-studio( 影棚 )to take part in a crowd-scene. Although our "act" would last only for a short time, we could see quite a number of interesting things. We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path. Very soon, bright lights were turned on and the big movie-camera was wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in "snow". Two more fans were turned on, and a "strong wind" blew through the trees. The picture looked so real that it made us feel cold. The next scene was a complete contrast ( 对比 ). The way it was filmed was quite unusual. Pictures in front taken on an island in the Pacific were shown on a glass screen ( 幕 ). An actor and actress stood of the scene so that they looked trick like this, palm trees, sandy beaches, as if they were at the water's edge on an island. By a simple and blue, clear skies had been brought into the studio! Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three minutes in our lives we would be experiencing the excitement of being film "stars"! 2021/2/13 24 About twenty of us had been fortunate enough to receive invitations to a film-studio( 影棚 )to take part in a crowd-scene . Although our “act” would last only for a short time, we could see quite a number of interesting things. （ What interesting things are you expecting? ） We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path. Very soon, bright lights were turned on and the big movie-camera was wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in “snow”. Two more fans were turned on, and a “strong wind” blew through the trees. The picture looked so real that it made us feel cold. ( What did they see? How were they feeling? Do you feel cold too in such scene?) 2021/2/13 25 The next scene was a complete contrast ( 对比 ). (Imagine what will happen.) The way it was filmed was quite unusual. Pictures in front taken on an island in the Pacific were shown on a glass screen ( 幕 ). An actor and actress stood of the scene so that they looked trick like this, palm trees, sandy beaches, as if they were at the water's edge on an island. By a simple and blue, clear skies had been brought into the studio! (What is like in the second scene? Do you think it’s really a complete contrast?) Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three minutes in our lives we would be experiencing the excitement of being film "stars"! (What will happen next?) 强调他们 对文字信息的理解、使用和反思 ，强调读者 通过积极主动的思考和与文本的互动来获取信息 主要内容 一、阅读与阅读教学 二、高三阅读教学的实践和思考 2021/2/13 26 高三阅读教学的实践和思考 阅读理解 有没有更好的方法培养学生的阅读能力？ 信息还原考查什么能力 ？ 用什么方式培养学生的能力？ 如何真正培养学生的阅读理解能力？ 2021/2/13 27 高三阅读教学的实践和思考 词汇的复习 （徐晓燕） 词汇的分类整理 — 话题 词汇的检测 2021/2/13 28 词汇（话题） Travel and transportation （准备） book a hotel; pack a suitcase; pack up my things in the suitcase; carry your luggage; bring a compass; get a visa; choose the travel routes; apply for the passport; register at a hotel; decide the tourist destination; queue for hours to buy a ticket; （去旅行） travel by ferry; leave for Paris; set off straight away; go on a long hike; pay her hometown a visit; get around the city by taxi; （景观） scenic spots; a sea view; be surrounded by mountains; enjoy an amazing view; I was hooked on the beauty of the nature. （旅行中出现的问题） lose my luggage; postpone our visit to the Great Wall; We made our way to the rock. 阅读材料 2 29 语块 （语感，词汇的意义和运用） 话题（使用场合） 高三阅读教学的实践和思考 This year I decided to do something to regain my good name as a kindly uncle. My 36 Tony, had never forgiven me for the dictionary I had bought him as a birthday present last year. His 37 had no reason to be thankful to me either, because the year before, I had 38 their dear son with a pot of paste( 浆糊 ) and some funny pictures. Instead of 39 them into a book, Tony had naturally covered every wall in the house with them. This year, 40 , I decided to let him 41 for himself. 有效运用可读性信息 高三阅读教学的实践和思考 2021/2/13 32 Learning by doing 词汇（杨立宪） 词汇（郑颖） 段落结构 She can be really stubborn. Although she didn’t know the best way … she insisted that … She gave me a determined look – the kind that said she would not change her mind…. Once she has made up her mind, nothing can change it. Finally, I had to give in. 2. Underline the words that may show you the meaning of “stubborn”. 1. Find the sentence with the word “stubborn”. Learning by doing New words Learning by doing Strategy Learning by doing Strategy A strategy is a general plan or set of plans intended to achieve something, especially over a long period.