內(nèi)涵——語言的深層次咀嚼m(xù)1u5elias'storystep1

1、陳小燕,實例分析：教材解讀與課堂改進,QQ:25744567,Email: 25744567@qq.com,一、閱讀課的現(xiàn)狀及存在的問題,走套路：fast reading, careful reading, discussion,大雜燴：main ideaQ&AT&F multiple Choices gap Filling,滿堂灌： underline phrases explain sentences

2、 exercises,“粗暴”,“花哨”,“虛假繁榮”,,閱讀課不能脫離文本，閱讀課的實質是引導學生在閱讀的過程中理解文本，體驗文本內(nèi)涵，開展語言學習，培養(yǎng)閱讀技能，提高英語思維。脫離文本的課堂注定是“看上去美好”，只關注語言知識的閱讀課也注定是枯燥乏味。,缺乏充分的解讀和思考，任何一篇主題、體裁的文章只是成了語言點的堆砌和語法知識的集合?！懈杏凇队⒄Z閱讀教學中的材料處理：解讀與使用》,,,Refer to the textEs

3、tablish connection: meaning/ genre/ reading strategies/ logic/language…Assess the learning processDevelop experience/attitude,,葛炳芳,,“知識”與“學識” ——知識的全方位滲透“體裁”與“題材” —— 課堂的個性化設計“結構”與“解構” —— 結構的評判性解讀“語言”與“內(nèi)涵” —— 語言的深層

4、次咀嚼“情感”與“文化” —— 文化的多元化融合,二. 教材的多維度解讀及課堂設計,,,1. “知識”與“學識” ——知識的全方位滲透,know something about everything,人教版新課標教材話題范圍廣泛，包含科技、航天、地理、名人、醫(yī)學、環(huán)保、自然、新聞及文化遺產(chǎn)保護等各個方面。教材涉及之廣有助于開闊學生視野，加深對國內(nèi)外文化的理解，提高學生的人文素養(yǎng)。,Body language,,1. “知識”與“學識”

5、 ——知識的全方位滲透,Similarities Differences,…However, the next King of Prussia, Fredrick WilliamⅠ, to whom the amber room belonged, decided not keep it. In 1716, he gave it to Peter the Great. In return, the Czar sent him a tr

6、oop of his best soldiers.,,1. “知識”與“學識” ——知識的全方位滲透,Who owned the amber room before 1716 ?Why did Fredrick WilliamⅠ give the amber room to the Czar?Can you infer what kind of person Fredrick William is?,2. “體裁”與“題材” ——

7、課堂的個性化設計,,文章是通過一個虛擬的采訪——兩千年前的古希臘作家Pausanias與一位當代中國女孩李燕的對話，向學生介紹了古代和現(xiàn)代奧運會的異同及奧運會的一些基本情況。文章的這種設計給學生創(chuàng)設了語言情境，把描述競技體育這一話題的語言內(nèi)容變成了生動有趣的對話。,2. “體裁”與“題材” —— 課堂的個性化設計,,Step1：①Theme Song YOU AND ME② August 8th , 2008 saw the ma

8、gic opening ceremony of the 29th Olympic Games, which struck the world.③ Some impressive moments in Beijing Olympic GamesStep2： ①Some information about two characters, Pausanias and Li Yan②Main idea (multiple choices

9、)③Detailed information (blank filling),Step3： Summary (blank filling),2. “體裁”與“題材” —— 課堂的個性化設計,,Step1：① An ancient man is on a time travel. Read paragraph 1 and answer: What is he? What’s he going to do?② What does h

10、e want to know by interviewing Li Yan③ Plan a list of at least three questions to help him to prepare for the interview. Step2：① Students discuss in groups of four and discuss the possible questions.② Students share

11、the questions and the teacher list all the questions briefly on the blackboard.,Step3① Read the rest part in the text and check whether all the questions asked by Pausanias have been mentioned by the students..② If not

12、, what is not mentioned? If yes, what are the answers to the questions.,3. “結構”與“解構” ——結構的評判性解讀,,“Unit”,,Warming: spoken language & Body Language,Using: similar body languages people used

13、 to express feelings,Reading: different body languages people used when they greet each other,Listening(P31) : Body language reading,Listening(P6

14、2) : Body language of humans and chimps,Speaking and writing : communicating skills,3. “結構”與“解構” ——結構的評判性解讀,,“Unit”,教學目標：,1. Learn about the importance of body language,2. Understand the differences and similarities

15、 of body languages in different cultures,3. Learn to communicate with others,4. Learn to respect people of a culture and different cultures,3. “結構”與“解構” ——結構的評判性解讀,,“passage”,,Para.1: background and topic introduction,Pa

16、ra.2: two misunderstandings,Para.3: a misunderstanding the author experienced,Para.4: Conclusions,Para.5: Writing purpose,3. “結構”與“解構” ——結構的評判性解讀,,Just dreaming for things, however, costs nothing. Long ago Dr Yuan had a

17、dream about rice plants as tall as sorghum. Each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Dr Yuan awoke from his dream with the hope of producing a kind of rice that could

18、feed more people. Now many years later, Dr Yuan has another dream: to export his rice so that it can be grown around the globe. One dream is not always enough, especially for a person who loves and care for his people.,3

19、. “結構”與“解構” ——結構的評判性解讀,,,M4U2A Pioneer For All People,,,,,Everything comes at a price.,Dreaming a dream in a dream costs nothing.,Having a dream in reality costs something.,Just dreaming for things costs nothing.,3. “結構

20、”與“解構” ——結構的評判性解讀,,,M4U2A Pioneer For All People,,4. “語言”與“內(nèi)涵” —— 語言的深層次咀嚼,,,M4U1A Student of African Life,“words”,“Once I stop, it all comes crowding in and I remember the chimps in laboratories. It’s terrible….”,What

21、 does “it” refer to?,her dreamher sacrifice her effortsthe sufferings and the freedom of chimpsher mission to raise people’s awareness about chimps…,4. “語言”與“內(nèi)涵” —— 語言的深層次咀嚼,,,M4U5Theme Parks—Fun And More Than Fun,

22、“Phrases”,Some parks are famous for having the biggest or longest roller coasters, others for showing the famous sights and sounds of a culture.,What is preserved in Dollywood?,music wood glass and iron objects candy m

23、ade in old-fashioned way steam engine train bold eagle preserve wooden roller coaster,,traditional southeastern culture music way of life living environment,sights and sounds of a culture,4. “語言”與“內(nèi)涵” —— 語言的深層次咀嚼,,

24、,M4U3A Master of Nonverbal Humor,“sentences”,The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted.,Why could he act so convincingly?,acting family,early training,hard

25、 childhood,rich experience,para2,…,,4. “語言”與“內(nèi)涵” —— 語言的深層次咀嚼,,,M4U3A Master of Nonverbal Humor,“sentences”,Laughter is the sun that drives winter from the human face. —— Victor Hugo,Laughter is ________ that____________

26、__.,the umbrella … shelters people from rain.,the mirror…reflects the feeling.,the medicine…cures the illness.,5. “情感”與“文化” —— 文化的多元化融合,,,M1U5Elias’ Story,在處理文化，藝術，習俗，世界形式狀況為主題的教材中，我們要以培養(yǎng)學生的文化意識和情感態(tài)度的目標為指導來解讀，處理教材，構造

27、具有豐富文化內(nèi)涵和情感滲透的課堂，從而讓學生理解交際中的文化差異，了解世界經(jīng)濟、政治文化知識，形成跨文化意識，提高他們的科學文化素養(yǎng)和人文素養(yǎng)。這樣的閱讀能塑造學生的心靈，使學生形成積極向上的情感，鍛煉克服困難的意志，逐步樹立正確的人生觀，世界觀和價值觀。,,,,M1U5Elias’ Story,Elias,a famous lawyer--somebody,,helped,turn a nobody into a somebody,

28、課文明線講的是Elias這個無名小卒的故事，實際上折射的是曼德拉這一偉大領袖的光輝。正是曼德拉人性的光輝，崇高理想，不屈不撓，親切和藹，寬容博大讓Elias深深感動，永生難忘，最終也讓Elias體會到了人生的快樂和希望。曼德拉是全世界敬仰的英雄，是Elias仰慕的英雄，但在曼德拉的影響下，Elias也成就了自己，成了自己的英雄，也成了南非黑人民主運動中默默奉獻的英雄。,5. “情感”與“文化” —— 文化的多元化融合,5. “語言”與“

29、內(nèi)涵” —— 語言的深層次咀嚼,,,M1U5Elias’ Story,Step1①Q(mào)：_________ makes a great hero.(noble dream, devotion, determination, perseverance…)②Modern heroes in my eyes.（Sun Yat-Sen，Martin Luther King ， Gandhi ）,Step2① What was Elias’

30、 life like before meeting Mandela?② What was Elias’ life like before meeting Mandela?③ What problems did the black people like Elias have at that time? (Find out the sentences and read them out)④ Why did Elias support

31、 violence when he did not like it? Why was he happy? (All he did would help black people achieve their dream of making black and white people equal.)⑥ What can you learn from this part of story?,,,M1U5Elias’ Story

32、,“The last thirty years have seen the greatest number of laws stopping our rights and progress.”,“We have reached a stage where we have almost no rights at all.”,“We were put into a position in which/where we had eithe

33、r to accept we were less important, or fight the Government.”,“Only then did we decide to answer violence with violence.”,,5. “情感”與“文化” —— 文化的多元化融合,,,M1U5Elias’ Story,…I do not like violence… but in 1963 I helped him bl

34、ow up some government buildings. It was very dangerous because if I was caught I could be put in prison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.,。

35、。。吾誠愿與汝相守以死，第以今日事勢觀之，天災可以死，盜賊可以死，瓜分之日可以死，奸官污吏虐民可以死，吾輩處今日之中國，國中無地無時不可以死，到那時使吾眼睜睜看汝死，或使汝眼睜睜看吾死，吾能之乎？抑汝能之乎？即可不死，而離散不相見，徒使兩地眼成穿而骨化石，試問古來幾曾見破鏡能重圓？則較死為苦也，將奈之何？今日吾與汝幸雙健。天下人不當死而死與不愿離而離者，不可數(shù)計，鐘情如我輩者，能忍之乎？。。。 —— 林覺民《與妻書》,5. “情感”與

36、“文化” —— 文化的多元化融合,,,,M1U5Elias’ Story,Elias,a famous lawyer--somebody,,helped,turn a nobody into a somebody,1. 偉大的人物可以影響普通人；2. 再普通的人，只要心懷理想，堅持不懈，也能成就自己，甚至影響他人，從中得到快樂。3. 在不斷努力的過程中，困難和挫折是難免的，但只要堅守， 就一定會有成果。4. 真正的英雄就在我們身

37、邊，他們善待他人，寬宏大量。,hero,hero,5. “情感”與“文化” —— 文化的多元化融合,,,M4U4Body Language,5. “情感”與“文化” —— 文化的多元化融合,Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between p

38、eople.,People in different parts of the world don’t act the same. Their body languages vary from culture to culture and may be different because of social background.,,,M4U4Body Language,5. “情感”與“文化” —— 文化的多元化融合,,Learni

39、ng a foreign language is more than learning the knowledge of the language itself. It is important for us to be aware of the culture difference because it is essential and important for successful communication.,These act

40、ions are not good or bad, but are simply ways in which cultures have developed… not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficultie

41、s in today’s world of cultural crossroads.,,,M4U4Body Language,5. “情感”與“文化” —— 文化的多元化融合,,Learning a foreign language is more than learning the knowledge of the language itself. It is important for us to be aware of the

42、culture differences because it is essential and important for successful communication.,Learn to __________Learn to __________Learn to __________Learn to __________,communicate,understand,accept,respect,When in Rome,

43、do as the Romans do.,Seek common ground while reserving differences.,If you want to go fast, travel alone；but if you want to go far, travel together.,,,M7U2Satisfaction Guaranteed,5. “情感”與“文化” —— 文化的多元化融合,這篇文章中有大量的動作描寫，

44、來刻畫女主人Claire 對機器人Tony 與日俱增的依賴和愛戀。而那份情愫則在字里行間不斷增強。,高二的學生生理和心理日趨成熟，他們向往美好的事物，向往純真美好的情感。,抓住Claire微妙的感情變化，再從機器人Tony 為Claire所做的事情，來逐步推斷女主人Claire的性格特點。,,,M7U2Satisfaction Guaranteed,5. “情感”與“文化” —— 文化的多元化融合,the first intimate

45、 contact ：,…She looked at his figures with wonder as they turned each page and suddenly reached for his hand. She was amazed by his fingernails and the softness and warmth of his skin. How absurd, she thought. He was jus

46、t a machine….,the second intimate contact ：,…When the clerk at the counter was rude to her, she rang Tony up and told the clerk to speak to him. The clerk immediately changed his attitude. Claire thanked Tony, telling hi

47、m that he was a “dear”….,the third intimate contact ：,…Tony worked steadily on the improvements. Claire tried to help once but was too clumsy. She fell off a ladder and even though Tony was in the next room, he managed t

48、o catch her in time. He held her firmly in his arms and she felt the warmth of his body. She screamed, pushed him away and ran to her room for the rest of the day….,the fourth intimate contact ：,…Tony folded his arms aro

49、und her, bending his face close to her….Tony freed her and disappeared from the sight…She shouted “Leave me alone” and ran to her bed. She cried all night….,Steven Spielberg AI,,,M7U2Satisfaction Guaranteed,5. “情感”與“

50、文化” —— 文化的多元化融合,Shall Tony be rebuilt? Why? How do you understand the title?,三、M1U3 教材解讀點滴,,地理：湄公河，青海高原,游記: 第一人稱，所見所聞,單元以地點轉移為線索,Reading——have a dream , make preparations, realize the dream,,,知識,體裁,結構,,語言,,水勢變化描寫glacie

51、r rapids valleys waterfall plain delta,情感,性格 態(tài)度描寫doesn’t care about details, a determined look; not change her mindSeem to be excited,夢想和現(xiàn)實,,擁有夢想只是一種智力，實現(xiàn)夢想才是一種能力。,,From Tibet to Dali,Part1 p18,Part2 p22,the dream

52、and the plan,a night in the mountain,in Laos,Part3 p23,a chat with a girl,Part4 p55,Journey through Laos,Part5 p58,By the river in Laos,in Cambodia and Vietnam,Part6 p59,The end of our Journey,,三、M1U3 教材解讀點滴,,M1U3st

53、ructure,M1U3Journey Down The Mekong,,,,三、M1U3 教材解讀點滴,,M1U3words used in describing water,,,M1U3views and feelings,,,,,,,,三、M1U3 教材解讀點滴,四、感想，反思和疑惑,,教材解讀的過程是體驗一種“自在的快樂”，經(jīng)教材解讀后的閱讀課堂呈現(xiàn)一種“安靜的熱鬧”——學生，教師和文本之間會有思維的碰撞和共鳴。但目前的課

54、堂中存在大量的練習課，閱讀課實際上只占單元課時中的一小部分。,如何提升閱讀課的地位？如何提高閱讀課的真實性和有效性？如何將練習講評課轉化為高質量的閱讀課？如何培養(yǎng)學生的閱讀策略？如何提高學生的閱讀能力？,Not all we plant sprouts immediately; all good things need take times to manifest themselves, but once the wheel h

55、as been set in motion with intention, changes can take place though we might not notice them on the surface. Nothing stays blocked forever, and there is a tremendous amount of work that can take place where we can’t see