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《Oceans Under Threat》课例


舒莉莉

  摘要:在传统的课文教学中,很多教师习惯了以逐句翻译课文并讲解语法点为主。这造成了很多学生尽管没有语言障碍但却无法在整体上把握文章的局面。这与教师缺乏系统理论知识是有很大关系的。对于语篇教学,有很多可以参考的理论。20世纪六、七年代出现的语篇分析理论以及自上而下和自下而上的阅读理论在现今的语篇教学中是起到了积极的指导作用。

  本文为课文《Oceans Under Threat》的教学实例,通过对课文教学方法的再设计,展示了教师如何从宏观上分析语篇,学生在该教学方法的指导下如何掌握语言学习技能的过程。此外,本文还对每一步的教学设计根据实际的课堂反应进行了再设计,进一步探讨了宏观分析课文时应注意的情况,对于科学的语篇的教学是有一定指导意义的。

  关键词:语篇;语境;预测;略读

  《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》是上海新世纪版高二英语上册第六单元的课文。


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