高中英语人教版必修 第一册(2019)-文学圈教学 公开课教案课件教学设计资料

目录

Worksheetforreadingcircles1

阅读教学中的“文学圈”8

“文学圈”运用至阅读教学中的操作方法8

LiteratureCircle：以学生为中心的阅读活动13

HowtoCreateaClassroomLiteratureCircle:20

试卷讲评中的合作学习-以“文学圈”阅读模式为例21

（中学篇）2020年第09期：基于语篇分析的阅读圈活动设计与实施（北京：苗兴伟、罗少

茜）一文涉及的教学内容和阅读圈任务清单

Tue,07/20/2010-13:34—publish

附录1：案例课文ClimateChangeandaLow-CarbonLife

Thereisnodoubtthattheworldclimatehasbeenchanginginrecentyears.Manypeopleblamethis

changeongasessuchascarbondioxide.Animalsandhumansproducecarbondioxidewhentheybreathe.

However,manyotherhumanactivitiesalsoletoffcarbongases.Anytimesomethingisburnt,carbonis

putintotheatmosphere.Carsandothervehiclesburnpetrolintheirengines,andelectricalplantsmost

oftenbumfuelssuchascoalandoilinordertoproduceelectricity.Therefore,themorepetroland

electricityweconsume,themorecarbonwearelettingoff.

Onethingwecanalldotohelpsolvethisproblemistowalkoruseabicyclewhenpossible.Althoughwe

producecarbonwhenwebreathe,thecarbonweproduceismuchlessthanthatproducedbyacar.Of

course,therearetimeswhenweneedtotravellongdistances.Inthiscase,publictransportsuchasbuses

andtheundergroundisalwaysamuchbetterchoicethanaprivatecarorataxi.Ifyoumustdriveacar,it

isnevergoodtotravelalone.Youshouldtrytofindotherpeopletotravelwithyou.

Athome,youshoulduseaslittleenergyaspossible.Turnoffthelightsandanythingelseelectricalwhen

notinuse.Sincefactoriesusealotofenergyandalsoletoffcarbongases,itisimportanttorecycleas

muchaspossible.Inparticular,metalproductsandpaperproductsrequirealotofenergytoproduce,so

youshouldfindwaystousetheseagainwithoutthrowingthemaway.

Lastbutnotleast,youcanplantatree,becausetreesabsorbthecarbondioxideintheairtoproduce

oxygen.Plantingasmalltreeischeapandeasyandtwodecadesfromnow,whenyoulookatwhatwill

havebecomealargetree,youwillfindasenseofsatisfactionknowingthatyoudidyourparttohelp

solvetheproblemofclimatechange.(AdvancewithEnglish,Student'sBook5,P39,译林出版社)

Worksheetforreadingcircles

AnalysisLeader

•Readandanalyzethetext,raisetwoquestionsbasedonthetextandwritedownyour

answers.Youcanaskquestionsaboutmainideas,facts/opinions,orthemeaningofa

word.Questionsencouragingcriticalthinkingarepreferred.

•Askthepreparedquestionsandshareyouranswerswithyourgrouptostartthe

Jobdiscussion.

•Askyourgroupwhattheythinkofyourquestionsoraskthemtoraiseanotherone.

Youmayask“Whatdoyouthinkofmyquestions?","Doyouhaveotherquestions?^^

•Organizethediscussion.

Myquestions

•Question1

Howisclimatechangerelatedtocarbon

dioxide?

Possibleanswer:

Manypeopleblameclimatechangeongasessuchascarbondioxide.Thatistosay,

carbondioxidehascausedclimatechange.

Example

•Question2

Howisourlifestylerelatedtocarbon

dioxide?

Possibleanswer:

Weconsumepetrolandelectricityinourdailylife.Wearelettingoffcarbonwhenwe

consumepetrolandelectricity.Tobespecific,wedrivecarsandothervehiclesthat

burnpetrolintheirengines,andweburnfuelssuchascoalandoilinordertoproduce

electricity.

Summarizer

•Readandanalyzethetextandfindthekeypointsthateveryonemustknowto

understandthetext.

Job

•Retellthetextinashortsummary(oneortwominutes)inyourownwords.

•Talkaboutyoursummaryinyourgroup.

Mysummary

Theworldclimatehasbeenchangingbecauseofcarbondioxideproducedbyhuman

activitiessuchasburningofpetrolincarenginesandfuelsinelectricalplants.Inorderto

Examplesolvetheproblemofclimatechange,weshouldlivealow-carbonlife.Whenwetravel,

weshouldwalkoruseabicycleorchoosepublictransportandshouldnottravelalone

whendrivingacar.Weshoulduseaslittleenergyaspossibleandrecycleasmuchas

possible.Wecanplanttreessothatcarbondioxidecanbeabsorbedtoproduceoxygen.

ContentAnalyst

•Readthetextandanalyzethetextfromthecontentperspective.

Job•Sharewithyourgroupyouranalysis.

•Askyourgroupiftheyhaveanythingtoadd.

MyContentAnalysis

•Whatisthetextabout?

Thetextisaboutthecausesofcarbondioxideandhowwecanlivealow-carbonlifein

ordertosolvetheproblemofclimate

change.

•Wheredoescarbondioxidecomefrom?Payattentiontotheverbsthatdescribethe

causesofcarbondioxide.

ExampleCarbondioxideisproducedbyanimalsandhumanswhentheybreathe.Manyother

humanactivitiesalsoletoffcarbongases,suchastheburningofpetrolinenginesof

carsandothervehiclesandtheburningoffuelsinelectricalplants.

•Howcanwelivealow-carbonlife?

Whenwetravel,weshouldwalkoruseabicycleorchoosepublictransportandshould

nottravelalonewhendrivingacar.Weshoulduseaslittleenergyaspossibleandrecycle

asmuchaspossible.Wecanplanttrees.

•Languagefocus:verbsofdoing,happening,sensing,being,saying,existing,behaving,

andhowtheyarerelatedtonounsandadverbialphrases.

AttitudeAnalyst

•Readthetextandanalyzethewriter'sattitudeandreader-writerrelationship.

Job•Sharewithyourgroupyouranalysis.

•Askyourgroupiftheyhaveanythingtoadd.

MyAttitudeAnalysis

•Whafstherelationshipbetweenthewriterandthereaderandhowisthereader

positioned?

Thewriterconstructshimself/herselfasbothanexpertandanauthority.Throughthe

useofthepronoun“we”,thereaderispositionedasamemberofthesamegroupor

communityasthewriter,andtheuseofthepronoun“you”，modalverbsandthe

imperativemoodindicatesthatthereaderisalsopositionedasapersonwhoshould

followthewriter'ssuggestions,andthusreinforcesthewriter'sidentityasanexpert

andauthority.Thewriteralsoinvolvesreadersbyimagingreaders'experiences:if

youmustdriveacarwhenyoulook

at...

•Howisthewriter'sidentityconstructed?

Thewriter'sidentityasanexpertisconstructedbythedeclarativemood,which

Examplemeansthat“Thisishowthingsare;Thisiswhatweshoulddo.Itellyouthisasa

specialist.,,Thewriter'sidentityasanauthorityisconstructedbytheuseofthe

imperativemood,whichmeansthat“Thisiswhatyoushoulddo.Itellyouthisasan

authority.^^Thisidentityisstrengthenedbytheuseofmodalverbs,whichmeansthat

“Thisisyourresponsibility,andthisismy

suggestion.,,

•Whatisthewriter'sattitude?

Thewriterholdstheviewthatclimatechangeisrelatedtocarbondioxideproduced

byhumanactivitiesandweshouldlivealow-carbonlife.Thewriterhighlights

evaluationandpointsofviewbymeansofstructuresandexpressionssuchas"Itis

nevergoodto...”"Itisimportantto...“"inparticular^“lastbutnotleast,\Thewriter

highlightscertaintybyusing“ofcourse^^and"Thereisnodoubtthat...”

•Languagefocus:mood,modality,personalpronouns,andotherlanguagechoices

forattitudeandevaluation.

StructureAnalyst

•Readthetextandanalyzeitsstructurefrombothmacroandmicro

perspectives.

Job

•Shareyouranalysiswithyourgroup.

•Askyourgrouptoassessyouranalysis.

MyMacro-structureAnalysis

Situation:Thereisnodoubtthattheworldclimatehasbeenchanginginrecent

years.

Problem:Manyhumanactivitiesletoffcarbongases.

Solution:Weshouldlivealow-carbonlife.

Evaluation:Wecouldbesatisfiedwithourpartinsolvingtheproblemof

climatechange.

MyMicro-structureAnalysis

•Howareideaspresentedanddeveloped?

Ideasarepresentedanddevelopedatthemacro-levelbymeansofthe

Exampleproblem-solutionpattern.Atthemicro-level,cohesioninthetextplaysan

importantroleinthedevelopmentof

ideas.

•Howiscohesionachieved?

Lexicalcohesion:chainsofverbsaboutthecausesofcarbondioxide;chainsof

verbsandnounsabouttraffic;chainsofverbsandnounsabouttheuseof

energy.

Conjunctions:however,therefore,inthiscase,inparticular,lastbutnot

least.

Reference:we,you,thischange,this

problem.

•Languagefocus:whatbeginseachclause,howclausesarecombined,theuse

oflexicalchains,conjunction,reference.

人员分工：组长一人，主旨归纳者一人，篇章结构者一人，词汇处理/拓展者一人，长难句

分析/词句赏析者一人，资源/文化提供者一人

情节分析者

阅读组长discussionleader：组织小组任务分配，组织成员讨论以及对文本提问，控制时间

Passageperson：分析文章内容，如体裁、分几个部分、结构、

Summarizer总结阅读材料

WordMaster好词好句生词难句

Illustrator：画思维导图

Questioner

Summarizer总结阅读材料

五指图：5W1H

故事山:起因-发展-高潮-结尾

气泡图：

树状图：

文化连接着culturalcollector辨别文本中出现的外国文化现象,并与中国文化对比，找出异

同

Connector探寻与实际生活或自身生活相关的材料

单词大师重要或者具有特殊意义的单词或短语并阐释原因

CharacterCapital

篇章大师：探寻并阐释有特色的特别的或者写得漂亮的语段

预测大师

绘画能手

阅读小组长单词大师

DiscussionLeaderWordMaster

颔小组讨论，mt腼读讲解阅读内容中的生词、重

内容提问.点单词及词蛆.

篇章概括者

PassagePersonkL*11IL*Summarizer

洪解阅读内容中有意思、ffi用自己的话概括篇章的主要

要邮通的段落.内容.

生活实耐关结者y

文化采集者

ConnectorCultureCollector

将阅读内容与生活实际相联寻找阅读内容中与自己国家

系.分享经验.文化相同或不同之处.

LiteratureCircles

Illustrator

DiscussionLeader

•Draws

•Thinksof2.-3sketck^i^di^.ap

questionstoaskaboutofthereading

thereading

•Leadsgroupmpassageperson

discussion

•Letseveryonetalk•analyzetke

passage

•Controlstime

LiteratureCircles

Su^^arizerVJordWhiz

•sumkwarTzes•Finds2-3words

importanttkatareinteresting,

eventsorornew,orworth

WOKKM七'。八/ear八Mg

ConnectorCultureCollector

•Makescov^v\ectio^s,•comparetke

withlifeculturesimilarities

aiaddifferences

Literaturecircles:Howaretheymanaged?

•Teacherselectbooksthatareofinteresttothestudents

•Booksthatareclosetostudents'proficiencylevel

•Studentsformgroupstoreadchapterorportionofthebook

•Readathome,discussinclass

•Studentsrotatethroughtheroles

•Afterbookproject:report,poster,acharacterinterview,video,

song,etc.

角色名称

主持整个小组讨论，提出开放性问题供小组成员

主要角色3^人(DiscussionLeader)

主要角色©^者(Connector)将阅读内容与自己的生活经览和睡受等联系起来

记录文学作品中难忘、重要的部分，格阅读材料

主要角色文学大师(LiteraryLuminary)欧中优美的、有意义的语句挑选出来在讨论上赏

析和分享

用图画绘出或创作故事元彩的作品，与同学分享

文本绘画者(Illustrator)

主要角色并传达其基本原理

对阅读作品进行概要总结，突出文中所表重要事

者(Smnmarizer)

次要角色件

次要角色追踪记者(TravelTracer)用流程图的形式记录故事的情节与发展

选择重要或有趣的词语以共享，讲解重点词汇的

词汇达人(VocabularyEnricher)

次要角色意义和用法

根据阅读材料补充英语国家文化知识，找出中、

文(CultureCollector)

次要角色英两种文化的相似和差异之处.

阅读教学中的“文学圈”

文学圈(LiteratureCircle)最早的发现者是美国的一名小学教师KarenSmith«一次偶然机会,

这名教师在教室内落下了一批阅读书目，却不料学生争相阅读，发表看法，甚至自发组成讨

论小组。令人惊喜的是，在之后的期末考试中，这批学生的阅读成绩都得到了大幅度提高。

KarenSmith所发现的这种由学生自发组织的阅读活动便是今天我们所讲的文学圈的雏形。

“文学圈”运用至阅读教学中的操作方法

教师在实施活动前事先为每一位组员准备一份任务清单或工作表(worksheet)，列出

任务角色的职责和分析事项。

角色和分工：可以根据不同的文章设计不同的分工和任务

独立阅读并思考自己的任务--小组讨论，提出自己的困惑-根据讨论完成自己的任务，

形成文字稿-分享

发阅读材料一角色分工T课堂讨论T课后总结

教师发给学生本次课堂的阅读材料。

小组成员按意愿进行分工，确定每位成员的角色。

全体学生在给定的时间内完成阅读。教师亦可将阅读材料和任

务表分配给学生课前完成，在课堂上只做分享，展示和讨论.

小组成员在阅读组长的组织下开始讨论，完成各自角色的任务.

在此期间，教师在聿疑回走动，或站冷寸论，或给与学

生必要的帮助。

教师随机抽取任何一组或任一组的任一角色，让其向全班

成的任务，并引导其他学生对其完成情况进行评价和讨论.

根据课上讨论情况，学生在课后将自己的任务完成结果整理

在”阅读小组角色循环"阅读记录册上。

语却累

I学生每天用10分钟时间进行持续默读，读后完成每日阅读积累单，

见下图.

2记录三个生词，两个好句，感兴捶的情节.

3生词旗骡是多维度的,包括词性,两种解释（中英文或简笔画），

诩CT展（如同义词，反义词，同类词，同词根词）的运用.

4两个好句是指学生要摘抄故事中的好句子；对于感兴捶的情节，

进行总结或摘抄.初步体验wordmaster的角色.

二.文学圈角色体验

读完整本书后，教师向学生介绍文学圈活动，讲解不同角色（Questioner.

Summarize^Connector,WordMaster,CharacterCaptain）任务.

我们先以读本的一章为例L开展了为期四周的关键角色训瞰

第一周：训除角色Questioner

第二®：除角色Summarizer

第三周：jl除鬲色Connector

第四周：加陈角色CharacterCaptain

Name:Date:Book:

DiscussionLeader

Itisyourjobtodevelopalistofquestionsthatyourgroupshoulddiscussaboutthepartofthe

storyyoureadtodayinclass.

-Howdidyoufeelwhilereadingthispartofthestory?

YourBIGIDEAquestionsshould:

1-helpyourgrouptalkoverthebigideasintoday'sreading

2-sharetheirreactionsorfeelingstowardtoday'sreading

3-startwith"Why...How..If”

Yourquestions

Asalastresortyoumayusethequestionslistedbelow!!

-Whatwasgoingthroughyourmindwhileyoureadtoday'sreading?

-Howdidyoufeelwhilereadingthispartofthestory?

-Whatwasdiscussedinthissectionofthestory?

-Cansomeonebrieflysummarizetoday'sreading?

-Didtoday'sreadingremindyouofanyreallifeexperiences?

-Whatquestionsdidyouhavewhenyoufinishedtoday'ssection?

-Didanythingintoday'ssectionsurpriseyou?Why?

-Whatareoneortwoofthemostimportantideasfoundintoday'ssection?

Name:Date:Book:

Illustrator

Yourjobistodrawanythingabouttheassignedreadingthatyoulikedorpicturedinyourhead

whilereading:

〜acharacter-thesetting〜aproblem-anexcitingpart

~asurprise~adescription

Whenyourgroupmeets,don'ttellwhatyourpictureis.Letthemguessandtalkaboutitfirst.Then

youcantalkaboutyourpicture.

Name:Date:Book:

Connector

Yourjobistofindatleasttwoconnectionsbetweenthebookandtheoutsideworld.Thismeans

connectingthereadingto:

•Yourownlife

♦Happeningsatschoolorinyourneighborhood

•Similareventsatothertimesandplaces.

•Otherpeopleorproblems

•Otherbooksorstories

•Otherwritingsonthesametopic

•Otherwritingsbythesameauthor

Somethingstoday'sreadingremindedmeofwere

Name:Date:Book:

VocabularyEnricher

Yourjobistochooseatleastthreespecialwordsfromyourreading.Wordsthatare:

-new-different-strange-funny-interesting-important-hard

Thenyouwilllookupthewordsinthedictionaryandwritetheirdefinitionaccordingtotheuseof

thewordinthestory.Createanewsentenceusingthewordcorrectly.Whenyourgroupmeets,

shareeachwordandreadaloudthesentencewherethewordisfoundinthebook.Haveyour

groupguessthedefinitionbeforeyoureadittothem.

WORD:

PAGE:PARAGRAPH:

DEFINITION:

SENTENCE:

Name:Date:Book:

Reporter

Itisyourjobtoprepareabriefsummaryoftoday'sreading.

Yoursummaryshouldbeabriefchronologicalstatement(5-7sentences)thatcoversthefollowing

items:

-themainidea/s(importantevents)oftoday'sreading

-theideaofyourdiscussion

NoteswhileReading

MyReport(filledoutafterreading)

可以把学生的作品张贴出来

或者放进文件夹，全班传阅

LiteratureCircle：以学生为中心的阅读活动

LiteratureCircle是一种以学生为中心的分组阅读活动，也是促进学生读写能力发

展的有效方法。英语课堂上的LiteratureCircle活动，让每组学生共同阅读同一本书或

文章，并分别完成不同的阅读任务，通过小组合作学习、分享和讨论，更深入地阅读

和思考图书的内容，锻炼学生研究问题并解决问题的能力。

在LiteratureCircle活动中，同一小组中的每个学生都有不同的分工，学生可以选

择自己更擅长的任务来完成，通过合作学习和小组讨论，学习别人的阅读策略，完善

自己的学习方法。同时,LiteratureCircle多元化的阅读任务，也能有效提高学生学习

兴趣，让阅读能力偏低的学生也愿意参与到活动中来。

LiteratureCircle活动要素

英语课堂上LiteratureCircle活动，最重要的在于小组中的角色分工，一般来说，

一个小组需要五个基本角色：

提问者(DiscussionLeader)：这个角色是小组中的领导者，负责提供开放性的问

题，引导成员对图书或文章的内容发表看法，并组织小组成员对问题进行分享和讨论。

对于低年级的学生，提问者的角色可以由教师扮演，给出一些问题以鼓励学生进行讨

论,例如："Whichcharacterisyourfavorite?Why?""Whatconnectionscanyoumakewith

regardtothecharacter'ssituation(s)?""Whatdidyouthinkwhenyoureadthisbook?"

"Howdidthemaincharacterchangeasaresultofthisincident?"

Asalastresortyoumayuseth«questions

Name：bate：

listedbelow!!

Booki__________________

-Whatwasgoingthroughyourmindwhileyou

DiscussionLeader

Itisyourjobtodevelopalistofquestionsr«adtoday'sreading?

thatyourgroupshoulddiscussaboutthepartof-Howdidyouf««lwhilereadingthispartof

thestoryyoureadtodayinclass.thestory?

YourBIGIDEAquestionsshould：-Whatwasdiscussedinthissectionofthe

1-helpyourgrouptalkoverthebigideasinstory?

today'sreading-Cansomeonebrieflysummarizetoday'sread­

2-sharetheirreactionsorfeelingstowardto­ing?

day'sreading"bidtoday'sreadingremindyouofanyreallife

3-startwith"Why..How...If..*experiences?

-Whatquestionsdidyouhovewh«nyoufinishad

Yourquestions

today'ssection?

-bidanythingintoday'ssectionsurpriseyou?

Why?

"Whatareoneortwoofthemostimportant

ideasfoundintoday'ssection?

▲DiscussionLeader任务卡

绘图者(Illustrator)：这个角色负责在阅读图书或文章之后把重要的信息画成图

像，这些图像可以是角色素描或故事场景等，绘图者需要在小组讨论中向其他成员展

示图像，并让他们猜测图像所代表的含义。

Name:Data:

Book：_________________

Illustrator

Yourjobistodrawanythingabouttheassigned

readingthatyoulikedorpicturedinyourhead

while"ading：

-acharacter-thesetting

-aproblem-an«xeitir)9part

-asurprise-adescription

Wh«nyourgroupmeetszdon'ttellwhatyour

pietur«is.Letthemguessandtalkaboutitfirst.

Thenyoucantalkaboutyourpicture.

▲Illustrator任务卡

联结者(Connector)：这个角色负责在小组讨论中分享与所阅读的图书或文章内

容相关联的生活经历、背景知识或阅读感想等，这些联系可以与学校、家庭、朋友等

相关，或者与社会名人、新闻事件等相关，学生也可以把阅读的书或文章与以往读过

的其他书或文章联系起来。在小组讨论时，其他成员也可以分享他们的相关经历或故

事。

'Somethingstoday'sreadingremindedm«of

Book：_________________

Connector

Yourjobistofindatleasttwoconnectionsb«-

tw««nthebookandtheoutsideworld.Thismeans

connectingthereadingto：

,Yourownlif«____________________________________________________

,Happeningsatschoolorinyourneighborhood

•Similar«v«ntsatothertimesandplaces

,Otherpeopleorproblems

,Otherbooksorstories

,Otherwritingsonthesametopic

,Otherwritingsbythesameauthor

▲Connector任务卡

词汇解析者(VocabularyEnricher)：这个角色负责找到书或文章中的重要词汇，

可以是新词，或者是学生认为特别的、有意义的词汇，然后根据上下文确定词汇的意

义，给出例句，并在小组讨论中分享选择这些词汇的理由。

WORD:_________________

Name：bate：

PAGE：PARAGRAPH：

Bookt__________________

DEFINITION:___________________________________

VocabularyEnricher

YourjobIstochooseatleastthr««specialSENTENCE：_____________________________________

wordsfromyourreading.Wordsthatore：

-new-diffarant-strange

WORD：________________

-funny-int«r«sting-important

PAGE：PARAGRAPH：

-hard

DEFINITION：___________________________________

Thenyouwilllookupthewordsinthediotlo**

SENTENCE：_____________________________________

naryandwriteth«irdefinitionaccordingtotheuse

ofth«wordinthestory.Createanewsentence

WORD：________________

usingthewordcorrectly.Whenyourgroupmeats,

PAGE：PARAGRAPH：

shareeachwordandreadaloudthes«nt«nc«where

DEFINITION：___________________________________

thewordisfoundinthebook.Haveyourgroup

guessthedefinitionbeforeyoureadIttothem.

SENTENCE：