基于语篇的高三语言知识教学策略
朱大龙
第一部
分
三句话理论••• ••• （胡春
洞， 1998 ）
第一句： 语言知识是基础；
第二句： 语言知识不能凌驾于阅读之上；
第三句： 优化阅读中的语言知识。
第一句 语言知识是基础
•
语言基础知识包括语音、词汇、语法、功
能和话题等五个方面的内容。知识是语言
能力的有机组成部分，是发展英语语言技
能的重要基础。
语言知识 ------- 重点、难点、热点、考
点……
模块九第四单元 reading 重点词汇：
•
straightforward adj.
简单的，易懂的，坦诚的，率直的
•
vague adj.
模糊的，不详细的，粗略
的
•
underline vt. 强调；突出；加下划线
•
hire oneself out 打工，受雇于人
•
sow vt . 播种，散布
•
thorough adj. 彻底的，完全的，细致的，深
入的
本文与文化有关的成语
•
By and by
•
feet of clay
•
See the handwriting on the wall
•
kill the fatted calf
•
you reap what you sow
•
the apple of somebody’s eye
第二句 语言知识不能凌驾于阅读之上
阅读教学的目的
---- 学生通过阅读文本掌握其基本语言、文
化等知识；发展学生的阅读技能；形成自
主获取信息、处理信息的能力。 语言学习
与阅读密切相连，但不能凌驾于阅读之上
。
起码不能脱离语境和上下文来孤立地
学习语言知识。
•
以 straightfoward 为例
•
选自《有道词
典》 Once"you've"saved"a"game,"loading"it"back
up is"pretty"straightfoward."
一旦我们保存了一个游戏，载入它非常简
单。
•
选自《新英汉词典》
A straightfoward reply 坦率的回答
A straightfoward job 简单的工作
A straightfoward problem in gemetry 几何学的
一道简易题。
Your responsibility is straightfoward. 你的职责
明确。
•
选自《高阶英汉双解词典》
•
1. not complicated or difficult to understand
简单的，易懂的
It’s a fairly straightforward operation.
这是个相当简单的手术。
•
2. clear and honest 诚实的，清楚明了的
Just give me a straightforward answer.
给我一个明确的回答就行。
•
例如 : ( 选自模块九第四单元 P 50)
•
An idiom is a group of words or an
expression whose meaning is not
straightforward, because it often cannot be
understood by looking at the meanings of its
separate words. In other words, its meaning
can be very different from the apparent
meanings of its components.
•
straightforward 直白的
•
implicit /implied 含蓄的 ，隐含的
注意：特定的文本或载体中词汇的
意义。
•
例如：
•
Considering 课本模块九第一单元 P15
•
Considering Australia’s small population, its
outstanding performance at the Olympic
Games was really amazing.
•
介词 与连词 比较
•
悬垂分词
•
同义词和词组归纳
Considering prep & conj. 考虑到
•
given +n / that
•
in view of
•
in consideration of
•
with a view to
•
with an eye to
•
in the light of
第三句 优化阅读中的语言知识
•
在阅读课上进行语言知识教学要充分利用
阅读文本的情景语境，将语言知识的学习
与文本内容的解读、语言实践活动及阅读
思维训练结合起来，优化阅读课中语言知
识处理的过程和方法，这样才能真正达到
在阅读教学中培养学生语言综合运用能力
的目的。ÿ
2014 年 9 月南京市调研考试中的一种现
象
•
in the range of 在…… 范围内
•
in relation of 有关于 , 对比
•
be likely to do sth. 可能做某事
•
leaving sb doing sth.
使某人产生
（某种想法）
•
使某人感受到
（某种情感）
•
( 南京市 2014 调研） 23.“America will fulfill
the commitments that we have made:
cutting our emissions in the ________ of 17
percent by 2020” said Obama.
A. form B. range C. state D. need
•
( 南京市 2014 调研） 26. Body mass index,
or BMI, is a measure of a person’s weight
______ height. A person with a BMI of
twenty-five to twenty-nine is considered
overweight.
A. in view of B. in relation of
C. in terms of D. in response of
•
( 南京市 2014 调研） 29. Researchers found
that children who drank mainly soda were
more than twice as likely as those who drank
no soda _______signs of aggression.
A. showing B. shown D. to show D. show
•
( 南京市 2014 调研） 33. Do you sometimes
ignore loved ones because your life is too
fast and busy leaving them ______ whether
you really love them?
•
A. wonder B. to be wondering
•
C. wondering D. wondered
•
反思：
•
孤立地记忆词汇和词组？
•
还是在语境中或文本中记忆和运用？
第二部分
基于语篇语言知识教学的基本策略
•
让学生主动运用他们的听觉和视觉去感知理解语言的表现
形式；布置阅读任务，让学生根据阅读任务，基于话题去
整理语言，理清文本的内容和脉络；引导学生进行积极思
维，深层次解读文本，欣赏语言，探究语言字里行间的含
义；最后创设新的情境，让学生在新的情境中运用所学的
语言知识，最终达到扩大学生语言知识储备、提高语言运
用能力的阅读课教学目的。ÿ
•
1. 感知ÿ
通过与文本内容相关的语境让学生有机
会感知一定的语言知识；在阅读过程中给学
生以充分的阅读时间去感知文本的语言词汇
，在阅读任务中（如提问、预测等）加入目
标语言知识的感知和复现等。
Difficult the first time,
easy the second
一回生 , 二回熟
Can you guess the meanings of
the underlined words?
1. A ： Oh, my God! What happened? Why
are you black and blue?
B ： I got beaten by Peter’s brother
A ： That’s a bad apple! Let’s think up a
way and teach him a lesson
坏蛋
a bad apple:
2. A ： Give the skates to me!
B ： You shut up!
A ： If you don’t know how to skate, why
don’t you give the skates to me? Don’t
be a dog in the manger.
a dog in the manger:
占着茅坑不拉屎
3. A ： There’s no point in losing temper on me.
It’s unfair!
B ： What did you do to him?
A ： If I did something bad, I wouldn’t blame
him for getting angry with me. The point
is that I did nothing wrong.
B ： Maybe he thought you reported him to
the manager.
no point: 没理由
4. A ： I think it was Jason who stole my
document.
B ： Fat chance!
A ： He’s the only one who left here late.
B ： I know him. He’ll never do that sort
of thing.
Fat chance:
微小的机会；极少的可能
具体方法
•
Welcome to the unit
•
Lead-in
•
Discussion
•
Free talk
•
Fast-reading
•
2. 整理ÿ
•
教师可按照语块理论对文本的语言加以整
理。
•
让学生整体理解记忆，可改善语言输入的
质量，减轻学生的记忆负担。
•
篇章整理： Biblical idioms in
English
•
What is an idiom?
•
Idioms and the Bible
•
Varieties of idioms
•
Feet of clay --a hidden weakness
•
See the handwriting on the wall
•
-- see signs that disaster is coming
•
Kill the fatted calf -- to have a large celebration
•
You reap what you sow
•
The apple of somebody’s eye
•
Idioms -- history and culture
段落的整理 ：
1.What is an idiom? (Para 1)
2. Why does the Bible have a lot of idiom?
(Para 2)
3. What are the features of Biblical idioms?
(Para 3-6)
4. Why should we learn idioms well?
(Para 7)
•
语言点的整理 ( 横向和纵向整理 高三适
用）
•
如： in honor of
•
in charge of
•
in search of
•
in spite of
•
in memory of
•
in favor of
•
in terms of
•
in praise of
•
课后补充整理
•
相关成语的整理
•
3. 探究ÿ
帮助学生对文本进行深度解读，进而促使
学生思维能力的发展。
•
在阅读课中可设计一些相应的阅读活动，培
养审美情趣，提升审美观念。
•
问题探究
•
The Bible was first written in Hebrew
and Greek, Why ?
通过比较探究
•
汉语成语的来源：
•
源自神话传说
•
源自文学名著
•
源自历史事件
•
源自风尚、习俗
•
源自某些动物
•
源自生活
•
英语成语的来源
•
圣经
•
故事
•
动物
•
农业
•
食物
•
为什么来自以上这些？ 还有没有更多来源
？
•
高三是否适合这样的探究？
通过活动 Activity—Role play
!
"
# $.
Requirements:
•
4. 运用ÿ
创设与所读文本内容相关的新的情境，
将书本知识迁移到现实生活的情境中，给学
生提供运用所学语言知识的机会。
•
2014 江苏高考
•
34. Good families are much to all their
members, but _______ to none.
•
A. something B. anything
•
C. everything D. nothing
•
优秀的家庭对她的成员来说意味着很多，
但并不是一切。
•
部分否定。
Practice : Choose the correct idiom from the text to
complete each sentence below.
1. Debbie’s father always warned her to be nice to people she did not know, because
we __________________
2. Sarah’s mother adores her; Sarah is _______________.
3. Wilson was disappointed when he learnt that the coach had __________.
4. She knew it might take a long time for her teammates to change their minds, but
she believed that the new plan would work _________.
5. When my brother came back home from his trip to Europe, we
__________________.
6. After his company suffered millions of dollars in losses, Joe
______________________________ and left the company.
the apple of her mother’s eye
feet of clay
by and by
reap what we sow
killed the fatted calf
saw the handwriting on the wall
Practice2
Try to infer the meanings of the following idioms by analyzing the
hidden clues and then use them in certain situations.
•
at the top of a hat
•
know the ropes
•
child’s play
•
see eye to eye
•
a feather in (my) cap
•
on a shoestring
immediately
to know how to do sth. —this idiom refers to the fact
that a sailor knows how to make ropes for sailing
an easy job
to have the same opinion as someone else
something that you can be proud of—this idiom came
from the native American Indians who usually gave a
feather to someone who was brave in a battle
having very little money
•
Practice 3
•
(1) My sister and I agree about everything from fashion to
politics. We ______ on almost anything
•
(2) Alex had very little money when he started his first
business. In fact he only had a few hundred pounds. He
started his business ______, but he was very successful.
•
(3) When her friends call, Megan will drop everything to go
and meet them. She will leave ______.
•
(4) If you have any questions, ask Ian. He has worked here for
25 years, so he really ______. No one knows more about his
company than Ian.
•
(5) He is very experienced in this kind of problem. Helping you
solve the problem will be ______ to him.
•
(6) Herbert won a scholarship to Duke University. Over 500
students applied for the scholarship. It was ______ when he
won.
•
see eye to eye
•
on a shoestring
•
at the top of a hat
•
knows the ropes
child’s play
•
a feather in his cap
•
%&'(
%)********
!+
,,
)!
-!
•
答案 .!
•
解析 .+ 江山易改 本性难移 /,
好事不出门 坏事传千里 /!
智者一言已足（ 明白人用不着细说） /!
失之毫厘，谬以千里。
•
%&&
&
0
%1********
!2
,2
)2
-!
•
答案 .!
•
解析 .2 朋友是时间的窃贼。
（交朋友 费时间） /2 再好的朋友也
有分手的时候。 2 朋友之
间也会保持距离。 !
需要之时方知友。
•
3
•
3. —Can you remember you once made a promise that you
would help us with English?
•
—Yes, sure. Have you heard the old saying,” _________”
A. Misfortunes never come alone
B. No sooner said than done
C. Something is better than nothing
D. It’s no use crying over spilt milk.
•
答案 : B
•
解析 : No sooner said than done 说到做到 ; Misfortunes
never come alone 祸不单行 ; Something is better than
nothing 廖胜于无 ; It’s no use crying over spilt milk 覆水难
收。
关于高三语言知识教学
1. 重视课本，利用好课本。
2. 模块 9-11 的语言知识教学中，注意横向和
纵向联系。
3. 充分利用好各种试卷中的文本，适当拓展各
种语境中的语言知识。
4. 提高运用能力的要求，基于高考，高于高考。
结束语
•
在缺乏情境的语言知识教学模式下，学生
学到的只是一些零碎的语言形式及孤立的
意义，很难把语言知识转化成语言运用能
力。
•
只有充分利用文本情境，引导学生感知语
言表达方式，同时设置恰当的情境，让学
生有运用所学语言知识的机会，才能真正
达到通过阅读课教学提高语言运用能力的
根本目的。ÿ
