叙事性文本的文本解读和目标定位

skeptical/practical
4. Why did he design it? inspired, exposed to, a deadly disease, cure, think of a method
5.
What are on the map?
terrified, outbreak, control,face the challenge, determined/devoted
多元目标英语课程的概念框架（龚亚夫 2015）
解码 能力
文本概念 音素意识
Book 7 Unit 2 Robots Reading: Satisfaction Guaranteed
拼读能力
阅读流畅度
阅读 能力
语言 知识
词汇知识 语法知识 语篇知识
阅读 理解
lines, boxes, illustrations, tables, graphics, colours)
语言
文化
情感
体裁
1. What is this? 2. Which place is it about? 3. Who designed it? 4. Why did he design it? 5. What are on the map? 6. What information can
extpootesslitlotairoisentsor(ryeoarl
to narrate an event or imaginary)
or
series
of
events
argumentationU2M3 The story of Atlanta U3M7 Old Tom the killer whale
First Impressions of
To the future AD 3008
the impressions of
What they saw and did what impression they had
air quality transportation houses
what changed?
Enquiry consciousness is the cornerstone of creative spirit.
以文本体裁为切入点 文本主题
文本特征
...... 文化
文本解读
语言
情感
体裁
narration exposition argumentation description
John Snow Defeats “King Cholera”
语言知识
词汇知识 语法知识 语篇知识
阅读理解 文化意识
信息提取 策略运用 多元思维 文化感知 文化理解 文化比较 文化鉴别
社会文化目标
行为规范与伦理美德 社会知识与学科融合 多元文化和国际意识
积极的心理品质 多层次思维能力 有效的学习策略
基本语言知识 基本语言技能 交流沟通策略
思维认知目标
语言交流目标
What were John Snow's enquiries about Cholera?
What was the possible cause of cholera? Which theory was correct as for the cause of cholera? Why was the cholera outbreak so severe in this two
inspired, suspected, supporting evidence, extra evidence
decisive draw a conclusion
creative
以文本语言为切入点 文本主题
文本特征
...... 文化
文本解读
情感
体裁
语言
（vocabulary, grammar,
punctuation, etc.)
particular streets? Were the deaths linked to the water pump? What happened to the source of water? Was there any supporting evidence? What should be done to prevent the deaths?
make a question skeptical/practical
face the challenge, attacked, affected, suspected, evidence, enquiry, a valuable clue, be to blame, looked into, remove the handle, be linked to , announce with certainty, examined, instructed
(内容、结构、修辞、文化)
（王秋红，2015:29）
enquiry a question that you ask when you want more information; an official process to discover the facts about something bad that has happened; the process of asking questions in order to get information
U1M3 A sad love story
U2M7 Satisfaction guaranteed
biographies
description U2M7 Biography of Isaac Asimov
histories U1M5 John Snow defeats “King Cholera”
U1M5 Copernicus’ revolutionary theory
U1M5 Finding the solution
news items
U5M5 Heroic teenager receives award
narrative poems
U5M2 Cat’s in the cradle
叙事性文体的定义与类别
collect results
analyse the results cautious
find supporting evide decisive
draw a conclusion
Book5 Unit3
Problems exist everywhere, but action counts.
Li Qiang's
梁增红：2014(7).
John Snow Defeats “King Cholera”
Who
内容
Who was John Snow? What is Cholera? Why was it called King Cholera? How did he defeat “ King Cholera”? Why could he defeat “ King Cholera”?
attacked, affected, suspected, evidence,
collect results
6. What information can enquiry,
we get from the map? a valuable clue, be to blame, looked into ,
does What
语言
思维
expert, attend, personal physician
find a problem
responsible/compassionate/brave /curious
exposed to, a deadly disease, cure, terrified, outbreak, control
what impressed you most? why? what should we do?
A Student of African Wildlife
• Q1: Who is the student? • Q2: What animals were observed? • Q3: Where did she study chimps?
综合施教 教学设计
文本解读 （葛炳芳，2015:29）
“阅读课堂教学的实施，从文本解读起步，即文 本的深度解读是这个过程的逻辑起点。”
文本解读的切入点 文本主题
文本特征
......
文本解读
语言
文化
情感
体裁
以文本主题为切入点
文章的标题，通常被称作文 章的“题眼”，往往好的标题 能透射出文章的内容概要，能 使人从这“眼睛”中窥探到整 篇文章的主要内容。
analyse the results
remove the handle, be linked to , announce
cautious
7. Do you think John
with certainty, examined, instructed
find supporting evidence
Snow would have solved this problem without the map?
叙事性文本的 文本解读与目标定位
叙事性文本的文本解读与目标定位
叙事性文本
文本解读
目标定位
叙事性文体的定义与类别
The four genres of essays narration exposition argumentation description
叙事性文体的定义与类别
narration
inspired, never ... until, became interested in, suspected, determined , It seemed that , prevent...from, suggested, instructed
think of a method determined/devoted
以文本体裁为切入点
内容
语言
思维
目标定位
一堂阅读课的教学，必须是 课堂目标与文本内容的内在统一。
（葛炳芳，2015：13）
文本内容
教学目标
阅读行为 阅读频率
阅读量
阅读习惯
阅读品格
阅读素养
阅读能力
阅读态度 阅读兴趣 自我评估
阅读体验
中小学生英语阅读素养发展目标理论框架
解码能力
文本概念 音素意识 拼读能力 阅读流畅度
Main idea:
Jane Goodall /observe / protect /chimps / African
forest / achievements
1
2017年11月英语选考读后续写
A Vacation With My Mother
A （ ？ ）Vacation With My （ ？ ）Mother
interesting
absent-minded
An （amusing ）Vacation With My （forgetful ）Mother
unforgettable
...
...
以文本特征为切入点 文本主题
...... 文本解读
文本bars
文本的内容、思维和语言
一个文本，其内容即意 义是灯，语言是灯罩，而思 维则是影子。当灯灭了，一 切的存在无法被感知。
（葛炳芳，2013:9）
英语阅读教学综合视野
教 思维（逻辑、评判、创造） 学
内容（事实、观点、文化）
文 本 语言（文字、修辞、篇章）
（葛炳芳，2015:21）
1. 解读教学文本 2. 定位教学目标 3. 设计教学活动 4. 精心实施教学 5. 及时评价过程
neighbourhoods, particular,
the exact places, water pruemsppo,nsible/compassionate/brave /curious
Cambridge Street
make a question
3. Who designed it?
expert, attend, personal physician,
we get from the map? 7. Do you think John
Snow would have solved this problem without the map?
内容
语言
思维
find a problem
1. 2.
What is this? Which place is
it
about?