Learning about Language教学设计(第二课时)

高三一轮复习课

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阅读理解“七选五”解题技巧

广州市第六中学

严恺欣

1.教学对象及学情分析

高三（5）班是理科普通班，成绩处于普通班中下游，总体基础相对较薄弱，但对英语学习有热情。

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知识储备：经过高一、高二的学习，对代词、句子间逻辑关系等语篇知识有一定了解，知道词语重现、复现等概念，但没有经过系统梳理。

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能力水平：具备略读、归纳大意等基本的阅读技能。但语篇知识仅停留在辨认的层次，难以熟练运用在阅读理解解题当中。

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学习兴趣：相对以往广东卷的“信息匹配”，学生在高三接触新题型“七选五”明显感到更困难，得分率比以前低，有提高成绩的学习动机。

2. 教学内容分析

这是一节阅读微技能训练课。本节课文本内容选编自教材选修九第一单元，根据教学需要把文本分成三部分内容。第一部分为课文前两段，共六句话，是关于Ashrita Furman的基本介绍。第二部分关于Furman参加的运动项目与成长经历，经过个别删减与改动，编成“七选五”的形式让学生补全文章。第三部分利用第二部分补全后，为其添加适合的副标题。总的来说，文本话题贴近学生背景知识，语言难度符合高三学生水平，设置的题目形式接近全国卷高考的“七选五”形式。

本节课关于语篇知识的理论基础来自Halliday & Hasan（1976）及章振邦先生（1983）对语篇衔接手段与连贯的观点。Halliday & Hasan认为衔接包括语法衔接和词汇衔接：语法衔接包括照应（reference）、省略（ellipsis）与替代（substitution）、连接（conjunction）。照应包括代词（如he, she, it, him等）、指示代词（如this, that, these, those）、冠词the以及其他如such a等词；词汇衔接指词语的重现与同现。章振邦先生认为，句际关系包括平列、顺序、层递、转折、总分、解释、因果。结合本人对全国卷I近三年考题分析与学生的理解水平，本节课选取以上理论，重点讲解语法衔接中的照应、词汇衔接，并把衔接中的连接（conjunction）与连贯一起合并归为句间逻辑关系讲解。

3. 教学目标

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知识目标：①了解关于Ashrita Furman的经历；②知道句间存在语法、词汇或意义上的联系；③知道并能在文中识别代词与指示代词所指代的词句，说出句子间的逻辑关系，指认出近义词、上下义词以及同一个语义场的词组。

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技能目标：能够综合运用三种语篇知识，补全文章，并说出根据。

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情感目标：①学习Ashrita Furman挑战自我的精神；②增强对“七选五”做题的信心。

4. 教学设计与实施的详细流程

教学步骤

教师活动

学生活动

目的

时间

Play a video of Ashrita Enjoy the video. 1. Arouse students’ before 1. Warm up Furman and the events he interest. class took part in. 2. Have a general idea of what to read. 1. Give students 6 sentences 1. Put the sentences into Help students 6 min (in separate pieces) about correct order by working discover the fact that 2. Discovering Ashrita Furman. in pairs. there exist some 2. Ask students their reasons 2. Tell the reason of their connections between of their order.

order. sentences. 1. Ask students to complete 1. Complete 9 gaps in Guide the students to 20 the paragraphs about further paragraphs summarize three min information on Furman.

independently.

kinds of connections

within sentences and 2. Divide the class into 3 2. Work in groups and the sub skills of groups and each finds out take responsibility for completing the what kind of words connects each three gaps. Check passage. sentences. the answers and discuss

why. 3. After students’ reports,

give one example to 3. Elect a group leader to illustrate how to integrate the report their answers and three sub skills when findings to the class. completing the passage. 3. Observe and

Summarizing 1. Ask students to match the 1. Choose the three Guide the students to 14 given paragraphs (which is suitable subtitles from summarize the min the complete version read six ones for the connections beyond before) with appropriate sub paragraphs.

paragraphs. titles.

2. Give reasons of their 2. Ask students their reasons choice.

and provide further explanation.

3. Ask students to have a brief summary of the skills mentioned.

Homework – Finish the integrated exercise and give Apply and

4. Application reasons of their choice based on the sub skills consolidate what is mentioned in class.

learned in class.