教材分析、文本分析.ppt

,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Click to edit Master title style,*,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Click to edit Master title style,*,文本分析,1,2,文本分析,为什么要做文本分析？,做好教材分析是备课和上课的第一步。教师不仅要熟悉教材内容，还要对教材进行深入的研读，从而有效地把握教材的题材、体裁、重点语言学习内容（知识与技能）、以及教材编者或作者希望传递的情感态度和价值观。对教材全面而深入的分析，有利于教师确定好教学目标和教学的重点。,3,文本分析,如何进行文本分析？,What,？写了什么？,How,？如何写的？,Main learning contents,？涉及哪些语言、技能、策略、文化内容？,Why,？为什么写？传递了什么样的情感、态度、价值观？,4,文本分析案例,5,文本分析：Lesson 1 Body Language,主题：肢体语言,语篇：描述说明类文体,基于语篇的文本分析（语言知识、文化知识、思维发展）,本文是一篇关于肢体语言的说明文。文章第一段第一句就点明了主旨，即肢体语言是一种常见而重要的交流形式。然后举例说明有些肢体语言（比如点头表示同意，把手指放到嘴唇上表示要安静）是全球通用的。第二段举例说明不同的文化有自己独有的肢体语言，比如，西方人的耸肩和日本人的鞠躬都是其文化特有的。第三段进一步说明肢体语言在不同文化中有具体的使用方法。比如在日本何时需要鞠躬如何正确鞠躬，在欧洲如何正确使用亲吻礼，在中东如何注意不要冒犯别人等。第四段呼应主旨句，得出结论，即在跨文化交际中，肢体语言和口头语言一样重要。作者想要表达的观点是在跨文化交际中首先要理解异国文化，才能做到尊重异国文化。,6,文本分析：Lesson 1 Body Language,本文在介绍肢体语言这一现象时，采用的是边描述边举例说明的手法，帮助读者更好地理解肢体语言的丰富文化内涵和重要意义。由于篇幅短，文章只能对肢体语言进行简单介绍，其目的是引发学生对肢体语言的关注和思考，鼓励他们去探究更多种类的肢体语言在不同文化中的意义，从而形成跨文化交际的意识。,本文的重点是肢体语言的英文表达及其意义，让学生理解肢体语言的重要性。本文的难点包括肢体语言的英文表达及意义，被动语态，以及区分肢体语言使用的地区。,7,文本分析：Lesson 1 Body Language,Body language is an important form of communication.,Body language is as important as the spoken language when we communicate with people from other cultures.,8,教学建议：Lesson 1 Body Language,读前,-,引入话题，预教词汇，读前预测,提问,What do you know about body language?OR What body language do you often use?,头脑风暴，补充图片来呈现部分生词如,nod,bow,kiss,greet,。,提问,Is body language as important as spoken language when we communicate with people from other cultures?,引发学生思考，并猜测文章作者的观点。,9,教学建议：Lesson 1 Body Language,读中,-,梳理文章的逻辑关系，学习语言,1.,快速阅读，圈出文中提到的,body language,。,找出作者的观点：,How important is body language?,10,教学建议：Lesson 1 Body Language,读中,-,梳理文章的逻辑关系，学习语言,2.,填表格,梳理文中,body language,的意义和使用地区。,11,教学建议：Lesson 1 Body Language,读中,-,梳理文章的逻辑关系，学习语言,3.,True or False.,让学生进一步熟悉上面表格的内容。,People from different cultures cant understand each others body language.,People often put their fingers up to their mouths to ask for silence.,People in Japan often shrug their shoulders to show they dont care about something.,In Europe,two men often kiss each other cheek when they meet on the street.,In the Middle East,its rude to touch people with your shoes.,.,12,教学建议：Lesson 1 Body Language,读中,-,梳理文章的逻辑关系，学习语言,4.,提问,Why is body language important?,借此梳理作者的写作思路。,Body language is used everywhere.Some body language is understood by people around the world.,Body language is used differently in different cultures.When you communicate with people from other cultures,sometimes its rude to use body language in the wrong way.So we have to learn more about body language of other cultures to show our respect.When in Rome,do as the Romans do.,13,教学建议：Lesson 1 Body Language,读中,-,梳理文章的逻辑关系，学习语言,5.,词汇教学建议：猜词。,People nod their head to show,agreement,and they put their fingers up to their mouths to ask for,silence,.,People,shrug,their shoulders to show they dont understand or they dont care about something.,It is very rude,to show the bottom of your shoe,It is also not polite,to touch people with your shoes.(,根据下一句话猜,rude,一词的意思,),14,教学建议：Lesson 1 Body Language,读后,-,内化语言，启发思维,让学生借助表格，做一个关于,body language,的,report,。内化信息，内化语言。,让学生小组讨论：,Do you agree with the writers opinion that“body language is just as important as the spoken language when we communicate with people from other cultures”?,学生言之成理即可。,让学生介绍中国特有的肢体语言或他们了解的其他文化的有意思的肢体语言。,15,文本分析：Lesson 6 Tom Sawyer,主题：文学欣赏,语篇：小说选段,基于语篇的文本分析（语言知识、文化知识、思维发展）,本课语篇节选自美国著名作家马克,吐温的经典文学名著,汤姆,索亚历险记,，选篇内容为故事主人公汤姆在一个阳光明媚适于玩耍或游泳的星期六被迫为波利姨妈粉刷篱笆，正当他看着长长的篱笆发愁的时候，本拿着一个汁满香甜的苹果来到他身旁。汤姆头脑灵活，口齿伶俐，鬼主意多，他利用欲擒故纵的方法，成功骗得本,罗杰斯替自己干活。语篇的第一段为故事发生的背景。通过阅读学生体会汤姆的无奈。第四行至倒数第三行为故事发展的主体，描述了汤姆如何一步一步地诱使本上勾，甘心情愿地替他干活，不惜牺牲手中的苹果。最后两行为故事的结尾，汤姆假装不情愿地将刷子交给本，而本迫不及待地接过刷子开始刷篱笆。故事虽然不长，但是透过作者活灵活现的描述，两个性格迥然不同的男孩形象跃然纸上，一个聪明机灵，一个呆笨可爱。通过阅读学生能够感受到文学的魅力，培养他们的人文素养。,16,文本分析：Lesson 6 Tom Sawyer,本文语言风格简练活泼，主要以两个男孩的对话为主，非常口语化，适于学生模仿。作者巧妙地使用描写人物行为及心理的动词、副词和短语，生动地刻画了人物的性格。这些词汇是本课词汇学习的重点。,本文的难点是让学生理解汤姆的所说的每一句话的字面意义和它真实的含义。学生可以通过阅读体会文本语意，感受语言带来的诙谐效果。本课的阅读策略旨在培养学生理解文本背后作者真正要表达的意图，课文后的练习,5,提供了策略和练习范例。故事中可推测的地方不止这三处。可以以此为例，引导学生找出故事中其他可推测之处，培养学生的思维能力。,、,17,读前,-,引入阅读，预教词汇,Do you remember,The Adventures of Tom Sawyer,from page 18?Who wrote it?Who are the main characters?,Look at the picture.What are the two boys doing?Do they like what they are doing?,fence,paint,brush,paintbrush,sweep,教学建议：Lesson 6 Tom Sawyer,18,读中,-,梳理故事情节，分析人物心理,Read the text and answer the questions.,When and where did the story happen?,What was Tom doing?,Who did the work in the end?,教学建议：Lesson 6 Tom Sawyer,19,读中,-,梳理故事情节，分析人物心理,2.Read the text and complete the information.,Tom was,silent,.He _ _ his painting like an,artist,.,Tom turned _.”Oh,its you,Ben!I didnt notice.,Tom kept _ and answered _,”All I know is it isnt work for me.”,Tom _ painting.”Does a boy get a chance to _ a fence every day?”,Tom swept his brush _,back and forth,added a,touch,of paint here and there and stopped to _ _ _ at it all.,Tom _ Bens,offer,.”I think there isnt one boy in a thousand,maybe two thousand,that can do it the way its got to be done.”,教学建议：Lesson 6 Tom Sawyer,20,教学建议：Lesson 6 Tom Sawyer,读中,-,梳理故事情节，分析人物心理,3.Choose what Tom thought when he spoke.Use the context to help you.,21,教学建议：Lesson 6 Tom Sawyer,读后,-,分析人物性格，内化语言,How did Tom trick Ben into painting the fence for him?,What are Tom and Bens characters?,22,文本分析：Lesson 7 A Famous Inventor,主题：艺术家达芬奇的另外一些鲜为人知的成就（生平与成就）,语篇：人物传记类文体,基于语篇的文本分析（语言知识、文化知识、思维发展）,本文是一篇人物介绍类的文章。文章介绍了画家达芬奇的另一个身份：工程师、发明家。第一段通过大家熟知的达芬奇在艺术方面的成就，引出达芬奇的在科学方面的成绩。第二段和第三段介绍了达芬奇作为工程师和发明家的一些具体事例。现在很多司空见惯的发明都来自于达芬奇，比如计算器、直升飞机等。由于他的想法非常超前，他的很多想法是在几百年后才被证实。最后一段介绍了达芬奇的成就不被人所知的原因。达芬奇工作的一个特点是他所有的日记都是用代码记录。因为的他破解日记需要时间，所以最早出版的一本也是在他去世,150,年之后。,23,文本分析：Lesson 7 A Famous Inventor,本文尽管属于介绍性语言，但是内容新颖，能够引起学生兴趣。本文的主旨是通过了解达芬奇发明创造的事迹，学习达芬奇敢于想像、赶超时代的精神。,本文的主要语言点是表示因果关系的连词。,24,教学建议：Lesson 7 A Famous Inventor,读前,-,激活已知，激发阅读兴趣，预教生词,What do you know about Leonardo da Vinci?,Which of the following do you think da Vinci painted,planned or invented?,Mona Lisa,The Last Supper,gun,helicopter,musical instrument,an adding machine,25,教学建议：Lesson 7 A Famous Inventor,读中,-,获取人物细节信息，体会因果连词用法,Skim the text and circle the things that da Vinci planned or invented?,26,教学建议：Lesson 7 A Famous Inventor,读中,-,获取人物细节信息，体会因果连词用法,2.Read the text and complete the information about da Vinci.,Da Vinci was born on _ in a _.,He is considered one of the greatest _ of all time.He is also an _ and an _.,He was interested in science and art,and he was a _ in many areas.He wrote about his ideas and drew _ in his diaries.,Many of his inventions were _ of their time.Because he couldnt _ them,not all of his plans _ as well as he wished.,He wrote everything in his diaries _ because he wanted to keep his ideas _ or because he was _.,27,教学建议：Lesson 7 A Famous Inventor,读中,-,获取人物细节信息，体会因果连词用法,3.Read the text again and answer the questions.,28,教学建议：Lesson 7 A Famous Inventor,读后,-,内化信息，使用因果连词,Match the half sentences.,Since many of da Vincis inventions were far ahead of their time,Because he couldnt test them,As he wrote his diary in code,Because he was left-handed,As it took some time to translate the diaries,not all of his inventions worked as well as he wished.,some think he wanted to keep his ideas secret.,they were published more than 150 years after his death.,they were only tested hundreds of years later.,others think it was just easier for him to write this way.,29,教学建议：Lesson 7 A Famous Inventor,读后,-,内化信息，使用因果连词,2.Introduce Leonardo da Vinci.,30,文本分析：Lesson 18 Steve Jobs,主题：成功人士如何获得成功（生平与性格）,语篇：人物传记类文体,基于语篇的文本分析（语言知识、文化知识、思维发展）,本文是一篇关于,Steve Jobs,的人物传记类文章。文章首先介绍了,Steve Jobs,是何许人他是当今世界最具价值的苹果公司的合作创始人，他创造了当今世界无数人日常生活都离不开的众多电子产品。紧接着作者分三个段落围绕他的早年生活和教育经历、早期工作和之后的成就、他的性格及与人相处的方式等三个方面讲述了他的生平，最后是作者对他的评价。,31,文本分析：Lesson 18 Steve Jobs,传记以时间为轴，从出生和教育经历、到早期工作和取得的进展，以及个人性格特点等，采用过去时态展开陈述，凸显出,Steve,的成功之路并不一帆风顺。,从家庭看,，他从出生就遭到遗弃，,从教育看,，他很聪明但并不适合正规教育，又因家庭无力支付学费被迫停学，他设法又坚持学习了,18,个月，但始终也没有拿到一张文凭。,从工作看,，他于,1976,年与两位朋友合伙创办了苹果计算机公司，但是第一个产品不成功，到,1985,年他被解雇了。他没有放弃，而是又创办了另外一家计算机公司，之后还创建了一家电影公司，他的电影公司获得了很多奥斯卡奖，并且出品了多部成功的电影，包括：,Toy Story,WALL-E,and,Up.,当他,1996,年再回到苹果公司后，他改变了公司的很多东西，使之成为了一个在国际范围都有广泛影响力的企业。,从性格上看,，他是一个善于组织团队工作领导，但是同时又脾气暴躁、固执己见、不能容忍不同意见。,32,文本分析：Lesson 18 Steve Jobs,本文的明线是,Steve Jobs,的生平，记录了他的人生轨迹，也记录了他是如何走向成功的。作者并没有用很多笔墨记录他成功背后的原因，而是以暗线方式铺垫了成功的因素，引导出他的坚持和不放弃的性格是促成他成功的根本原因。文中值得探讨的问题还有，,Steve,没有文凭，但是却获得了成功；他并没有只做计算机，还创办了电影公司，他的性格的两个方面等，都可以引导学生联系自己进行思考和讨论。文中提到,Steve,的创新和发明改变了人们的生活方式。,本文的难点在于动词以及动词词组比较多，比如,found,suit,afford,fire,state,recognise,give up,set up,grow up,put up with,。,33,教学建议：Lesson 18 Steve Jobs,围绕传记写作的五个方面展开对内容的梳理和信息建构，在信息建构的过程中，融入语言（词组和句型）学习和阅读及表达技能的训练，从表层信息到深层分析原因，促进学生的对人生困境和成功的思考，对人生观和价值观的讨论。,34,教学建议：Lesson 18 Steve Jobs,在明确主题的前提下，从,传记文体,入手激活学生有关传记文体类的知识。学生分享他们所知道的,Steve,，教师根据需要引入关键信息和表达方式。,然后，教师提出问题，为什么,Steve,能够获得成功？他有什么特殊经历？以此引导学生开展整体阅读，把握总体结构大意。再进入细节信息的提取，请学生特别注意第二段的第一句话，鼓励学生找到相关的支持证据，适时提出深层次问题，并创造机会让学生之间加强交流、进行归纳和总结，建构有关,Steve,的结构化知识，辅之以提问和多种活动巩固对信息和表达方式的把握。在此基础上内化和整合。最后通过深层次问题的讨论，引导深度学习、思维发展和正确价值观的建立。,35,教学建议：Lesson 18 Steve Jobs,读前,-,熟悉人物，预教部分词汇,提问,Do you know anything about Steve Jobs?Who is he?,通过学生熟悉的,iPod,iPad,iPhone,图片介绍,Steve Jobs,，并在语境中呈现词汇,digital products,found Apple Computer Inc.,让学生简单猜测,What kind of person is Steve Jobs?,36,教学建议：Lesson 18 Steve Jobs,读中,-,梳理信息，挖掘深层信息,让学生快速阅读文章，给每段找小标题，理解整篇文章的结构。,37,教学建议：Lesson 18 Steve Jobs,读中,-,梳理信息，挖掘深层信息,2.,用动词或动词词组填空，梳理文章信息。,He was _ by his birth mother soon after he was born.,As a child,formal school didnt _ him.,He stopped his studies in college because his parents couldnt _ it.,He found a way to _ his education for another 18 months.,In 1976,he _ Apple Computer Inc.with two friends.,In 1985,he was _ from Apple.Later,he went on to _ two successful companies.,In 1996,he _ to Apple and made Apple become an international success story.,He got angry easily and was often _.He usually _ his opinions bluntly,and would not _ anything that he didnt think was perfect.,He _ many digital products.He is _ by many as the father of the digital revolution.,38,教学建议：Lesson 18 Steve Jobs,读中,-,梳理信息，挖掘深层信息,通过提问，挖掘深层信息。,Why formal schooling didnt suit him?,Why Steve was fired from Apple in 1985?,（这两个问题是用来启发学生思考,Steve,的性格：,He was difficult to get along with.,）,What made Steve so successful?,He was creative.He was smart.He never gave up.He knew how to make teams achieve great results.He tried to make perfect products.,39,1,）通过展示已知图片，激活背景知识，为标题和插图预测做铺垫,解读标题和插图，增强预测能力,（,pre-reading,）,40,clever tricky wise naughty,What do you think of Tom?,41,What about Alices adventure?,She falls down a rabbit hole,42,2,）,通过,解读标题与插图，预测文本内容,43,Anne,orphan,What do you think of Anne?,44,unmarried,Matthew Cuthbert,What do you think of Matthew?,45,Anne,Matthew Cuthbert,Whats the relationship between them?,Whats the story about them?,46,2.,解读具体细节，培养概括、归纳和推理能力，品味文本情感态度，培养文化意识,47,Who went to the station?,Who did he come for?A boy or a girl?,How did he feel?,What was Anne like?,Did Matthew accept Anne at last?,What made Matthew change his mind?,1,）,设置问题链，获得文章主旨大意（,while-reading 1 skimming,）,48,2,）关注细节，在详读中获取信息，推断,人物,性格（,while-reading 2,scanning,）,Anns character,Matthews character,Appearance,Action,Language,What other people said,49,Anns character,Matthews character,Appearance,Wore an old brown hat,-poor,With lots of freckles,-lovely,Her big green eyes looked back at him,-brave,50,Anns character,Matthews character,Action,She started the conversation,-outgoing,Anne talked on and on,-talkative,He enjoyed the journey and the smell of the apple trees in silence,-silent,quiet,51,Anns character,Language,I made up my mind to go down I wouldnt be afraid and it would be lovely,-brave,full of imagination,cheerful,optimistic,I know you and I are going to get along fine.,-confident,52,Matthews character,Language,Im sorry Im late.Come on.Give me your bag.,-polite,gentle,shy,You can talk as much as you like.I dont mind.,-kind,patient,53,Anns character,What other people said,It came half an hour ago.There was one passenger.Shes sitting over there.,-patient,independent,Shes very good at talking.Thats for sure.,-talkative,54,3.,解读语言知识（词汇，语法，功能），提高运用语言的能力,55,1,）通过上下文，和构词法推断、理解生词的含义,(while-reading 3),56,情境,1,：,Anne came here by train,so the station manager said she was the,passenger,.,train,57,情境,2,：,Many children have,freckles,on their faces,but as we know,when they were babies,their faces were clean,without anything.As they grow up,more and more freckles are on their faces.But in my opinion,children seem lovely with them.,faces,58,情境,3,：,Normally,too much talking would make Matthew angry.But when Anne,apologized,to him,he told Anne not to say sorry,and to talk as much as she liked.,say sorry,59,4.,解读文本内容，培养逻辑推理和猜,想能力，激活发散思维，激发想象力。,60,Discuss in groups:,Is it possible or impossible?,Anne got along well with Matthew.,Anne studied hard and became a good teacher when she grew up.,Anne was loved by everyone.,61,Anne got along well with Matthew,.,Possible,：,Though Anne was talkative,Matthew was patient.,impossible,：,Anne was too talkative,however,Matthew was quiet and silent.,62,Anne studied hard and became a good teacher when she grew up.,Possible:Anne was confident,and she was patient,too.,impossible:Anne was good at imagining,maybe she couldnt pay attention to the teacher,so she couldnt study well,and could not be a teacher.,63,Anne was loved by everyone.,Possible:Anne was optimistic,brave and outgoing.She was also polite.,impossible:Anne was too talkative.,64,Thank You!,65,