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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,教学设计,课堂教学,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,指路用语,What else?,There is a bi
2、g 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,语言主题语用会话技巧,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,Setting,交际TouristIs language use appropriate?Is there nonverbal communication?,Who is it?Male or female?Old or young?From which country?Are there culture
3、 differences?,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？这个材料您的分析结果是什么？,For reference,语言：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：,以导游的视角介绍旅游路线视频+动态路线路+跟着导游出发、坐船、
4、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 the Houses of Parliament and
5、Big Ben.Opposite you can see the London Eye.It takes you 135 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 on you right.Get off the boat at
6、 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 fruit and vegetable market.They dont sel
7、l 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 this square we are standing in the middle
8、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,修订前后对比,First,Goldilocks wanted to sit down because she was tired.The two big chairs were uncomfortable.She didnt like th
9、em,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.Very soon she was asleep in it.The three Bears returned.
10、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 little girl in his bed,and cried,“Look!Theres the naughty girl!
11、”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？,语言以外的其它内涵图式、认知、文化等,听力文本,Dong Changan Jie,Xi Changan JieExcuse me!Thank
12、 you.Thanks a lot.Youre welcome.Have a nice day.,地名的翻译问路的礼貌如何有效交际,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）,多思考语言之外的内容,不同文本含义不同。有文化认知(Tour of London,Body Language around the world)，阅读图式（篇章结构、逻辑）(My life in Quincy)、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？
13、活动设计应该遵循的原则,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：能够听懂他人的问路能够听懂他人的指路说：能够问路能够给问路者指路,影响听力的因素,语言？词汇句法语音？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,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理解应用分析综合评价,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
14、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 activities 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,领会,应用,识别,转述,自由表达,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）替换练习（句型、地点的
15、变化）角色扮演问题解决任务,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么？如何才能达成这些目标？,影响因素分析,语言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 activities,Arrange the
16、places in orderDraw the route of the tour on the mapTell in Chinese about the 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？管理策略、资源利用策略=元认知策略词汇学习策略语法学习策略听力策略阅读策略,策略的培养,将策略培养与具体的学习
17、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,阅读策略,您能说出多少阅读策略？Skimming,scanningWord guessingKey words decodingInferring Automatic decoding,VisualizationPredictingMapping,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习俗、行为、信念、建筑、服装、饮食，文化教学的基本模式,文化的基本模式,学生阅读认识文化,角色扮演体验文化,通过地体验中的表现评价提升对文化的认知，培养文化能力,建议,没有
18、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/problems,结束语,Learn to listen,learn to read,learn to write,learn to express themselves.Not just learn language.Language is only a medium.We should bear in mind students development in cognition,affect,spiritual and moral development.We should not forget culture.,Thank you for your attention!,
