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《Oceans Under Threat》課例


舒莉莉

  摘要:在傳統的課文教學中,很多教師習慣了以逐句翻譯課文并講解語法點為主。這造成了很多學生盡管沒有語言障礙但卻無法在整體上把握文章的局面。這與教師缺乏系統理論知識是有很大關系的。對于語篇教學,有很多可以參考的理論。20世紀六、七年代出現的語篇分析理論以及自上而下和自下而上的閱讀理論在現今的語篇教學中是起到了積極的指導作用。

  本文為課文《Oceans Under Threat》的教學實例,通過對課文教學方法的再設計,展示了教師如何從宏觀上分析語篇,學生在該教學方法的指導下如何掌握語言學習技能的過程。此外,本文還對每一步的教學設計根據實際的課堂反應進行了再設計,進一步探討了宏觀分析課文時應注意的情況,對于科學的語篇的教學是有一定指導意義的。

  關鍵詞:語篇;語境;預測;略讀

  《Oceans Under Threat》teaching examples

  Shu Li-li

  Abstract:Traditional text teaching focuses on explaining words and language points, which brings students trouble in getting the general idea of the text. This situation was mainly caused by the fact that teachers lack teaching theories. There are a lot of theories which help in text teaching, such as discourse analysis and bottom-up or up-bottom theory.

  This article shows the process of an English reading class, in which a text named Oceans Under Threat was taught. It provides all the activities and discourse between the teacher and students. It also provides the reason why each step was designed and a better design is presented after each step. This article helps in reading teaching.

  Key words: discourse; context; prediction; skimming

  【教材分析】

  《Oceans Under Threat》是上海新世紀版高二英語上冊第六單元的課文。


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