加强阅读素养的培养
存在：教学过程过于强调阅读技能和阅读策略的训练，忽略了阅读的本质和意义，对学生的思维培养也关注不够。
表现:重复练习某些策略，侧重表层信息点提取，缺乏对思维的关注-skimming, scanning
关注策略点训练，忽略了阅读教学的目的和意义。
1. 乐于阅读，基本养成兴趣和良好点习惯
2. 掌握概括大意、理解词义、预测故事情节
3. 基本掌握常用策略，初步形成语感
课例：It's a wonderful town
The city that never sleeps
1. Read and choose the main idea
策略总结：如何选大意+段落大意
阅读简答点基本策略
推断词汇点策略
推断作者意图的策略
1. 什么是阅读素养
Reading literacy is:
The ability to understand, use and reflect on written texts in order to achieve one's goals, to develop one's knowledge and potential and to participate effectively in society.
2. 评价素养的五个标准
retrieving infor. (理解事实性信息）
forming a broad general understanding(理解整体意义）
developing an interpretation(发展诠释能力）
reflecting on and evaluating the content of a text(反思与评价所读内容——理解深层含义
reflecting on and evaluating the form of a text (反思与评价文体与特征）
阅读素养点关注点
不同层次学生思维能力的培养——问题的设计
问题点类型：语言结构分类：一般疑问句。。。
回答特点：开放性，封闭性
理解层面：事实性，推动性
思维层次：高，低
思维程度：知识，理解，应用，分析，综合，评价
案例：初一M8U2
共8个问题
四个水平：识别，分析,评价，应用
1. What sport doesn't Daming's mother like?
2. where does Tony'e sister like going?
3. when does Lingling's father watch the football on TV?
--4. Does Daming's uncle like to read magazines about football? Why?
5. Does Lingling's father like a football ticket? Why?
6. Do Betty's
--7. who do yo think likes sports? Why?(评价）
8. what presents would you like to send to Lingling's father?（应用）
培养学生批判性阅读点能力：DRTA
read and complete the table(理解事实信息的能力）通过追问：培养
items-shining points
问题：what are the spirits of the Aborigines?(对表格中的信息进行追问）诠释信息
In your opinion, where does Tony probably come from? Why
