1、中学英语经典阅读课 堂教学实践研究 目录 1. 经典阅读课堂教学实践 2. 经典阅读教学的实效性研究 3. 经典阅读教学的问题和建议 1. 经典阅读课堂教学实践 （导-析-赏-评） 图片 视频 互文 主旨 导读 提问 展示 表演 评论 分享 文字 情节 人物 互文 赏析 改写 续写 评论 反思 写评 Period 1: 导读 “导” 导入 -采用多模态的图片、歌曲、视频等导入 激起学生的兴趣 （1）从书中图片导入 失落的世界 （2） 从歌曲导入 风中奇缘 歌曲 Colors of the Wind 风之色彩 Think you own whatever land you land on Ear
2、th is just a dead thing you can claim But I know every rock and tree and creature Has a life, has a spirit, has a name Think the only people who are people Are the people who look and think like you But if you walk the footsteps of a stranger You learn things you never knew You never knew Have you e
3、ver heard the wolf cry to the blue corn moon? Or ask the grinning bobcat why he grinned Can you sing with all the voices of the mountains? Can you paint with all the colors of the wind? Can you paint with all the colors of the wind? Come run the hidden pinetrails of the forest Come taste the sun-swe
4、et berries of the earth Come roll in all the riches all around you And for once never wonder what theyre worth The rainstorm and the rivers are my brothers And the heron and the otter are my friends And we are all connected to each other In a circle in a hoop that never ends （3） 从主题导入 三个火枪手 Knight i
5、n the middle age of Europe 骑士的八大美德 Humility谦卑 Honor 荣誉 Sacrifice 牺牲 Valor 英勇 Compassion 怜悯 Honest 诚实 Justice 公正 Spirituality 灵魂 骑士法规 The Knights code of Chivalry and the vows of knighthood To fear God and maintain his church 敬畏上帝，维护主的教会 To serve the liege lord in valour and faith 为主献上勇气与信仰 To protec
6、t the weak and defenceless 保护弱小和无助的人 To give succor to widows and orphans 给寡妇与孤儿帮助 To refrain from the wanton giving of offence 不可无礼的冒犯他人 To live by honor and for glory 活得尊严以及荣誉 To despise pecuniary reward 不看重金钱的奖赏 To fight for the welfare of all 为所有人的幸福而战斗 To obey those placed in authority 遵从当权者的指令
7、 To guard the honor of fellow knights 维护其他骑士们的尊严 To eschew unfairness, meanness and deceit 回避不公正恶意欺骗 To keep faith 持守信仰 At all times to speak the truth 只说实话 To persevere to the end in any enterprise begun 坚持到底 To respect the honor of women 尊重女性 Never to refuse a challenge from an equal 绝不回拒同等之人的挑战 N
8、ever to turn the back upon a foe 绝不背对敌人 Being a knight Be without fear in the face of your enemies. Be brave and upright that God may thee. Speak the truth even if it leads to your death. Safeguard the helpless. That is your oath. And that so you remember it. Rise a knight! 强敌当前，无畏不惧！果敢忠义，无愧上帝！耿正直言，
9、宁死不诳！保 护弱者，无怪天理！这是你的誓词，牢牢记住！册封为骑士！ Middle age- Knight spirit Vowing I will be kind to the weak. I will be brave and against the strong. I will fight the all who do wrong. I will fight for those who cannot fight. I will help those who call me for help. I will harm no white woman. I will help my broth
10、er knight. I will be true to my friends. I will be faithful in love. 16-17th century France 保护老弱妇孺 为公义而战以对抗不平与邪恶 热爱家园 为防卫教会而冒死犯难 Chivalry 骑士精神 Three Musketeers （4） 从情节导入 基督山伯爵 Period 1 导读 “导” (2) 采用片段阅读对作品有轮廓性了解、并激发学生好奇心 默读片段回答问题 朗读段落体验情节 共读领会人物特点 失落的世界 基督山伯爵 Period 1 导读 “导” (3) 导图与留白 提前介绍人物关系 思维导图概
11、括故事大体轮廓 提出关键问题激发阅读欲望 基督山伯爵 Villefort Fernandez Danglars Emond Dantes Prison 14 years 三个火枪手 period 1 导读 “导” (4) 布置学生阅读作品任务 （A）提问 （B）展示 （C）表演 （D）人物评价 （E）作品评论 （F）项目制学习任务 （inquiry-based) Period 1:导读四步骤 激趣 导入 片段 阅读 故事 导图 多维 任务 Period 2 分享 “析”（学生） 分享 学生对作品提问 学生对作品进行互文关联 学生解析和评价人物 学生谈论自己喜欢的情节 学生情境剧表演 T Thr
12、ee brave knights. he Three Musketeers 学生展示 2017 年终工作总结报告 8 1 2 CHAPTER 3 Knights Words Sentence 2017 年终工作总结报告 The three Musketeers SENTENCE 2017 年终工作总结报告 谦卑(Humility) 荣誉(Honor) 牺牲(Sacrifice) 英勇(Valor) 怜悯(Compassion) 诚实(Honest) 公正(Justice) 灵魂(Spirituality) Knights Spirit 1 2017 年终工作总结报告 善堂骑士团 善堂骑士团，一
13、直延续至今， 被称为马耳他骑士团，之前也 曾被称为罗德骑士团，成员多 为意大利骑士。 圣殿骑士团，是十字军东 征期间最显赫、财富最强 大的骑士团，丌过下场也 最惨，成员基本为法国骑 士。 条顿骑士团，它的成员德意志贵 族，在耶路撒冷期间条顿骑士团 并没有什么突出表现，但它后来 回到欧洲，在德意志东方殖民的 历史上给世人留下浓重的一笔。 Three Knights team 1 圣殿骑士团 条顿骑士团 2017 年终工作总结报告 CHARACTERS 2017 年终工作总结报告 Characters 2 是三个火枪手之一“冷面枪手”阿多斯 的前任情人，是个性格火爆的反派姑娘。容 貌沉鱼落雁，但是
14、却心狠手辣。尽管如此， 她依然是一个女中豪杰。 2017 年终工作总结报告 Characters 2 白金汉公爵 不法国王后曾经有暧昧关系，是三个火枪 手的最大敌人，也是最有风度、引领贵族时 尚的名人，法王路易十三都要丌断学习他的 着装。 2017 年终工作总结报告 Characters 2 阿拉米斯 和达尼昂是好友，为解救王后而冲破红衣 主教所设下的重重罗网，最终保全了王后的 名誉。他们有一句名言“人人为我，我为人 人”。 2017 年终工作总结报告 Characters 2 波尔托斯 和达尼昂是好友，为解救王后而冲破红衣 主教所设下的重重罗网，最终保全了王后的 名誉。他们有一句名言“人人为
15、我，我为人 人”。 2017 年终工作总结报告 Words and Sentence 2017 年终工作总结报告 n. Something that kills people when they eat or drink it. Poison 1 3 4 2 WORDS n. An act or sound of sighing sigh v. To fall down suddenly because you are weak. Faint To make a plan for something to happen arrange words 3 WORDS Some that you w
16、ear to cover you face Mask The time when a dead person is put under the ground Funeral A coat with no arms cloak To ask someone question to decide if they have done something wrong try 3 One Two 4 Guilty Who has done something wrong Executioner A person whose job is to kill criminals Period 3 赏析 “赏”
17、 赏析 教师提问 提炼主题 创新思维 激发读写动机 失落的世界语言与修辞 “He had the most enormous head that I have ever seen, a very big body, and great hairy hands. His face was an angry red color, and his great beard was blue-black. He sat and looked at me with eyes of a very deep grey.” “With a large, kind smile, he gave me a tick
18、et from his desk.” “I said goodbye to grey, rainy England, and got on a ship that was sailing across the great Atlantic Ocean.” “ Goodbye! I said, and went off into the night, with a thousand different feelings burning inside me.” 文本的修辞解读 聆听音韵美聆听音韵美 1）头韵）头韵(Alliteration) 是指一组词、一句话或一行诗中重复出现相同的辅音，形成悦耳
19、 的读音。 Neither its cause nor its cure was understood. (Book 5 Unit 1, p2) “No more postage or postcodes” (Book 5 Unit 3, p22). 2) 尾韵尾韵(Rhyme) 词尾音素重复的修辞手法。 No pains, no gains. Out of sight, out of mind. Seeing is believing. A friend in need is a friend indeed. (Book 1 Unit 1, p46) 关注形象美 3）明喻(simile) O
20、ur legs were so heavy and cold that they felt like blocks of ice. (Book 1 Unit3,P22) 4) 暗喻(metaphor) Have you ever seen snowmen ride bicycles? (Book1 Unit 3, p22) Laughter is the sun that drives winter from the human face. (Book4 Unit3, p18) 5) 提喻(synecdoche) Many hands make light work. We say a goo
21、d journalist must have a good nose for a story. (Book5 Unit4,p26) 6) 拟人（personalization） A night the earth didnt sleep. (Book 1Unit 4, p26) Slowly, the city began to breathe again. (Book1 Unit4, p26) 感受气势美 7)重复 Repetition San Francisco is goneits business are gone. The factories, hotels and palaces
22、are all gone tooAll of the ways man had made to keep the city safe were gone (Book1 Unit 4, p65). 8)排比 Parallelism And My heart Soars The beauty of the trees, The softness of the air, The fragrance of the grass, Speaks to me. The summit of the mountain, The thunder of the sky, The rhythm of the sea
23、(Book 3 Unit5, p40) 9）层进）层进Climax Early to bed, early to rise, makes a man healthy, wealthy and wise. We should be responsible for ourselves, for our family, for our country. 发现诙谐美 10）双关(Pun) Whats that? Its bean soup. I dont want to know what its been. I want to know what it is now. (Book4 Unit3 p2
24、2) 11)反语(Irony) Oh, you havent. Well, of course, I know gentlemen like you carry only large note. (Book 3 Unit3, p55-56) 感知冲突美 12）夸张夸张(Hyperbole) Long ago Yuan Longping had a dream about rice plants as tall as sorghum. Each ear of rice was as big as an ear of corn and each grain of rice as huge as a
25、 peanut.(Book 4 Unit2, p10) 13)对比对比 (Contrast) Amazing as it may seem, Wednesday night was a quiet night. (与上文喧嚣形成对比) 14）对偶对偶(Antithesis) Moon White, soft Hanging, shining, smiling Rising up, falling down 风中奇缘的主题分析 Friendship principles Good and bad things interchanging Responsibilities and sacrific
26、e Human and nature Your interpretations? 三个火枪手的互文分析 互文性这一概念是由法国符号学家朱莉娅，克莉蒂娃20世纪60年代向西方介绍巴赫金 对话理论提出的。Kristeva（1969：145）指出：“任何文本的写成都如同一幅语录彩 图的拼接, 任何文本都吸收和转换了别的文本。前文本是当下文本所指行为的先决条 件”。 任何文本都与其他文本有关，是对其他文本的吸收与转化，甚至是更新、重读、浓缩与 再构。 三个火枪手的互文分析 -作家生平与小说故事的互文 -古今历史文化的互文 -中外文化互文 -叙事手法的互文 -影视作品与小说文本互文 -人物形象与文字互文
27、 基督山伯爵的复仇之路与惩恶扬善 Evils Kindness Period 4 写作 “评” 写作 改写 续写 小说评论 写作的评价量规 学生写作案例（高中） 2. 经典阅读教学的实效性 你认为进行课外阅读最大的收获是？ 你认为老师应该做什么帮助你进行课外阅读？ 你认为自己是否养成 了独立的课外阅读习惯？ 其他经典阅读教学模式 SSG 课外阅读模式 (陈红娟,2020) Self-access reading Shared reading Guided reading Self-access reading Shared reading 故事人物 故事情节 故事标题 Guided readi
28、ng 鉴赏生动描述的词汇 感悟语言的纯正地道 语言美 形象美 情感美 意蕴美 思辨美 -张利群,常万里(2020) 整本书阅读 （李静，2020） 教学目标 阅读圈 （林诗培，2020） 男女生差异 Book Selection 3. 经典阅读教学的问题和建议 问题一：选材基于教师自己兴趣并缺乏人文的解读 问题二：未给予学生多种方式分享阅读思想的机会 问题三：后续作品的读写结合应以评促学并连接中高考 建议： 注意男女生兴趣和思维差异作品选择的自由 注意导读课的趣味和有效性动静转换课堂（侯云洁，2017） 注意布置作业的差异性和渐进性分层多维作业read for fun 注意经典阅读的人文价值解
29、读教师研读并与同事讨论 References 侯云洁(2017).中学英语教学十大问题探究以问题为中心的教师培训, 云南人民出版社。 侯云洁(2017). 例谈英语课堂教学中的动静结合与转换, 英语学习(11),5-8.（人大复印 中学外语教与学,2018,5) 李振来(2016).英语名著简易读物读写指导教学模式探究, 中小学外语教学(中学篇), (1),60-64. 刘建, 基于深层阅读的初中英语课外名著阅读欣赏课的实践与思考, 中小学外语教学 (中学篇) ,2018(7),39-44. 陈红娟(2020). SSG模式在小学英语绘本故事阅读教学中的应用，中小学英语教学与研 究,(6),1
30、3-17. 李静(2020). “整本书阅读连续课时教学”的研究与实践, (6), 6-17. 林诗培(2020). 基于文学圈模式的高中英语课外阅读教学研究,(4),36-42. 张金秀(2020). 表现性评价在中学英语阅读教学中的有效应用，中小学英语教学与研究 (3),65-68. 张利琴,常万里(2020). 中学英语文学阅读课中的审美教学视角，中小学英语教学与研究 (3),37-40. Garcia, P.O. & Lind, P.B. (2018) Reading Achievement and Motivation in Boys and Girls-Field Studies and Methodological Approaches. Springer International Publishing AG. Alves, R. A. & Limpo, T. & Joshi, R. M. (2020) Reading-writing Connections- Towards Integrative Literacy Science, Springer Nature Switzland AG. Read for fun Read for language Read for thinking Read for writing Thank you !
