Learning about Language优质课教案内容

基于语篇分析理论的高中英语阅读教学设计

广州市海珠外国语实验中学 简国屏

教学年级：高一

教学内容：Unit3 Inventors and Inventions—The problem of the snakes 课型：阅读课

教材版本：NSEFC BOOK8 授课时间：40分钟

I．

Syllabuses Objectives新课程标准的教学目标

依据新课标理念的的教学目标，教师在英语教学中应发展学生自主学习和合作精神，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，以及用英语进行思维和表达的能力。关注学生的情感，提高学生的人文素养，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。

II．教学设计的理论依据

本课设计主要是依据语篇分析的理论。语篇分析理论告诉我们，文章均有特定的结构，英语语篇的构成遵循一定的内在规律。语言结构对阅读理解有着重要的影响，正确掌握语篇结构的知识可以帮助读者准确、快速获取信息。有研究表明：语篇阅读能力在很大程度上体现在对篇章宏观意义和结构的认知和评价上。本文是记叙文，属于问题-解决型（Problem-solving pattern）。利用语篇分析理论对文章进行宏观和微观分析，教学的重点在“篇”而不再“句”，重点在“意”而不在“词”，是一种自上而下的教学方法。

III. Analysis of teaching material 教材分析

本单元的话题是“发明家与发明”，教学内容贴近现实生活，信息量大，不仅有助于开阔学生的视野，增进对其他国家的了解，加深对祖国文化的了解和热爱。阅读材料是一篇记叙文。故事讲的是一个女孩如何通过多次尝试，最后成功地把在她母亲家院子里的一窝蛇捉住并放归大自然的，她的捕蛇技术申请了发明专利。

IV. Analysis of students学情分析

学生来自我校高一的偏理科的院士班，思维活跃，求知欲较强，他们已从物理、化学、历史等其他学科的课堂中了解了许多关于发明和发明家的知识，对单元的话题比较熟悉，但是有部分男生和女生性格比较内敛，不太敢于其在他同学面前表达个人的思想。所以，创设能促进学生相互沟通和表达个人思想的活动变得很有必要。

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V. Design of Teaching Objectives 教学目标

1.Knowledge objectives 知识目标

(1)学生了解有关发明和发明家的知识。

(2)学生了解科学发明的程序。

2.Ability objective能力目标

（1）运用jigsaw reading 的阅读方法结合发明的步骤，预测、了解和理清文章的框架结构和脉络。

(2)通过细读和关键词确定文章的各层次段落大意和各部分具体信息。

(3)借助表格等非语言信息进行语言输出。

3.Affective objectives 情感价值目标

(1)学生通过了解发明和发明家的知识，培养自己在日常生活中善于发现问题、思考问题和解决问题的科学研究精神。

(2)在小组合作互动中，增强学生的团队合作精神与分享意识。

VI．Teaching Important Points(教学重点) （1）运用jigsaw reading 阅读方法完成文段的排序。

（2）细读课文，获取文段信息和词语的运用方法。

VII. Teaching Difficult Points(教学难点) （1）运用jigsaw reading 阅读方法获取信息、处理信息、分析问题和解决问题的能力。

（2）借助词块复述课文。

VIII．

Teaching Methods(教学方法)

1.

Jigsaw reading method 2.

Cooperative learning method 3.

Task-based teaching method 4.

Competition among groups IX. Teaching Aids:(教学手段) 多媒体教学法

X. Teaching procedures (教学程序) Step I

Lead in（幻灯片1-8）

本环节主要是课文导入，首先展示本课的学习目标，让学生明了并带着任务的意识进2

行以下环节的学习。接着利用小组间的竞赛对有关英文的层层描述猜测发明和发明家，激发学生兴趣，创设轻松和谐的课堂气氛，自然进入本课话题，教师联系生活实际展开教学。在该环节就贴近生活的交通灯、飞机、手机、香水等发明和学生比较熟悉的诺贝尔、爱迪生和张衡等发明家进行了猜测。

Step II.Pre-reading（幻灯片9）

本环节要求学生通过幻灯片所呈现的有关发明的步骤进行排序，这是对文段进行宏观的导入，为下一步的文章阅读做铺垫。语篇分析理论认为教师在阅读教学的开始，应该对有助于理解课文的背景知识做适当的介绍。了解背景知识便于学生理解课文的脉络，激发学生探究问题的兴趣，有利于阅读活动的展开。研究表明，如果读者不具备相关的背景知识，便无法理解语篇，背景知识对理解的影响大于语言知识。

Step III.

While-reading Task 1 Jigsaw Reading（幻灯片10）

运用jigsaw reading的阅读方法，把阅读材料进行切割分成七个部分，全班分成八个小组，每组七人，要求学生在5分钟内把秩序混乱的阅读材料按科学发明的步骤进行排序。首先，教师将要完成任务的材料分发给各小组并使小组每人都得到一份与他人不同的子任务。小组成员在拿到子任务后，对自己负责的那部分材料进行详细的阅读、研究、思考，并形成自己的观点、意见、看法等。接着通过小组讨论获得整篇文章的意思、主题并参与阅读文段的复原。学生完成阅读任务的唯一途径是自主合作。这种合作式的教学方法与传统的教学法相比，不仅可以节省大量的时间，而且互动面更广，效率也更高。

Task 2 Fast Reading（幻灯片11）

语篇分析教学首先强调的是整体教学，整体教学主要是使学生了解语篇的基本内容及篇章结构。所以本任务设计了关于篇章结构的科学发明的步骤与阅读文段的各层次段落大意的匹配练习，这个环节有助于学生对有关科学发明的记叙文的阅读图式的建立。练习设计如下：

stages

1.Finding a problem（para.1)

2.Doing research (para.2)

3.Thinking of a creative solution

(para.3)

4.Testing the solution(para.4-6)

5. Applying for a patent( para.7-8)

Main Ideas A: Set about researching the habits of snakes.

B:The snakes must be removed but not harmed.

C:Tried three times and succeeded at last.

D. applied for a patent to get recognition

E. Chose one possible approach and prepared.

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Task 3 Detailed Reading（幻灯片12-19）

语篇分析并不排除对重要的有助于篇章理解的字词句的教学。掌握各文段的动词有助于帮助理解文段内容，所以特别抽取文段各层次的动词让学生在语境中进行填空练习。

Finding a problem(para.1)

Doing research (para 2)

Thinking of a creative approach(para.3)

Testing the solution：Three

Attempts(para. 4-6)

call up, catch, harm, distinguish help, need, research, trap remove, attract, cool, decide 1.put, cover, remove, escape 2. freeze, place, pick, bite 3. repeat, protect, collect, release Applying for a Patent(para.7-8) press, seize, fill, file

该环节给学生10分钟完成，并要求每个小组派一个代表到黑板写答案，每个小组负责不同的文段，最后本人通过PPT展示正确的答案，同时对学生的错误进行分析。小组竞赛继续在该环节进行，并结合导入部分各小组的得分进行累计，每写对一个答案得一分。

StepⅣ. Post-reading（幻灯片20）

该环节属于语言输出地部分，语篇分析在英语阅读教学应用中的第三个阶段是整体吸收，该部分主要涉及学生在仔细理解语篇内容大意的基础上，分析获得语篇的主要内容，升华语篇的中心思想，并在词块的帮助下对归纳本文的大意进行复述。学生在该环节3分钟的准备时间里可以与同桌或小组成员一起复述完成。最后把小组竞赛推向高潮，积极举手进行小组展示的给予10分的奖励。复述文段的过程也是全面分析的过程，学生复述的过程也是逻辑先后关系分析的过程。

Stages

1.Finding a problem

2.Doing research

3.Thinking of a creative approach

4.Testing the solution

5.Applying for a patent

Lexical

chunks

call up, snakes in the courtyard

research the habits of snakes

three possible approaches, prepare

the first attempt, fail

the second attempt, fail

the third attempt, succeed

fill in the form , get recognition

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StepⅤ.Homework（幻灯片21）

1. Review the stages of inventing.

2. Work out the right order of another story John Snow Defeats King Cholera which is also about a scientific research.

3. Read the text fluently.

本环节特别要求学生在课后运用jigsaw reading方法对另一篇有关科学研究的文章进行排序，这是对jigsaw reading阅读方法的巩固与应用。语篇分析中的图式理论认为在学生学习某种图式之后，教师可以提供一定量的“变式”，相应的图式越丰富，学生阅读各种文体的能力越强，灵活性就越好。

附1：板书设计

Inventors And Inventions Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

猜谜得分

文段排序

排序得分

课文复述

附2：教学反思

这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。教学中融入了素质教育，且使学生在趣味中学得了知识，这也是目前提倡的教育教学理念。

首先，课堂的导入十分重要，直观、生动的图片把枯燥无谓的事物变得有趣，使得学生更容易进入学习状态，结合小组间的竞赛，把学生从枯燥的课堂解放，有利于激发学生的学习兴趣，有利于师生的互动，

能更好地实现教师的教学意图。

其次，运用互补式的阅读方法是实施学生合作学习的巧妙方法，有助于改变传统的英语阅读教学的自下而上的沉闷的教学方法，这种拼图式的阅读方法能够容量很大的阅读信息变得简单，能够促使每一位学生参与活动，体现个人的价值，有利于学生间的相互沟通和相互学习，活跃课堂气氛。改变传统的阅读教学中，以老师为主体的滔滔不绝地向学生灌输知识，学生只能被动地接受老师得出的阅读信息的局面。

语篇分析教学的实践表明，以学生为中心的语篇教学，能使课堂教学更有针对性，提高教学效果，有利于培养学生的交际能力和分析、归纳和理解能力。

最后，教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数学生都能顺利完成。

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附3：M8U3:Inventors And Inventions学案

Targets Of This Lesson 1. Know about some inventors and inventions.

2. Know about the inventing stages.

3. Use method of jigsaw reading to work out the order of two stories about scientific activities.

4. Understand the details of the story.

5. Retell the story according to the inventing stages.

•

•

•

•

•

Task 1

Jigsaw Reading: Put the passage in right order with your group members.

Task 2

Fast Reading : Read the passage and match the stages and the main idea of each part.

stages Main Ideas

1.Finding a problem（para.1)

A: Set about researching the habits of snakes.

2.Doing research (para.2)

B:The snakes must be removed but not

3.Thinking of a creative solution harmed.

(para.3)

C:Tried three times and succeeded at last.

4.Testing the solution(para.4-6)

D. applied for a patent to get recognition

5. Applying for a patent( para.7-8)

E. Chose one possible approach and prepared.

Task 3 Detailed Reading : Read the text carefully and fill in the blanks.

Finding a problem (para.1)

When the wrtier __________ her mother. She expected the writer to __________the snakes in the courtyard without ___________ them. She thought It was a chance for her to __________ herself by inventing something merciful.

The first thing the writer did was to see if there were any product might ________ her.

A new approach was ________. She set about ___________ the habits of snakes to find the easiest way to __________them.

Three possible approaches: 1.________the snakes’ habitat. 2.________the snakes into a trap using male or female perfume or food

3. _______ the snakes so that they would become sleepy and could be easily caught.

The writer _________ to use the last one. Doing research (para 2)

Thinking of a creative approach (para.3)

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Testing the solution：Three

Attempts (para. 4-6)

The first attempt:

◆

The next morning the writer ________a frozen bowl over the snakes’ habitat and some ice-cubes on top of the bowl.

◆

She ___________ them with a large bucket.

◆

Two hours later, she_________ the bowl and the bucket.The snakes were less active, but they_________abruptly when she tried to catch them.

The second attempt: ◆

The writer_________ the bowl and the ice-cubes again but ________ them over the snakes’ habitat in the evening. ◆ Early the next morning the snakes looked very sleepy, but when she _______ them up, they tried to __________ her.

The third attempt: ◆

The next morning the writer ________the second attempt. She used a small net to __________ herself from being bitten and finally____________ the passive snakes. ◆

She merrily ___________ the snakes all back into the wild the next day.

Task4：Retell the story with the lexical chunks.

Stages

Lexical

chunks

1.Finding a problem

call up, snakes in the courtyard

2.Doing research

research the habits of snakes

3.Thinking of a creative approach

three possible approaches, prepare

the first attempt, fail

the second attempt, fail

4.Testing the solution

the third attempt, succeed

5.Applying for a patent

fill in the form , get recognition

Homework •

1. Review the stages of inventing.

•

2. Work out the right order of another story John Snow Defeats King Cholera which is also about a scientific research.

•

3. Read the text fluently.

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附Jigsaw reading 材料1 The

Problem of the Snakes 3.When I called up my mother in the countryside on the telephone she was very upset. "There are some snakes in our courtyard," she told me. "Snakes come near the house now and then, and they seem to have made their home here, not far from the walnut tree. Can you get rid of them please?" I felt very proud. Here was a chance for me to distinguish myself by inventing something merciful that would catch snakes but not harm them. I knew my parents would not like me to hurt these living creatures! 1.The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes. A new approach was clearly needed. I set about researching the habits of snakes to find the easiest way to trap them. Luckily these reptiles are small and that made the solution easier. 5.Prepared with some research findings, I decided on three possible approaches: firstly, removing their habitat; secondly, attracting them into a trap using male or female perfume or food; and thirdly cooling them so that they would become sleepy and could be easily caught. I decided to use the last one. I bought an ice-cream maker which was made of stainless steel. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled. I put the bowl into the fridge and waited for 24 hours. At the same time I prepared some ice-cubes. 6.The next morning I got up early before the sun was hot. I placed the frozen bowl over the snakes' habitat and the ice-cubes on top of the bowl to keep it cool. Finally I covered the whole thing with a large bucket. Then I waited. After two hours I removed the bucket and the bowl. The snakes were less active but they were still too fast for me. They abruptly disappeared into a convenient hole in the wall. So I had to adjust my plan. 2.For the second attempt I froze the bowl and the ice-cubes again but placed them over the snakes' habitat in the evening, as the temperature was starting to cool. Then as before, I covered the bowl with the bucket and left everything overnight. Early the next morning I returned to see the result. This time with great caution I bent down to examine the snakes and I found them very sleepy. But once picked up, they tried to bite me. As they were poisonous snakes, I clearly needed to improve my design again. My third attempt repeated the second procedure. The next morning I carried in my hand a small net used for catching fish. This was in the expectation that the snakes would bite again. But monitored carefully, the snakes proved to be no trouble and all went according to plan. I collected the passive snakes and the next day we merrily released them all back into the wild. 4.Pressed by my friends and relations, I decided to seize the opportunity to get recognition for my successful idea by sending my invention to the patent office. Only after you have had that recognition can you say that you are truly an inventor. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel. In addition, no invention will get a patent if it is: ◎a discovery ◎a scientific idea or mathematical model ◎literature or art ◎a game or a business ◎a computer programme ◎a new animal or plant variety Nor will you receive a patent until a search has been made to find out that your product really is different from everyone else's. There are a large number of patent examiners, too, whose only job is to examine whether your claim is valid or not. If it passes all the tests, your application for a patent will be published 18 months from the date you apply. So I have filled in the form and filed my patent application with the Patent Office. Now it's a matter of waiting and hoping. You'll know if I succeed by the size of my bank balance! Wish me luck! 8

Jigsaw reading 材料2

John Snow Defeats King Cholera 1.He became insterested in two theories that poissibly explained how cholera killed people.the first suggested that cholera multiplied in the air.a cloud of dangerous gas floated around until it found its victim.the second suggested that people absorbed these disease intotheir bodies with their meals.from the stomach the disease quickly attacked the body and soon the affected person died.

2.Next,john snow look into the source of the water for these two streets.he found that it came from the river polluted by the dirty water from london.he immediately told the astonished people in broad street to remove the handle from the pump so that it could not be used.soon afterwords the disease slowed down.he had shown that cholera was spread by germs and not in a cloud of gas.

3.John snow was a famous doctor in london-so expert,indeed,that he attended queen victora as her personal physician.but he became inspired when he thought about helping ordinary people exposed to cholera.this was the deadly disease of its day.neither its cause nor its cure was understood.so many thousands of terrified people died every time there was an outbreak. John snow wanted to face the challenge and solve this problem .he knew that cholera would never be co ntrolled until its cause was found. 4. First he marked on a map the exact places where all the died people had lived. This gave him a valuable clue about the cause of the disease.many of the deaths were near the water pump in broad street.he also noticed that some houses had had no death.he had not foreseen this ,so he made further investigations,he discovered that these people worked in the pub at 7 cambridge street .they had been given free beer and so had not drunk the water from the punp.it seemed that the water was to blame.

5.John snow suspected that the second theory was correct but he needed evidence.so when another outbreak hit london in 1854,he was ready to begin his enquire.as the disease quickly spread through poor neighbourhoods,he began to gather information.in two particular streets,the cholera outbreak was so severe that more than 500 people died in ten days.he was determined to find out why.

6.To prevent this from happening again,john snow suggested that the source of all the water supplies be examined . the water companies were instructed not expose people to polluted water any more . finally “king cholera”was defeated.

7.In another part of london,he found supporting evidence from two other deaths that were linked to the broad street outbreak. A woman,whohad moved away from broad street,liked the water from the pump so much that she had it delivered to her house everyday. Both she and her daughter died of cholera after drinkingthe water.with this extra evidence john snow was able to announce with certainty that polluted water carried the virus.

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