不充分的閱讀和思考時間
自下而上把有血有肉的文章肢解成雜亂無章的僅供語言點傳授的媒介物使學(xué)生不能識別語法上的銜接和語義上的連貫對篇章內(nèi)容的連貫和形式上的銜接 缺乏宏觀的整體理解
《普通高中英語課程標準》
淺層信息30%深層解讀 70%--語篇
一、篇章銜接手段 語法銜接方式之一：指稱1) Three blind mice, three blind mice.See hw they run! See hw they run! 2） The naughty by threw all his tys arund. “Pick these up!” Miss Green demanded.What’s that? It’s a bk.
7) It’s the same cat as the ne we saw yesterday.Did we see this cat yesterday?8) It’s a similar cat t the ne we saw yesterday.Are they the same cats r nt?9) It’s a different cat frm the ne we saw yesterday.Yesterday we saw a cat. But this ne is ____________(the same ne, anther).
2. 替代（substitutin）--- Did Susan take that curse?--- She might have dne.We use “dne” t substitute _____________.--- D yu think he is the persn t believe in?--- Yes, I think s. Cnclusin 2: We use substitutin t avid ___________ and make the sentence mre chesive.
3. 省略（ellipsis）--- Here are sme reference bks. Hw many wuld yu like t have?--- I’d like t have three. I’d like t have three ________________. We delete sme wrds t make the sentence mre __________________.
reference bks
brief and cncise
4. 連接（cnjunctin）增補型（Additive）, 轉(zhuǎn)折型（adversative）, 因果型（causal）, 時間型（tempral）并列、列舉、條件、讓步Cars are very dangerus machines. And they are expensive.__________________Vegetable il is digestible and mineral il is nt.____________________Parents have t d much less fr their children tday than they used t, and hme is becme much less f a wrkshp.__________
增補型（Additive）
轉(zhuǎn)折型（adversative）
詞匯銜接(lexical chesin)重現(xiàn)：原詞重復(fù)（ Repetitin），同義、近義詞(synnym r near-synnym), 上下義關(guān)系（hypnymy） Cins can be made f different kinds f metal mixed tgether. The earliest cins in the west made f gld with silver. The new Chinese panda cin is made f 99.99% gld.
同現(xiàn): 固定搭配（cllcatin），語義場（ 同一話題場景 詞匯）---形成詞匯鏈（lexical chain） A great number f high schl graduates cntinue their educatin in ne f any clleges r universities in the cuntry. After fur years they receive a bachelr’s degree. Sme cntinue studying fr a master’s degree and perhaps a dctr’s degree.
cntinue their educatin
二、銜接與連貫的關(guān)系 1. 銜接（chesin）2. 連貫 (cherence) Chesin emphasizes the frm while cherence emphasizes the meaning.Eg: Jhn is still a bachelr nw. He is ging t get married next week.Jhn is still a bachelr nw. He is happy and gay.Jhn is still a bachelr nw. He is ging t get a divrce next week. --- There’s the drbell. --- I’m in the bathrm.--- What d yu think f the play? --- It’s a nice theatre.
作者根據(jù)篇章的目的或功能而采用的謀篇布局的方法。
篇章類型( text type)
篇章模式( textual patter)
篇章策略連續(xù)體等( text – strategic cntinuity)
概括---具體模式(general—specific pattern)
問題--- 解決模式(prblem – slutin pattern )
提問— 回答模式（questin – answer pattern ）
敘事模式(narrative pattern)
主張---反主張模式(claim—cunterclaim pattern)
Mst peple like t take a camera with them when they travel abrad. But all airprts nwadays have x-ray security screening and X-rays can damage film.One slutin t this prblem is t purchase a specially designed lead-line puch. These are cheap and can prtect film frm all but strngest X-rays.
One f the strangest features f mtherhd is that the vast majrity f mthers prefer t cradle their babies in the left arm. Why shuld this be? The bvius explanatin is that the majrity f mthers are right handed and they wish t keep their right handed and they wish t keep their right hand free. Unfrtunately, this explanatin cannt apply, because left-handed mthers als favr their left arm fr hlding their babies. The precise figures arc 83 percent fr right-handed mthers and 73 percent fr left-handed mthers.
Hw des a bias ccur? D the mthers have an instinctive preference fr it, r d they learn it by trial and errr, uncnsciusly adjusting the psitin f the babies until the babies are calmer? The surprising answer is that it seems t be the baby nt the mther wh cntrls the bias. Observatin f new brn infants when they were nly a few hurs ld revealed that they cme int the wrld with a pre-prgrammed tendency t turn their head t the right. …….
12．Hw des the authr develp Paragraph 1?A. By giving an example as a hk.B. By giving a general statement and narrwing it dwn.C. By asking a questin and shwing an answer.D. By explaining the imprtance f understanding a phenmenn.
Sme peple say that lve makes the wrld g arund. Others f a less rmantic and mre practical turn f mind say that isn’t lve; it’s mney. (某些人的主張） But the truth is that it is energy that makes the wrld g arund. (反主張，即真實情況）
Business management is a term used t describe the techniques f planning, directin, and cntrl f the peratins f a business. 73： Planning in business management has three main aspects.One is the establishment (制定) f brad basic plicies with respect t prductin; sales; the purchase f equipment, materials and supplies; and accunting. 74 The third relates t the establishment f standards f wrk in all departments. Directin is cncerned primarily with supervisin (監(jiān)管) and guidance by the management in authrity. 75
2013年全國I卷七選五
The secnd aspect relates t the applicatin …..
Cntrl includes the use f recrds and reprts t cmpare actual wrk with
時間連續(xù)體( cntinuity f time)
空間連續(xù)體(cntinuity f place)
人物連續(xù)體（cntinuity f participants）
主題連續(xù)體(cntinuity f tpics)
行為連續(xù)體(cntinuity f actin)
Armstrng shwed a great talent (天賦) fr music when he was taught t play the crnet (短號) at a by’s hme. In his late teens, Armstrng began t live the life f a musician. He played in parades, clubs, and n the steambats that traveled n the Mississippi River. At that time , New Orleans was famus fr the new music f jazz and was hme t many great musicians. Armstrng learned frm the lder musicians and sn became respected as their equal.61. The third paragraph is develped . A. by space B. by examples C. by time D. by cmparisn
一、閱讀過程的三個層次
判斷作者態(tài)度、觀點和文章的風(fēng)格特點形成并提出觀點
凸顯文本脈絡(luò)，活化文本信息
拓展文本內(nèi)涵，彰顯文本特征
內(nèi)化內(nèi)容思想，發(fā)展心智思維
Unit3 A healthy diet教學(xué)設(shè)計
宏觀和微觀分析在常規(guī)閱讀教學(xué)中的運用
Unit4 Earthquake教學(xué)設(shè)計
宏觀結(jié)構(gòu)分析：1. 體裁（genre):2. 篇章類型：3. 篇章模式（textual pattern): 4. 篇章策略連續(xù)體：
描寫（descriptive)+ 敘述 (narrative)
narrative pattern
時間連續(xù)體（by time) (befre/during /after the earthquake)
Strange things were happening in the cuntryside f nrtheast Hebei. Fr three days the water in the village wells rse and fell, rse and fell. Farmers nticed that the well walls had deep cracks in them. A smelly gas came ut f the cracks. In the farmyards, the chickens and even the pigs were t nervus t eat. Mice ran ut f the fields lking fr places t hide. Fish jumped ut f their bwls and pnds. At abut 3:00 am n July 28,1976, sme peple saw bright lights in the sky. The sund f planes culd be heard utside the city f Tangshan even when n planes were in the sky. In the city, the water pipes in sme buildings cracked and burst. But the ne millin peple f the city, wh thught little f these events, were asleep as usual that night.
教學(xué)活動設(shè)計1： 微觀分析：1. Lexical chunks :Strange things --- … --- these events（詞匯重現(xiàn)：上下義詞—總 分）宏觀分析：1. 段落寫作模式：general—specific – general
Pa2 : during the earthquake ---damage At 3:42 am everything began t shake. It seemed as if the wrld was at an end! Eleven kilmetres directly belw the city the greatest earthquake f the 20th century had begun. It was felt in Beijing, which is mre than tw hundred kilmetres away. One-third f the natin felt it. A huge crack that was eight kilmetres lng and thirty metres wide cut acrss huses, rads and canals. Steam burst frm hles in the grund. Hard hills f rck became rivers f dirt. In fifteen terrible secnds a large city lay in ruins. The suffering f the peple was extreme. Tw-thirds f them died r were injured during the earthquake. Thusands f families were killed and many children were left withut parents. The number f peple wh were killed r injured reached mre than 400,000.
Envirnment
All hpe was nt lst. Sn after the quakes the army sent 150,000 sldiers t Tangshan t help the rescue wrkers. Hundreds f thusands f peple were helped. The army rganized teams t dig ut thse wh were trapped and t bury the dead. T the nrth f the city, mst f the10,000 miners were rescued frm the cal mines there. Wrkers built shelters fr survivrs whse hmes had been destryed. Fresh water was taken t the city by train, truck and plane. Slwly, the city began t breathe again.
分（specific）
It is a beautiful day here and I am sitting under the big tree at the end f the garden. I have just returned frm a lng bike ride t an ld castle. It seems amazing that at my age I am still fit enugh t cycle 20 kilmetres in an afternn. It's my birthday in tw weeks' time and I’ll be 82 years ld! I think my lng and active life must be due t the healthy life I live.
What’s the functin f the first paragraph? (leads t the tpic)
This brings me t the real reasn fr my letter, my dear grandsn. Yur mther tells me that yu started smking sme time ag and hw yu are finding it difficult t give it up. Believe me, I knw hw easy it is t begin smking and hw tugh it is t stp. Yu see, during adlescence I als smked and became addicted t cigarettes.?
語法銜接：this； my dear grandsn,yur--- yu--- yuit指代smking
第二段：Why des grandpa express his understanding f James prblem instead f suggesting him giving up smking directly?
(share the cmmn feeling f yung men wh start t smkers and lay the basis f further discussin)
By the way, did yu knw that this is because yu becme addicted in three different ways. First, yu can becme physically addicted t nictine, which is ne f the hundreds f chemicals in cigarettes. This means that after a while yur bdy becmes accustmed t having nictine in it. S when the drug leaves ur bdy, yu get withdrawal symptms. I remember feeling bad-tempered and smetimes even in pain. Secndly, yu becme addicted thrugh habit. As yu knw, if yu d the same thing ver and ver again, yu begin t d it autmatically. Lastly, yu can becme mentally addicted. I believed I was happier and mre relaxed after having a cigarette, s I began t that I culd nly feel gd when I smked. I was addicted in all three ways, s it was very difficult t quit. But I did finally manage.
physically --- bdynictine --- ne f the hundreds f chemicals --- nictine --- drugs withdrawal symptms --- feeling bad-tempered -- in painhabit-- d the same thing ver and ver again--- d it autmaticallymentally – happier—relaxed -- feel gd
When I was yung, I didn’t knw much abut the harmful effects f smking. (總起）I didn't knw, fr example, that it culd d terrible damage t yur heart and lungs r that it was mre difficult fr smking cuples t becme pregnant. I certainly didn't knw their babies may have a smaller birth weight r even be abnrmal in sme way. Neither did I knw that my cigarette smke culd affect the health f nn-smkers. Hwever, what I did knw was that my girlfriend thught I smelt terrible. She said my breath and clthes smelt, and that the ends f my fingers were turning yellw. She tld me that she wuldn't g ut with me again unless I stpped! I als nticed that I became breathless quickly, and that I wasn't enjying sprt as much. When I was taken ff the schl ftball team because I was unfit, I knew it was time t quit smking.
第四段：修辭手法(排比 parallel) ：I didn't knw, fr example, that…I certainly didn't knw…Neither did I knw that…段落寫作模式（總分模式general --specific）
熟悉英語作者的思維特點
建立某些題材、類型、模式、 連續(xù)體的圖式
典型文體謀篇布局的特點，語言特色
語篇分析閱讀教學(xué)實踐啟示
篩選出與教學(xué)最相關(guān)的部分
如何讓高深的理論走進尋常的英語課堂？

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