高中英語(yǔ)閱讀課文本解讀

高中英語(yǔ)閱讀課之文本解讀框架溫州市第二高級(jí)中學(xué)項(xiàng)紙陸1.Nowobservethetextcarefullytofindout:howmanypartsitcontainswhatthedifferentpartsareaboutItcontainstwoparts.OnepartisonepagefromAnne’sdiary,theotheroneisthebackgroundinformationaboutAnneandherdiary.Fast-readingFastreadingReadthefirstpartofthereadingsectionandanswerthesequestions:WhowasAnne’sbestfriend?Whendidthestoryhappen?Herdiary―Kitty.DuringWorldWarII.placeheroine’s（女主人公）herbestfriendtime(howlong)time(when)FillintheformNetherlandsAnneFrank

herdiary--KittyovertwoyearsFastreadingScanning〔尋讀〕July1942FastreadingJointhecorrectpartsofthesentences.AnnekeptadiarybecauseShefeltverylonelybecauseTheyhavetohidebecauseAnnenamedherdiaryKittybecauseshecouldn’tmeetherfriends.JewswerecaughtbyNazisandputaway.shecouldtelleverythingtoit.shewantedittobeherbestfriend.

Fastreading4.Readthediaryquicklytofindoutthemainideaofthediary.Anneexpressed

_______________________afterhidingforalongtime.______________________keptAnnespellbound.Skimming(跳讀〕herfeelingsaboutnatureEverythingaboutnatureCarefulreading1.Readthediarycarefullyandfillinthetable.TimeNatureFeelingBeforehidingAfterhiding

bluesky,songsofbirds,moonlight,flowers

neverfeltspellbounddark,rain,wind,thunderingcloudsfeltcrazy

GroupTalk:Anne’sstrongfeelings:anxious,eager,excited,earnest,crazy,calm,lonely,sad…Findthesentencesthatshoworimply〔暗示〕Anne’sstrongfeelingsabove.

閱讀課教學(xué)的一些思考：思考一：是不是細(xì)節(jié)問(wèn)題太多了？思考二：是不是語(yǔ)言關(guān)注太多了？思考三：是不是解讀的深度太淺了？思考四：是不是解讀的廣度太窄了？文本解讀——important高中英語(yǔ)教師文本解讀的維度覆蓋面統(tǒng)計(jì)表職稱(chēng)/維度體裁篇章結(jié)構(gòu)語(yǔ)言篇章內(nèi)容閱讀策略寫(xiě)作技巧情感態(tài)度文化內(nèi)涵高級(jí)（25）76%100%80%92%80%64%76%76%一級(jí)（24）58.3%79.2%87.5%83.3%66.7%41.7%54.2%37.5%二級(jí)（14）71.4%78.6%71.4%85.7%71.4%35.7%50%21.4%未定級(jí)（11）45.5%81.8%81.8%90.9%72.7%36.4%54.5%45.5%總計(jì)（74）64.9%86.5%81.1%87.8%73%47.3%45,60.8%36,48.6%教師面臨的問(wèn)題：1.解讀能力欠缺？？？2.解讀信息不全？？？3.缺乏篩選？？？4.問(wèn)題設(shè)計(jì)缺少針對(duì)性？？？2+X文本解讀模式2文本語(yǔ)言主題性詞和重點(diǎn)詞；關(guān)鍵詞句；難點(diǎn)詞句；可供學(xué)習(xí)和賞析的詞句。文本信息表層信息；深層信息；評(píng)價(jià)信息。文體結(jié)構(gòu)文體類(lèi)型，劃分段落，厘清文脈。閱讀策略利用標(biāo)題和插圖預(yù)測(cè)大意；利用上下文線索猜測(cè)詞義；利用主題句概括段落或篇章大意；利用信號(hào)詞推斷句子之間關(guān)系、區(qū)分事實(shí)與觀點(diǎn)等。X〔選擇〕思想情感作者的思想情感；對(duì)學(xué)生情感態(tài)度和價(jià)值觀的影響。文化內(nèi)涵文本內(nèi)容反應(yīng)的文化現(xiàn)象；作者遣詞造句中蘊(yùn)含的文化內(nèi)涵。Hi,mynameisMartyFieldingandIguessyoucouldsayIam“oneinamillion”.Inotherwords,therearenotmanypeoplelikeme.Yousee,Ihaveamusclediseasewhichmakesmeveryweak,soIcan’trunorclimbstairsasquicklyasotherpeople.Inaddition,sometimesIamveryclumsyanddropthingsorbumpintofurniture.Unfortunately,thedoctorsdon’tknowhowtomakemebetter,butIamveryoutgoingandhavelearnttoadapttomydisability.Mymottois:liveonedayatatime.UntilIwastenyearsoldIwasthesameaseveryoneelse.Iusedtoclimbtrees,swimandplayfootball.Infact,IusedtodreamaboutplayingprofessionalfootballandpossiblyrepresentingmycountryintheWorldCup.ThenIstartedtogetweakerandweaker,untilIcouldonlyenjoyfootballfromabenchatthestadium.IntheendIwentintohospitalformedicaltests.Istayedtherefornearlythreemonths.IthinkIhadatleastabilliontests,includingoneinwhichtheycutoutapieceofmusclefrommylegandlookedatitunderamicroscope.Evenafterallthat,noonecouldgivemydiseaseanameanditisdifficulttoknowwhatthefutureholds.OneproblemisthatIdon’tlookanydifferentfromotherpeople.Sosometimessomechildreninmyprimaryschoolwouldlaugh,whenIgotoutofbreathafterrunningashortwayorhadtostopandresthalfwayupthestairs.Sometimes,too,Iwastooweaktogotoschoolsomyeducationsuffered.EverytimeIreturnedafteranabsence,IfeltstupidbecauseIwasbehindtheothers.Mylifeisaloteasierathighschoolbecausemyfellowstudentshaveacceptedme.Thefewwhocannotseetherealpersoninsidemybodydonotmakemeannoyed,andIjustignorethem.AllinallIhaveagoodlife.IamhappytohavefoundmanythingsIcando,likewritingandcomputerprogramming.MyambitionistoworkforafirmthatdevelopscomputersoftwarewhenIgrowup.LastyearIinventedacomputerfootballgameandabigcompanyhasdecidedtobuyitfromme.Ihaveaverybusylifewithnotimetositaroundfeelingsorryformyself.Aswellasgoingtothemoviesandfootfallmatcheswithmyfriends,Ispendalotoftimewithmypets.Ihavetworabbits,aparrot,atankoffishandatortoise.TolookaftermypetsproperlytakesalotoftimebutIfinditworthwhile.IalsohavetodoalotofworkespeciallyifIhavebeenawayforawhile.Inmanywaysmydisabilityhashelpedmegrowstrongerpsychologicallyandbecomemoreindependent.Ihavetoworkhardtoliveanormallifebutithasbeenworthit.IfIhadachancetosayonethingtohealthychildren,itwouldbethis:havingadisabilitydoesnotmeanyourlifeisnotsatisfying.Sodon’tfeelsorryforthedisabledormakefunofthem,anddon’tignorethemeither.Justacceptthemforwhotheyare,andgivethemencouragementtoliveasrichandfullalifeasyoudo.Hi,mynameisMartyFieldingandIguessyoucouldsayIam“oneinamillion”.Inotherwords,therearenotmanypeoplelikeme.Yousee,Ihaveamusclediseasewhichmakesmeveryweak,soIcan’trunorclimbstairsasquicklyasotherpeople.Inaddition,sometimesIamveryclumsyanddropthingsorbumpintofurniture.Unfortunately,thedoctorsdon’tknowhowtomakemebetter,butIamveryoutgoingandhavelearnttoadapttomydisability.Mymottois:liveonedayatatime.oneinamillionInwordsUnfortunatelyInadditionandadapttooutgoingliveonedayatatime.

bumpintootherMymottois:UntilIwastenyearsoldIwasthesameaseveryoneelse.Iusedtoclimbtrees,swimandplayfootball.Infact,IusedtodreamaboutplayingprofessionalfootballandpossiblyrepresentingmycountryintheWorldCup.ThenIstartedtogetweakerandweaker,untilIcouldonlyenjoyfootballfromabenchatthestadium.IntheendIwentintohospitalformedicaltests.Istayedtherefornearlythreemonths.IthinkIhadatleastabilliontests,includingoneinwhichtheycutoutapieceofmusclefrommylegandlookedatitunderamicroscope.Evenafterallthat,noonecouldgivemydiseaseanameanditisdifficulttoknowwhatthefutureholds.UntilIwastenyearsoldIwasthesameaseveryoneelse.usedtoThenIntheendEvenafterallthatitisdifficulttothefutureholds.billiontestscutoutusedtoknowwhatOneproblemisthatIdon’tlookanydifferentfromotherpeople.Sosometimessomechildreninmyprimaryschoolwouldlaugh,whenIgotoutofbreathafterrunningashortwayorhadtostopandresthalfwayupthestairs.Sometimes,too,Iwastooweaktogotoschoolsomyeducationsuffered.EverytimeIreturnedafteranabsence,IfeltstupidbecauseIwasbehindtheothers.SotoosufferedabsenceoutofbreathproblemlaughMylifeisaloteasierathighschoolbecausemyfellowstudentshaveacceptedme.Thefewwhocannotseetherealpersoninsidemybodydonotmakemeannoyed,andIjustignorethem.AllinallIhaveagoodlife.IamhappytohavefoundmanythingsIcando,likewritingandcomputerprogramming.MyambitionistoworkforafirmthatdevelopscomputersoftwarewhenIgrowup.LastyearIinventedacomputerfootballgameandabigcompanyhasdecidedtobuyitfromme.Ihaveaverybusylifewithnotimetositaroundfeelingsorryformyself.Aswellasgoingtothemoviesandfootfallmatcheswithmyfriends,Ispendalotoftimewithmypets.Ihavetworabbits,aparrot,atankoffishandatortoise.TolookaftermypetsproperlytakesalotoftimebutIfinditworthwhile.IalsohavetodoalotofworkespeciallyifIhavebeenawayforawhile.firmannoyedfellowsoftwareAllinallAswellastortoiseparrottankeasierhappyworthwhileIhaveagoodlifeInmanywaysmydisabilityhashelpedmegrowstrongerpsychologicallyandbecomemoreindependent.Ihavetoworkhardtoliveanormallifebutithasbeenworthit.IfIhadachancetosayonethingtohealthychildren,itwouldbethis:havingadisabilitydoesnotmeanyourlifeisnotsatisfying.Sodon’tfeelsorryforthedisabledormakefunofthem,anddon’tignorethemeither.Justacceptthemforwhotheyare,andgivethemencouragementtoliveasrichandfullalifeasyoudo.healthychildrenencouragementgrowstrongerpsychologicallyandbecomemoreindependentmakefunofacceptthemignore〔一〕解讀文本語(yǔ)言重點(diǎn)和關(guān)鍵的詞句；難點(diǎn)詞匯語(yǔ)匯；遣詞造句和謀篇布局；主題性詞匯和表達(dá)式：outgoing,adaptto,annoyed,psychologically,encouragement等。較難理解的詞句：〔1〕UntilIwastenyearsoldIwasthesameaseveryoneelse.〔2〕Itisdifficulttoknowwhatthefutureholds.〔3〕myeducationsuffered〔4〕Thefewwhocannotseetherealpersoninsidemybodydonotmakemeannoyed.形象生動(dòng)的動(dòng)詞run,climb,drop,bumpinto,swim,playfootball,gotomovie,lookafter豐富多彩的連詞inotherwords,allinall,inmanyways,then,intheend寓意深刻的語(yǔ)句Mymottois:Liveonedayatatime.Itisdifficulttoknowwhatthefutureholds.Ihaveabusylifewithnotimetositaroundfeelingsorryformyself.〔二〕解讀文本信息〔從理解的層面〕表層信息解讀；深層信息解讀；評(píng)價(jià)性信息解讀；解讀表層信息：解讀題目、插圖、圖表、表格、主題句和細(xì)節(jié)句等。以網(wǎng)頁(yè)的形式呈現(xiàn)，題目簡(jiǎn)單易懂一幅插圖每段沒(méi)有明顯的主題句段落大意解讀深層信息:1.厘清文本段與段、句與句之間的因果、轉(zhuǎn)折、條件、假設(shè)等邏輯關(guān)系;2.發(fā)現(xiàn)指代、替代、省略、重復(fù)、同義、反義、上下義等語(yǔ)篇銜接關(guān)系;3.領(lǐng)悟作者的觀點(diǎn)和寫(xiě)作意圖；4.概括文本的中心思想。故事情節(jié):生病——遭遇——段落內(nèi)部的邏輯：第2段，信號(hào)詞untilten,usedto,then,第3段，連接詞so；并列式的文段結(jié)構(gòu)；第4段有兩個(gè)總分結(jié)構(gòu)；happy/busy評(píng)價(jià)性解讀：辨析本文思想內(nèi)容的科學(xué)性;從情感、閱歷、信念、思維等方面評(píng)價(jià)文本的事件、人物、語(yǔ)言及其觀點(diǎn);或運(yùn)用課文所學(xué)解決實(shí)際問(wèn)題。

Marty的情感、信念和閱歷，發(fā)表個(gè)人觀點(diǎn)和感悟。

〔三〕解讀文體結(jié)構(gòu)辨識(shí)文本的體裁類(lèi)型和段落結(jié)構(gòu)厘清作者寫(xiě)作思路M7U1LivingWell第一局部〔para1)，總起，簡(jiǎn)要介紹了整個(gè)事件過(guò)程；第二局部(para2-4)，經(jīng)過(guò)，兩條線索，顯性線索和隱性線索；第三局部(para5)，事件結(jié)果，說(shuō)明作者的寫(xiě)作意圖；〔四〕解讀閱讀策略閱讀和寫(xiě)作策略和技能的訓(xùn)練標(biāo)題和插圖用來(lái)訓(xùn)練預(yù)測(cè)技能；使用定義、釋義或例證訓(xùn)練利用上下文猜測(cè)詞義；根據(jù)主題句概括段落大意或篇章大意；根據(jù)信號(hào)詞推斷句子之間或段落之間的邏輯關(guān)系、區(qū)分事實(shí)與觀點(diǎn)；等等；標(biāo)題解讀：敘事體

插圖清晰：一個(gè)人的生活經(jīng)歷

網(wǎng)頁(yè)形式：目的性/教育性寫(xiě)作策略：時(shí)間順序/主題詞的拓展

〔五〕解讀文本承載的文化或情感：1.文化背景和文化內(nèi)涵；2.作者的思想情感3.對(duì)學(xué)生情感態(tài)度和價(jià)值觀的影響。Itisdifficulttoknowwhatthefutureholds.〔絕望〕；Somechildreninmyprimaryschoolwouldlaugh.IfeltstupidbecauseIwasbehindtheothers.〔自卑〕；Myfellowstudentshaveacceptedme.…donotmakemeannoyed.Ihaveaverybusylifewithnotimetositaroundfeelingsorryformyself.〔自信和希望〕；Ihavetoworkhardtohaveanormallifebutithasbeenworthit.〔價(jià)值〕讀前階段：Wherecanwefindsuchapassage?WhatkindofpersondoyouthinkMartyis?讀中階段第一段：1.WhatdoesMartysufferfrom?2.Whatsymptomsdothediseasehave?3.Howdoyo