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高考英语基于核心素养语篇和主题语境的原著阅读教学课件
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这是一份高考英语基于核心素养语篇和主题语境的原著阅读教学课件，共52页。PPT课件主要包含了原著阅读教学，核心素养，语篇特点，主题语境，语言能力，文化意识，思维品质，学习能力，语域理论，分析层次等内容，欢迎下载使用。
补充同一话题文本（群文阅读）
语言能力 语言能力指在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力。以及在学习和使用语言的过程中形成的语言意识和语感。英语语言能力构成英语学科核心素养的基础要素。英语语言能力的提高蕴含文化意识、思维品质和学习能力的提升，有助于学生拓展国际视野和思维方式，开展跨文化交流。理解：一是理解和表达意义的能力提升；二是感受到英语的语言之美，对英语的习惯用语、搭配、常见结构、漂亮的语句十分敏感，即有语感。
1. 词汇教学： 直接词汇教学； 附带学习策略； 语义场词汇教学（话题词汇梳理学习）
学科素养之语言能力(直接词汇教学)
hilarius [hɪˈleəriəs] adj. extremely funny极好笑的，极有趣的 e.g. a hilarius stry 一个有趣的故事 funny 滑稽的；ridiculus 可笑的，荒谬的；laughable 有趣的；amusing好笑的，有意思的
arma [əˈrəʊmə] ] n a strng pleasant smell香味 e.g. the arma f fresh cffee 新煮咖啡的香味 fragrant adj. Having a pleasant smell \ scent adj. a pleasant smell that smething has
secure [sɪˈkjʊə(r)] adj. safe; stable; cnfident 安全的、有自信的、稳固的；v. t get r achieve; make sth safe; t fasten r tie smething firmly 获得、使安全、绑牢 e.g. Jhn secured the hrse firmly t the tree.
“Brun, that‘s enugh,” she snapping at him nw and standing up t shw him that…snap: “t utter sharp biting wrds : bark ut irritable r peevish retrts”
学科素养之语言能力(词汇附带学习)
A. 搭配 “What are yu ding?” he asked in as plite a tne as he culd muster. (积聚起)B. 因果 …he had behaved in a perfectly decent manner t everyne and culdn’t remember causing any chas at all. （相当不错的）…thught t himself that she culdn’t have applied her make-up crrectly that mrning because the rims f her eyes were mre red than usual, like his wn after he’d been causing chas and gt int truble and ended up crying. (边缘)
C. 对比 …and ther bys lived in them wh he played with (if they were friends) r steered clear f (if they were truble) (避开)…there were always peple strlling alng and stpping t chat t each ther r rushing arund and saying they had n time t stp,… (漫步)
…because there were always s many visitrs t the huse—men in fantastic unifrms, wmen… that he had t keep his mucky hands ff… (肮脏的)
根据词根猜测词义 a grund flr with a kitchen, a dinning rm and a new ffice fr Father (which, he presumed, had the same restrictins as the ld ne)
(根据词根sum-表示承担、认为，词源同assume, resume。结合前缀pre- 早于，可以引申出词义 “假定，猜测”。)
B. 根据前缀猜测词义… while Maria was unpacking his suitcases upstairs. (打开)We’re here, we’ve arrived, this is ur hme fr the freseeable future… (Chapter 2) (可以预见的)
C. 根据复合词的各部分猜测词义 The nise f a dr slamming came frm dwnstairs and reverberated thrugh the huse s ludly-like a gunsht- that…（Chapter 6） (gun 枪，sht 射击，结合起来就是“枪声”)Brun had learned nt t stand dwnwind f him r he wuld risk fainting away. （Chapter 7）(dwn下方；wind风，结合起来就是下风处)
A. 根据复述猜测词义 Smetimes, in the middle f these arguments, the dispute wuld get ut f hand and he wuld try t punch the shadw he was thrwing up against the wall. （Chapter 7） (argument争论，后面get ut f hand失控，然后和自己的影子搏斗，可知前面的dispute应该是争论的意思)B. 根据定义或者解释说明猜测词义 And Martin had said that his father was chef, which Brun knew t be true …as if he’d just stepped ut f his kitchen. (厨师)
语义场词汇教学 （适合一个阶段学习后的复习）
表示不开心 动作 frwn\ turn away frm sb\ tears springing up behind his eyes 声音vice cming dangerusly clse t shuting 感觉everything arund him just felt empty and cld \ a particular sre pint
表示生气 动作 strm ut f 情绪 in exasperatin 语言 That is an end t it!
学科素养之语言能力(积累语言)
Chapter 2 学案
学科素养之语言能力(品鉴语言)
Tw steps: 一、学生在阅读阶段自己主动摘出自己认为好的句子，并讲述为什么觉得好，好在何处；二、将学生的句子结合老师的建议将有特性的在课堂上予以分析、品鉴。
修辞--照应（相似性）
Analgy 类比 （Analgy pints ut the similarities between tw unlikes）
“Say gdbye t them?" he repeated, spluttering ut the wrds as if his muth was full f biscuits that he'd munched int tiny pieces but nt actually swallwed yet. “跟他们说再见”他重复道，气急败坏地说，仿佛嘴巴里含着未来得及吞下的被咬碎的饼干屑。(Chapter 1)
1. 正如乌云不能遮住太阳，谎言也不能遮住事实。Just as dark cluds cannt lng hide the sun, (s) n lies can cver up the facts. 2. 年轻人之于社会正如细胞之于身体。Yuth are t a sciety the same way as cells are t a bdy. 3. 世界是棋盘，棋子如世界上的各种现象，而下棋的规则就如自然规则。The chess-bard is the wrld; the pieces are the phenmena f the universe; the rules f game are what we call the law f Nature.
simile 明喻直喻：是常用as或like等词将具有某种共同特征的两种不同事物连接起来的一种修辞手法。
Quite a large ne t, and full f flwers which grew in neat rderly sectins in sil that lked as if it was tended very carefully by smene wh knew that grwing flwers in a place like this was smething gd that they culd d, like putting a tiny candle f light in the crner f a huge castle n a misty mr(迷雾的荒野) n a dark winter’s night. （Chapter 4）
1. 支票像只断了翅膀的小鸟似的飘落在地板上。The cheque fluttered t the flr like a bird with a brken wing.2. 我的笔迹，看来就像一大群蚂蚁从墨水里逃出来，没有把脚抹干净就在纸上四散奔跑过似的。My handwriting lks as if a swarm f ants, escaping frm an ink bttle, had walked ver a sheet f paper withut wiping their legs. 3. 作家的笔犹如战士的枪。The pen is t a writer what the gun is t a fighter.
But while he was thinking this his feet were taking him, step by step, clser and clser t the dt in the distance, which in the meantime had becme a speck, and then began t shw every sign f turning int a blb. (Chapter 10)
Metaphr 隐喻
1. 笑声如阳光,驱走人们脸上的冬天。 Laughter is the sun that drives winter frm the human face. 2. 大千世界是个舞台，所有男男女女不外是个角色。All the wrld’s a stage, And all the men and wmen merely players.
修辞--照应（相关性）
hyperble 夸张
1. When he clsed his eyes, everything arund him just felt empty and cld, as if he was in the lneliest place in the wrld. The middle f nwhere(荒野). （Chapter 2）2. “I dn’t like it here,” he said fr the hundredth time. (Chapter 3)3. He lked the by up and dwn（上下扫视） as if he had never seen a child befre and wasn’t quite sure what he was suppsed t d with ne: eat it, ignre it r kick it dwn the stairs. Instead, he gave Brun a nd and cntinued n his way. (Chapter 2)
She had stared dwn at he grund rather than at his face, as if she was afraid she might be turned t stne if she lked directly at him… (Chapter 2)（美杜莎，古希腊神话中的蛇发女妖，凡看见她的眼睛者皆会被石化。可以得见Maria对Ktler的害怕）
学科素养之语言能力(运用语言)
链接Chapter 1 学案学生作品呈现 翻译
翻译：一天下午，当Jack放学回家时，他很惊讶地发现家里来了一个客人，那是一个高个子的女人，红色的长头发梳成一个发髻堆在脑后。她紧张地拧着双手仿佛她不得不说她自己都不相信的话。她向前一步说，“我要带你走，你是我的儿子。”Jack的眼睛睁得很大，嘴巴变成了“O”型，他感觉他的手臂不自觉得朝两侧张开。
One afternn, when Jack came hme frm schl, he was surprised t find there was a guest at hme. She was a tall wman with lng red hair that she bundled int a srt f net behind her head, and she was twisting her hands tgether nervusly as if there was smething she didn’t want t have t say r smething she didn’t want t have t believe. She marched twards, “Yu need t g with me. Yu are my sn.” Jack’s eyes pened wide and his muth made the shape f an “O”. He felt his arms stretching ut at his sides.
文化意识目标：获得文化知识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。
Chapter 2Brun和Maria第一次见到Ktler He lked the by up and dwn as if he had never seen a child befre and wasn’t quite sure what he was suppsed t d with ne: eat it, ignre it r kick it dwn the stairs. Instead, he gave Brun a nd and cntinued n his way. She had stared dwn at he grund rather than at his face, as if she was afraid she might be turned t stne if she lked directly at him… ”
Hw did Brun and Maria feel when seeing the yung man? Find evidence.
Why did they feel s? Take the backgrund f the time int cnsideratin.
“Nt very much,” he admitted finally. “Althugh I knw quite a bit abut the Middle Ages. I like stries abut knights and adventures and explring.” (Chapter 9)
Why was Brun’s lve fr knight stries and adventures mentined several times? What is the specialty f knight stries?
针对Chapter 2 可以设置一个问题：What d the huse in “Out-With” and the huse in Berlin represent relatively? What is cnveyed here?
思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。思维品质体现英语学科核心素养的心智特征。思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物作出正确的价值判断。思维型课堂的构建：关注逻辑思维、批判思维和创新思维。
针对整本书的问题：Why was the bk written in the perspective f a child? Why the death f Brun was nt directly shwn t the readers?
Brun raised an eyebrw, unable t understand the sense f all this, but he assumed that it had smething t d with keeping the rain ut and stpping peple frm catching clds. And then the rm went dark and smehw, despite the chas that fllwed, Brun fund that he was still hlding Shmuel’s hand in his wn and nthing in the wrld wuld have persuaded him t let it g.
Hw d yu understand the underlined sentence?
书中某个章节一个词义的理解: Why “Out-with” is emplyed t indicate “Auschwitz”? What is revealed here?
What was the mve (caused by war actually) like in children’s eyes, wh came frm the ppsite sides?
学习能力指学生积极运用和主动调适英语学习策略，拓宽英语学习渠道、努力提升英语学习效率的意识和能力。学习能力构成英语学科核心素养的发展条件。学习能力的培养有助于学生做好英语学习的自我管理，养成良好的学习习惯，多渠道获取学习资源，自主、高效地开展学习。
基于语篇的理解（Literal cmprehensin）语篇分析（Discurse analyses）
语篇语境、语篇类型、语篇结构、语义关系、修辞关系、话题词汇语义网、信息组织关系
深入语篇的理解 （Inferential cmprehensin）语用分析 （Pragmatic analyses）
语篇目的、语篇对象、语篇来源、作者理念、作者观点、正向结果、负向结果
超越语篇的理解（Critical cmprehensin）批判性思维（Critical thinking）
解释、分析、评价、推理、说明、自我校准
主题语境之语篇与主题语言
The huse n Mang Street
What are the characteristics f each huse? 2. What are the wrds emplyed t reflect their characteristics? 3. What kind f feelings are cnveyed in the descriptins? Shw the supprting evidence.
微课 Chapter 1
补充同一话题文本（群文阅读）
语言能力 语言能力指在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力。以及在学习和使用语言的过程中形成的语言意识和语感。英语语言能力构成英语学科核心素养的基础要素。英语语言能力的提高蕴含文化意识、思维品质和学习能力的提升，有助于学生拓展国际视野和思维方式，开展跨文化交流。理解：一是理解和表达意义的能力提升；二是感受到英语的语言之美，对英语的习惯用语、搭配、常见结构、漂亮的语句十分敏感，即有语感。
1. 词汇教学： 直接词汇教学； 附带学习策略； 语义场词汇教学（话题词汇梳理学习）
学科素养之语言能力(直接词汇教学)
hilarius [hɪˈleəriəs] adj. extremely funny极好笑的，极有趣的 e.g. a hilarius stry 一个有趣的故事 funny 滑稽的；ridiculus 可笑的，荒谬的；laughable 有趣的；amusing好笑的，有意思的
arma [əˈrəʊmə] ] n a strng pleasant smell香味 e.g. the arma f fresh cffee 新煮咖啡的香味 fragrant adj. Having a pleasant smell \ scent adj. a pleasant smell that smething has
secure [sɪˈkjʊə(r)] adj. safe; stable; cnfident 安全的、有自信的、稳固的；v. t get r achieve; make sth safe; t fasten r tie smething firmly 获得、使安全、绑牢 e.g. Jhn secured the hrse firmly t the tree.
“Brun, that‘s enugh,” she snapping at him nw and standing up t shw him that…snap: “t utter sharp biting wrds : bark ut irritable r peevish retrts”
学科素养之语言能力(词汇附带学习)
A. 搭配 “What are yu ding?” he asked in as plite a tne as he culd muster. (积聚起)B. 因果 …he had behaved in a perfectly decent manner t everyne and culdn’t remember causing any chas at all. （相当不错的）…thught t himself that she culdn’t have applied her make-up crrectly that mrning because the rims f her eyes were mre red than usual, like his wn after he’d been causing chas and gt int truble and ended up crying. (边缘)
C. 对比 …and ther bys lived in them wh he played with (if they were friends) r steered clear f (if they were truble) (避开)…there were always peple strlling alng and stpping t chat t each ther r rushing arund and saying they had n time t stp,… (漫步)
…because there were always s many visitrs t the huse—men in fantastic unifrms, wmen… that he had t keep his mucky hands ff… (肮脏的)
根据词根猜测词义 a grund flr with a kitchen, a dinning rm and a new ffice fr Father (which, he presumed, had the same restrictins as the ld ne)
(根据词根sum-表示承担、认为，词源同assume, resume。结合前缀pre- 早于，可以引申出词义 “假定，猜测”。)
B. 根据前缀猜测词义… while Maria was unpacking his suitcases upstairs. (打开)We’re here, we’ve arrived, this is ur hme fr the freseeable future… (Chapter 2) (可以预见的)
C. 根据复合词的各部分猜测词义 The nise f a dr slamming came frm dwnstairs and reverberated thrugh the huse s ludly-like a gunsht- that…（Chapter 6） (gun 枪，sht 射击，结合起来就是“枪声”)Brun had learned nt t stand dwnwind f him r he wuld risk fainting away. （Chapter 7）(dwn下方；wind风，结合起来就是下风处)
A. 根据复述猜测词义 Smetimes, in the middle f these arguments, the dispute wuld get ut f hand and he wuld try t punch the shadw he was thrwing up against the wall. （Chapter 7） (argument争论，后面get ut f hand失控，然后和自己的影子搏斗，可知前面的dispute应该是争论的意思)B. 根据定义或者解释说明猜测词义 And Martin had said that his father was chef, which Brun knew t be true …as if he’d just stepped ut f his kitchen. (厨师)
语义场词汇教学 （适合一个阶段学习后的复习）
表示不开心 动作 frwn\ turn away frm sb\ tears springing up behind his eyes 声音vice cming dangerusly clse t shuting 感觉everything arund him just felt empty and cld \ a particular sre pint
表示生气 动作 strm ut f 情绪 in exasperatin 语言 That is an end t it!
学科素养之语言能力(积累语言)
Chapter 2 学案
学科素养之语言能力(品鉴语言)
Tw steps: 一、学生在阅读阶段自己主动摘出自己认为好的句子，并讲述为什么觉得好，好在何处；二、将学生的句子结合老师的建议将有特性的在课堂上予以分析、品鉴。
修辞--照应（相似性）
Analgy 类比 （Analgy pints ut the similarities between tw unlikes）
“Say gdbye t them?" he repeated, spluttering ut the wrds as if his muth was full f biscuits that he'd munched int tiny pieces but nt actually swallwed yet. “跟他们说再见”他重复道，气急败坏地说，仿佛嘴巴里含着未来得及吞下的被咬碎的饼干屑。(Chapter 1)
1. 正如乌云不能遮住太阳，谎言也不能遮住事实。Just as dark cluds cannt lng hide the sun, (s) n lies can cver up the facts. 2. 年轻人之于社会正如细胞之于身体。Yuth are t a sciety the same way as cells are t a bdy. 3. 世界是棋盘，棋子如世界上的各种现象，而下棋的规则就如自然规则。The chess-bard is the wrld; the pieces are the phenmena f the universe; the rules f game are what we call the law f Nature.
simile 明喻直喻：是常用as或like等词将具有某种共同特征的两种不同事物连接起来的一种修辞手法。
Quite a large ne t, and full f flwers which grew in neat rderly sectins in sil that lked as if it was tended very carefully by smene wh knew that grwing flwers in a place like this was smething gd that they culd d, like putting a tiny candle f light in the crner f a huge castle n a misty mr(迷雾的荒野) n a dark winter’s night. （Chapter 4）
1. 支票像只断了翅膀的小鸟似的飘落在地板上。The cheque fluttered t the flr like a bird with a brken wing.2. 我的笔迹，看来就像一大群蚂蚁从墨水里逃出来，没有把脚抹干净就在纸上四散奔跑过似的。My handwriting lks as if a swarm f ants, escaping frm an ink bttle, had walked ver a sheet f paper withut wiping their legs. 3. 作家的笔犹如战士的枪。The pen is t a writer what the gun is t a fighter.
But while he was thinking this his feet were taking him, step by step, clser and clser t the dt in the distance, which in the meantime had becme a speck, and then began t shw every sign f turning int a blb. (Chapter 10)
Metaphr 隐喻
1. 笑声如阳光,驱走人们脸上的冬天。 Laughter is the sun that drives winter frm the human face. 2. 大千世界是个舞台，所有男男女女不外是个角色。All the wrld’s a stage, And all the men and wmen merely players.
修辞--照应（相关性）
hyperble 夸张
1. When he clsed his eyes, everything arund him just felt empty and cld, as if he was in the lneliest place in the wrld. The middle f nwhere(荒野). （Chapter 2）2. “I dn’t like it here,” he said fr the hundredth time. (Chapter 3)3. He lked the by up and dwn（上下扫视） as if he had never seen a child befre and wasn’t quite sure what he was suppsed t d with ne: eat it, ignre it r kick it dwn the stairs. Instead, he gave Brun a nd and cntinued n his way. (Chapter 2)
She had stared dwn at he grund rather than at his face, as if she was afraid she might be turned t stne if she lked directly at him… (Chapter 2)（美杜莎，古希腊神话中的蛇发女妖，凡看见她的眼睛者皆会被石化。可以得见Maria对Ktler的害怕）
学科素养之语言能力(运用语言)
链接Chapter 1 学案学生作品呈现 翻译
翻译：一天下午，当Jack放学回家时，他很惊讶地发现家里来了一个客人，那是一个高个子的女人，红色的长头发梳成一个发髻堆在脑后。她紧张地拧着双手仿佛她不得不说她自己都不相信的话。她向前一步说，“我要带你走，你是我的儿子。”Jack的眼睛睁得很大，嘴巴变成了“O”型，他感觉他的手臂不自觉得朝两侧张开。
One afternn, when Jack came hme frm schl, he was surprised t find there was a guest at hme. She was a tall wman with lng red hair that she bundled int a srt f net behind her head, and she was twisting her hands tgether nervusly as if there was smething she didn’t want t have t say r smething she didn’t want t have t believe. She marched twards, “Yu need t g with me. Yu are my sn.” Jack’s eyes pened wide and his muth made the shape f an “O”. He felt his arms stretching ut at his sides.
文化意识目标：获得文化知识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。
Chapter 2Brun和Maria第一次见到Ktler He lked the by up and dwn as if he had never seen a child befre and wasn’t quite sure what he was suppsed t d with ne: eat it, ignre it r kick it dwn the stairs. Instead, he gave Brun a nd and cntinued n his way. She had stared dwn at he grund rather than at his face, as if she was afraid she might be turned t stne if she lked directly at him… ”
Hw did Brun and Maria feel when seeing the yung man? Find evidence.
Why did they feel s? Take the backgrund f the time int cnsideratin.
“Nt very much,” he admitted finally. “Althugh I knw quite a bit abut the Middle Ages. I like stries abut knights and adventures and explring.” (Chapter 9)
Why was Brun’s lve fr knight stries and adventures mentined several times? What is the specialty f knight stries?
针对Chapter 2 可以设置一个问题：What d the huse in “Out-With” and the huse in Berlin represent relatively? What is cnveyed here?
思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。思维品质体现英语学科核心素养的心智特征。思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物作出正确的价值判断。思维型课堂的构建：关注逻辑思维、批判思维和创新思维。
针对整本书的问题：Why was the bk written in the perspective f a child? Why the death f Brun was nt directly shwn t the readers?
Brun raised an eyebrw, unable t understand the sense f all this, but he assumed that it had smething t d with keeping the rain ut and stpping peple frm catching clds. And then the rm went dark and smehw, despite the chas that fllwed, Brun fund that he was still hlding Shmuel’s hand in his wn and nthing in the wrld wuld have persuaded him t let it g.
Hw d yu understand the underlined sentence?
书中某个章节一个词义的理解: Why “Out-with” is emplyed t indicate “Auschwitz”? What is revealed here?
What was the mve (caused by war actually) like in children’s eyes, wh came frm the ppsite sides?
学习能力指学生积极运用和主动调适英语学习策略，拓宽英语学习渠道、努力提升英语学习效率的意识和能力。学习能力构成英语学科核心素养的发展条件。学习能力的培养有助于学生做好英语学习的自我管理，养成良好的学习习惯，多渠道获取学习资源，自主、高效地开展学习。
基于语篇的理解（Literal cmprehensin）语篇分析（Discurse analyses）
语篇语境、语篇类型、语篇结构、语义关系、修辞关系、话题词汇语义网、信息组织关系
深入语篇的理解 （Inferential cmprehensin）语用分析 （Pragmatic analyses）
语篇目的、语篇对象、语篇来源、作者理念、作者观点、正向结果、负向结果
超越语篇的理解（Critical cmprehensin）批判性思维（Critical thinking）
解释、分析、评价、推理、说明、自我校准
主题语境之语篇与主题语言
The huse n Mang Street
What are the characteristics f each huse? 2. What are the wrds emplyed t reflect their characteristics? 3. What kind f feelings are cnveyed in the descriptins? Shw the supprting evidence.
微课 Chapter 1
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