初中英语教材分析与使用ppt课件

1、Logo初中英语教材分析与使用王笃勤提纲如何进行文本分析？如何理解文本传递的深层含义？怎样设计有层次的理解活动，帮助学生获取文本信息？如何在教学中进行学习策略的指导？如何在教学中进行文化意识的渗透和学习？文本分析的地位需求分析需求分析教学设计教学设计课堂课堂教学教学学习者分析教学环境分析教学资源分析教材分析配套资源分析文本分析教学活动分析教学理念分析I. 文本分析文本分析的目的是什么？文本分析的内容是什么？听力和阅读的文本分析有什么不同？文本分析的目的帮助确定教学目标帮助确定教学内容帮助确定教学方法听力文本的分析问路用语问路用语指路用语指路用语What else?There is a big

2、bookshop over there, just along Xi Changan Jie, on the right, opposite the bank.地点的表达语音：连读、失去爆破听力文本的分析言语主题语用会话技巧语音、语调词汇、语法语境交际的真实性语言行为交际功能文本分析文本分析Setting 交际交际 Tourist Is language use appropriate? Is there nonverbal communication?Who is it? Male or female? Old or young? From which country?Are there c

3、ulture differences?真实性问题真实性问题听力文本分析Module 4 Life in the future教师询问学生未来学校是什么样子的真实性何在？阅读文本分析您分析哪些内容？您分析哪些内容？这个材料您的分这个材料您的分析结果是什么？析结果是什么？For reference言语：言语：Welcome toWere standing opposite From here, The best way to is by boat.On your rightNext toTurn left into Kings StreetThis is where阅读文本逻辑分析逻辑：以导游的视

4、角介绍旅游路线视频+动态路线路+跟着导游出发、坐船、回到起点。通过阅读文本前后比对修订前）Welcome to this short tour of London. In this square we are standing in the middle of London. Opposite is the National Gallery, a museum with lots of famous painting. Go along the red street to Buckingham Palace. The Queen lives here.Turn left and go to t

5、he Houses of Parliament and Big Ben. Opposite you can see the London Eye. It takes you meters above the River Thames. You can see most of London on a clear day.When you are tired, the best way to see London is by boat. You can get the boat near Big Ben. As you go along the river, the London Eye is o

6、n you right.Get off the boat at Tower Bridge. There you can see the Tower of London next to the bridge. The Tower of London is the citys oldest palace. It is 900 years old.Take the boat back along the river. Get off the boat and go past the station and walk along the street. Opposite is the old frui

7、t and vegetable market. They dont sell fruit and vegetables now. There are stores and restaurants, and lots of street musicians. Turn left into Kings Street, and go past the church. Youre now back where you started, at the square. Now you finish your tour.前后对比Welcome to this short tour of London. In

8、 this square we are standing in the middle of London. Opposite is the National Gallery, a museum with lots of famous painting. Go along the red street to Buckingham Palace. The Queen lives here.真实，现场感强，符合语用要求阅读文本分析修订前后）视觉化视觉化修订前后对比 First, Goldilocks wanted to sit down because she was tired. The two

9、big chairs were uncomfortable. She didnt like them, so she tried the smallest chair. It was nice, but Goldilocks was very heavy and she destroyed it.She was unhappy and tired. She walked into the bedroom. There were three beds. She didnt like the two big beds. The smallest bed was very comfortable.

10、Very soon she was asleep in it.The three Bears returned. They looked at the bowls and the chairs. Baby Bear cried, “Theres nothing in my bowl and my chair is in pieces!” He was very unhappy!Next, the Bears looked in their bedroom. They didnt notice Goldilocks at first. Then Baby Bear pointed at the

11、little girl in his bed, and cried, “Look! Theres the naughty girl!”Finally, Goldilocks opened his eyes. The three Bears were around her, so Goldilocks jumped out of bed and hurried out of the house without her basket. She didnt return to the forest again.如何理解所传递的深层含义本模块听力和阅读文本传达了什么深层含义？如何理解其深层含义？语言以

12、外的其它内涵语言以外的其它内涵图式、认知、文化等图式、认知、文化等听力文本Dong Changan Jie, Xi Changan JieExcuse me!Thank you.Thanks a lot.Youre welcome. Have a nice day.地名的翻译地名的翻译问路的礼貌问路的礼貌如何有效交际如何有效交际阅读文本的含义口头旅游路线介绍旅游路线设计的人文思考（中间坐船一段）多思考多思考语言之语言之外的内外的内容容不同文本含义不同。不同文本含义不同。有文化认知有文化认知(Tour of London, Body Language around the world)，阅读图式

13、篇章结构、逻辑）阅读图式篇章结构、逻辑）(My life in Quincy)、感知世界与生活、感知世界与生活(Goldilocks and the Three Bears)如何设计多层次教学活动教学目标是什么？影响学生听力和阅读的因素有哪些？听力和阅读理解的表现形式是什么？活动设计应该遵循的原则文本教学分析文本教学分析听力文本教学分析教学目标是什么？影响听的因素有哪些？教材的设计能否满足教学目标达成的要求？教学目标分析 听：听： 能够听懂他能够听懂他人的问路人的问路 能够听懂他能够听懂他人的指路人的指路 说：说： 能够问路能够问路 能够给问路能够给问路者指路者指路影响听力的因素 言语？ 词汇

14、 句法 语音？ 背景图式 话题： 问路需要空间智能您如何看待教材中的听前活动包含新的语言现象而这些都是接下来听力所涉及的新的语言现象对话语音语调不真实对话语音语调不真实选真实的问路视频选真实的问路视频如何设计有层次的活动层次的表现形式如何设计从语言角度出发涉及语言输出不涉及语言输出从认知角度出发知识了解运用分析综合评价如何设计多层次听力活动明确各种层次活动的表现形式1听懂问路的表现形式在地图上标示行走路线用汉语介绍行走路线示范行走路线将行走路线排序判断行走路线是否正确请先设计理解活动Work in groups and design as many comprehension activiti

15、es as possible. Lets see which group can design the most activities.如何设计多层次听力活动2听懂问路和指路的对话的要求识别语音理解语言所表达的意思掌握基本的听力技巧预测指示语活动的序列知识知识领会领会运用运用识别识别转述转述自由自由表达表达如何保证口语活动的质量您能给出多少口语活动指路、问路）您能给出多少口语活动指路、问路）替换练习句型、地点的变化）替换练习句型、地点的变化）角色扮演角色扮演问题解决问题解决义务义务您能保证学生在交际中能用到新的语言、新的技巧吗？如何设计多层次阅读理解活动影响阅读的因素有哪些？阅读教学的目标是什

16、么？如何才能达成这些目标？影响因素分析 言语 图式 文化背景 优势智能请分析其必要性这些图片能帮助学生建构伦敦的图式吗？能帮助学生了解旅游的景点信息吗？能激发学生的阅读欲望吗？能够制造某种期待吗？有谁会用地图？有谁会对景点进行适当的介绍？有谁会利用视频导入？有谁会设置语境，营造阅读的需求？阅读理解活动的设计What other activities can you design?Possible activitiesArrange the places in orderDraw the route of the tour on the mapTell in Chinese about the

17、route of the tourSuppose you were the tour guide, introduce the tour to the touristsPick out one place and ask the students to locate it on the route学习策略指导您能给出多少学习策略？您能给出多少学习策略？管理策略、资源利用策略管理策略、资源利用策略=元认知策略元认知策略词汇学习策略词汇学习策略语法学习策略语法学习策略听力策略听力策略阅读策略阅读策略策略的培养将策略培养与具体的学习活动相结合听力：预测记笔记选择注意力关注提示语通过反馈引导策略的使用

18、阅读策略您能说出多少阅读策略？Skimming, scanningWord guessingKey words decodingInferring Automatic decodingVisualizationPredictingMapping Case analysis阅读策略教学案例拓展阅读材料视频材料文化意识培养本族文化与异族文化文化的体现风俗、行为、信心、建筑、服装、饮食，文化教学的基本模式文化的基本模式学生阅学生阅读认识读认识文化文化角色扮演角色扮演体验文化体验文化通过地体验中的表现通过地体验中的表现评价提升对文化的认评价提升对文化的认知，培养文化能力知，培养文化能力建议没有必要设计专门的文化意识培养活动。把文化意识的培养融入听说读写活动之中。Body language around the world.Western music.Tour of London.Role play:Context/Roles/tasks/pro