立足核心素养培养语篇意识和语篇能力+课件-2026届高考英语一轮复习专项

立足核心素养

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培养语篇意识与语篇能力CONTENTS1新课标的素养本位24目录素养导向的英语课程内容3基于语篇的核心素养融合发展基于语篇的英语教学新课标的素养本位01什么是核心素养？2014年3月，《教育部关于全面深化课程改革落实立德树人根本任务的意见》中首次出现“核心素养”。学生应具备的适应终身发展和社会发展需要的必备品格和关键能力。Keycompetencies落实立德树人根本任务的时代要求：新目标：正确的价值观念，必备品格和关键能力新方案：《普通高中英语课程标准》（2017版2020修订）《义务教育英语课程标准》（2022版）新教学：素养导向，学为中心，学科实践，综合学习，

因材施教新高考：一核、四层、四翼英语学科核心素养：从共识到本位新高考新方案、新目标、新教学英语课程的总体目标英语课程标准（2011版）通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。英语课程标准（2017/2022版）发展语言能力培育文化意识提升思维品质提高学习能力核心素养是课程育人价值的集中体现，是学生通过课程学习逐步形成的适应个人终身发展和社会发展需要的正确的价值观、必备品格和关键能力。语言能力：构成核心素养的基础要素。文化意识：体现核心素养的价值取向。思维品质：反映核心素养的心智特征。学习能力：构成核心素养的关键要素。英语学科的学生核心素养《义务教育英语课程标准》（2022）相互渗透、融合互动、协同发展语言能力文化意识思维品质学习能力语言能力运用语言和非语言知识以及各种策略，参与特定情境下相关主题的语言活动时表现出来的语言理解和表达能力。英语语言能力构成核心素养的基础要素。英语语言能力的提高有助于学生提升文化意识、思维品质和学习能力，发展跨文化沟通与交流的能力。对中外文化的理解和对优秀文化的鉴赏，是学生在新时代表现出的跨文化认知、态度和行为选择。文化意识体现核心素养的价值取向。文化意识的培育有助于学生增强家国情怀和人类命运共同体意识，涵养品格，提升文明素养和社会责任感。文化意识人的思维个性特征，反映学生在理解、分析、比较、推断、批判、评价、创造等方面的层次和水平。思维品质反映核心素养的心智特征。思维品质的提升有助于学生学会发现问题、分析问题和解决问题，对事物做出正确的价值判断。思维品质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。学习能力构成核心素养的关键要素。学习能力的发展有助于学生掌握科学的学习方法，养成良好的终身学习习惯。学习能力核心素养的提出意味着我国的英语基础教育进入了以学习为中心，以学科育人为导向，以核心素养发展为目标的新时代。基础教育进入了素养本位的时代。素养导向的英语课程内容02英语课程内容英语课程内容由主题、语篇、语言知识、文化知识、语言技能和学习策略等要素构成。

围绕这些要素，通过学习理解、应用实践、迁移创新等活动，推动学生核心素养在义务教育全程中持续发展。《义务教育英语课程标准》（2022版）指向学生学科核心素养发展的英语教学应以主题意义为引领，以语篇为依托，整合语言知识、文化知识、语言技能和学习策略等学习内容，创设具有综合性、关联性和实践性的英语学习活动，引导学生采用自主、合作的学习方式，参与主题意义的探究活动，并从中学习语言知识、发展语言技能、汲取文化营养，促进多元思维，塑造良好品格，优化学习策略，提高学习效率，确保语言能力、文化意识、思维品质和学习能力的同步提升。《普通高中英语课程标准》（2017版）（苗兴伟，2023）学习语言知识发展语言技能汲取文化营养促进多元思维塑造良好品格优化学习策略提高学习效率六要素整合的英语课程内容主题语境人与自我、人与社会、人与自然语篇类型记叙文、议论文、说明文、应用文；口头、书面等多模态形式的语篇语言技能理解性技能表达性技能听、说、读、看、写文化知识中外文化知识；物质方面、精神方面语言知识语音知识词汇知识语法知识语篇知识语用知识学习策略元认知策略认识策略交际策略情感策略引导学生基于对各语篇内容的学习和主题意义的探究，逐步建构和生成围绕单元主题的深层认知、态度和价值判断，促进其核心素养综合表现的达成。主题意义：单元主题语境（人与自我、人与社会、人与自然）所传递的核心思想和文化内涵、情感、态度和价值判断。主题意义具有育人导向。主题意义探究学生在主题意义探究的过程中形成基于主题的结构化知识，实现从知识向能力、能力向素养的转化。主题意义探究主题意义探究的三个层次:基于语篇的学习理解深入语篇的应用实践超越语篇的迁移创新学习理解感知与注意获取与梳理概括与整合应用实践描述与阐释分析与判断内化与运用迁移创新推理与论证批判与评价想象与创造基于语篇深入语篇超越语篇形成结构化知识知识向能力转化能力向素养转化超越语篇：能力向素养转化深入语篇：知识向能力转化基于语篇：形成结构化知识课堂教学的核心：基于主题意义探究的语言实践活动迁移创新应用实践学习理解活动观重在有意义的语言实践活动，学中用，用中学，做中学，创中学，学思结合，不是教学模式的线性化、呆板化、程式化教学设计与实施以主题意义为引领，以语篇为依托，设计相互关联、循序渐进的主题意义探究活动，通过学习理解、应用实践和迁移创新的语言实践活动，引导学生整合性地学习语言知识和文化知识，进而运用所学知识、技能和策略，围绕主题表达个人观点和态度，解决真实问题，达到在教学中培养学生核心素养的目的。教学设计与实施学生在主题意义探究的过程中，通过学习理解、应用实践和迁移创新的语言实践活动，从基于语篇的学习走向深入语篇和超越语篇的学习，实现从知识向能力、能力向素养的转化，促进核心素养的融合发展。语篇教学设计思路教师要强化素养立意，围绕单元/语篇主题，充分挖掘育人价值，确立单元/语篇育人目标和教学主线；语篇研读：明确主题意义，提炼结构化知识，挖掘育人价值。教学目标：以主题意义为引领，以语篇为依托，通过学习理解、应用实践和迁移创新的语言实践活动，学生在语言能力、文化意识、思维品质和学习能力等方面的表现。教学设计与实施以主题意义为引领，以语篇为依托，设计相互关联、循序渐进的主题意义探究活动，通过学习理解、应用实践和迁移创新的语言实践活动，引导学生整合性地学习语言知识和文化知识，进而运用所学知识、技能和策略，围绕主题表达个人观点和态度，解决真实问题，达到在教学中培养学生核心素养的目的。教学设计与实施以主题意义为引领，以语篇为依托，设计相互关联、循序渐进的主题意义探究活动，通过学习理解、应用实践和迁移创新的语言实践活动，引导学生整合性地学习语言知识和文化知识，进而运用所学知识、技能和策略，围绕主题表达个人观点和态度，解决真实问题，达到在教学中培养学生核心素养的目的。课例：Food

单元整体设计单元主题：Food。人与自我：合理饮食，健康成长主题意义：偏食不利健康，一日三餐需合理搭配。单元内容：包含独白、对话和配图说明文等三个语篇核心词汇：食物类别、名称、食物喜好核心句式：Ilike…,

I

don’t

like…,

Do

you

like…?

What

do

you

like

for

lunch?课例：Food

单元整体设计以“食物”为主题的单元中包含独白、对话和配图说明文等三个语篇，传递了如下主题意义：偏食不利健康，一日三餐需合理搭配。学习理解：食物的类别、名称、饮食偏好，食物的搭配及一日三餐的描述，及其语言表达。（感知与注意，获取与梳理）应用实践：学生基于对日常摄取食物的类别、名称、饮食偏好，食物的搭配及一日三餐的描述与交流，建构知识的同时认识到合理、均衡的膳食有益健康，为了健康应改变挑食的不良习惯。（描述与阐释，分析与判断，内化与运用）迁移创新：用英语介绍不同种类的食物和个人的饮食偏好，设计个人一日三餐的食物清单并说出简单的理由，评价同伴的食物清单并提出建议。（论证与评价，想象与创造）基于语篇的意义探究活动，使学生在学习理解主题意义的基础上，运用所学语言知识围绕合理饮食等主题意义进行交流和讨论等应用实践活动，并结合现实生活和个人经历进行迁移创新。促进核心素养的融合发展。育人导向：对学生选择合理膳食会产生长远影响。课例：人教版高中英语第二册Unit2单元整体设计单元主题：Wildlifeprotection主题意义：Weshouldtakemeasurestohelpsaveendangeredwildlifeandliveinharmonywithnature.单元内容：Birdwatching(listening),Expressingpurposes(speaking),Threetexts(reading),aposter(writing)核心词汇：endangeredwildlife,actionsofprotectingwildlife...核心句式：Thepresentcontinuouspassivevoice;expressingpurposes以主题意义为引领，以语篇为依托，设计主题意义探究的语言实践活动。学习理解：Understandthethematicmeaningoftheunit，andlearntheexpressionsandstructuresrelatedtoendangedwildlifeandwildlifeprotection.（感知与注意，获取与梳理）应用实践：Inpairsoringroups,throughquestionsandanswersaswellasdiscussionandroleplay,talkaboutendangeredwildlifeandthemeasuresbeingtakentoprotectwildlife.（描述与阐释，分析与判断，内化与运用）迁移创新：Makeaposteraboutanendangeredanimal.Exchangeposterswithanotherpairorgroupandcommentontheirposterandprovidesuggestionsforimprovement.（论证与评价，想象与创造）课例：人教版高中英语第二册Unit2单元整体设计基于语篇的意义探究活动，使学生在学习理解主题意义的基础上，运用所学语言知识围绕wildlifeprotection相关的主题意义进行交流和讨论等应用实践活动，并结合postermaking的项目式学习进行迁移创新。促进核心素养的融合发展。育人导向：帮助学生正确认识人与自然的关系，树立环境保护意识，学会如何以实际行动拯救濒危物种。学生探究主题意义的语言实践活动就是完成学习的过程。主题意义探究的过程是从感知与理解到内化与深入再到创造与升华的过程。语言学习渗透在对语篇主题意义的探究中，学习活动由浅入深，理解技能与表达技能协同发展。学生在主题意义探究的过程中形成基于主题的结构化知识，实现从知识向能力、能力向素养的转化。语言学习：基于主题意义探究的语言实践活动基于语篇的

核心素养融合发展03以语篇为依托，通过主题意义探究促进核心素养融合发展

课堂：一个育人的系统工程（王蔷2018）课堂教学教学目标教学活动教学评价教学内容学生是起点教师是关键再重复一遍：语篇教学设计思路教师要强化素养立意，围绕单元/语篇主题，充分挖掘育人价值，确立单元/语篇育人目标和教学主线；语篇研读：明确主题意义，提炼结构化知识，挖掘育人价值。教学目标：以主题意义为引领，以语篇为依托，通过学习理解、应用实践和迁移创新的语言实践活动，学生在语言能力、文化意识、思维品质和学习能力等方面的表现。DoYouThinkYouWillHaveYourOwnRobot?Whenwewatchmoviesaboutthefuture,wesometimesseerobots.Theyareusuallylikehumanservants.Theyhelpwiththehouseworkanddojobslikeworkingindirtyordangerousplaces.Todaytherearealreadyrobotsworkinginfactories.Somecanhelptobuildcars,andtheydosimplejobsoverandoveragain.Fewerpeoplewilldosuchjobsinthefuturebecausetheyareboring,butrobotswillnevergetbored.Scientistsarenowtryingtomakerobotslooklikehumansanddothesamethingsaswedo.SomerobotsinJapancanwalkanddance.Theyarefuntowatch.However,somescientistsbelievethatalthoughwecanmakerobotsmovelikepeople,itwillbedifficulttomakethemreallythinklikeahuman.Forexample,scientistJamesWhitethinksthatrobotswillneverbeabletowakeupandknowwheretheyare.ButmanyscientistsdisagreewithMr.White.Theythinkthatrobotswillevenbeabletotalklikehumansin25to50years.Somescientistsbelievethattherewillbemorerobotsinthefuture.However,theyagreeitmaytakehundredsofyears.Thesenewrobotswillhavemanydifferentshapes.Somewilllooklikehumans,andothersmightlooklikeanimals.InIndia,forexample,scientistsmaderobotsthatlooklikesnakes.Ifbuildingsfalldownwithpeopleinside,thesesnakerobotscanhelplookforpeopleunderthebuildings.Thiswasnotpossible20yearsago,butcomputersandrocketsalsoseemedimpossible100yearsago.Weneverknowwhatwillhappeninthefuture!（人教版八上）学情分析谁在学？已有知识？已有经验？已有能力和水平？态度现状？目标设计围绕主题，基于语篇，学生在语言、文化、思维和学习能力等方面的表现本课结束时，学生学到了什么，达到了什么目标：语言能力：文化意识：思维品质：学习能力：语言能力目标语篇的主题意义是如何通过语言体现的：围绕主题意义的语言实践活动。Whatarerobotslikeinmovies?Whatkindsofrobotsdowehavetoday?Whatwillrobotsdoandwhatwilltheynotbeabletodointhefuture?Whatwillrobotsbelikeinthefuture?能够在感知、体验、积累和运用等语言实践活动中，认识英语与汉语的异同，逐步形成语言意识，积累语言经验，进行有意义的沟通和交流。文化意识目标机器人作为文明成果，如何影响我们的社会和我们的生活方式:Howwillrobotschangeourworkandlife?通过课文学习，形成对机器人的正确认知：Whatkindsofrobotswouldyouliketohave?Whatdoyouwantrobotstodo?Wouldyoulikerobotstothinklikeahuman?能够了解不同国家的优秀文明成果，比较中外文化异同，发展跨文化沟通与交流的能力，形成健康向上的审美情趣和正确的价值观；加深对中华文化的理解和认同，树立国际视野，坚定文化自信。思维品质目标能够在语言学习中发展思维，在思维发展中推进语言学习；初步从多角度观察和认识世界、看待事物，有理有据、有条理地表达观点；逐步发展逻辑思维、辩证思维和创新思维，使思维体现一定的敏捷性、灵活性、创造性、批判性和深刻性。比较不同类型机器人的特征和功能：Whatkindsofrobotsdowehavenow?Whatcantheydo?Whatkindsofrobotswillwehaveinthefuture?Whatcantheydo?比较：Whatarethedifferentopinionsaboutrobots?Doyouagreewiththem?（attitudesofscientists,theauthor,yours）Howisthequestion“Doyouthinkyouwillhaveyourownrobot”aswered?学习能力目标能够树立正确的英语学习目标，保持学习兴趣，主动参与语言实践活动；在学习中注意倾听、乐于交流、大胆尝试；学会自主探究，合作互助；学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率，做到乐学善学。运用互联网资源查阅robot的相关资料，更好地学习和领会课文。运用思维导图梳理课文中关于robot的信息。培养根据课文中具体的语言表达进行概括和归纳的能力。教学设计理念理解主题意义，获取与机器人相关的知识，基于课文中的语言表达，学会如何描写机器人及其未来发展。学习理解应用实践迁移创新结合现实生活和个人经历，回答Ifyouhaveyourownrobot,whatwillitbelike?Whatdoyouwanttherobottodoforyou?基于主题语境，概括和提炼电影中、现实中和未来机器人的特征和功能，比较不同观点，讨论机器人如何改变我们的工作和生活。教学内容教学重点：描写机器人:涉及机器人的那些方面？涉及哪些语言表达？机器人的发展：现在和未来；不同的观点（科学家/作者/学生）教学难点：基于课文的语言表达，比较不同的观点，形成价值判断或表达自己的态度。基于课文的语言表达，培养梳理、归纳和比较的思维能力。教学活动教学目标活动与步骤主题导入Howmuchdoyouknowaboutrobots?Videoclipsaboutrobots.……教学目标1理解主题意义，获取与机器人相关的知识，基于课文中的语言表达，学会如何描写机器人.Whatdotheylooklike?Whatcantheydo?Question

anddiscussionMindmap(思维导图)教学目标2聚焦机器人的未来发展，比较：现在和未来，不同的观点和态度，促进学生思维品质的发展。Whatkindsofrobotsdowehavenow?Whatcantheydo?Whatkindsofrobotswillwehaveinthefuture?Whatcantheydo?Whatarethedifferentopinionsaboutrobots?Doyouagreewiththem?（attitudesofscientists,theauthor,yours）教学目标3超越课文主题意义：结合现实生活、个人经历，形成价值判断或表达态度。Ifyouhaveyourownrobot,whatwillitbelike?Whatdoyouwanttherobottodoforyou?教材P54-2e:Whatkindsofanimalsmightrobotslooklikeinthefuture?Whatwiltheybeabletodo?基于语篇的英语教学04基于语篇的英语教学语篇是语言学习的主要载体。在语篇中接触、理解、学习和使用语言。语言学习不应以孤立的单词或句子为单位，而应以语篇为单位进行。以语篇为单位设计和实施教学。语言教学应围绕语篇进行。基于语篇的英语教学帮助学习者认识到语音、词汇、语法等语言要素是如何相互联系、共同组织和建构语篇的。引导学生观察和分析具体语篇的结构和语言特征，即关注语篇的各个组成部分以及语篇所用的语言是如何表达意义的，避免单纯地讲授语篇知识。基于语篇的英语教学教师应有意识地渗透有关语篇的基本知识，帮助学生形成语篇意识，把握语篇的结构特征，从而提高理解语言意义的能力。教师要引导学生充分利用语篇知识有效地获取和传递信息，表达观点和态度，达到运用语言与他人沟通和交流的目的。渗透语篇知识语篇意识：对语篇的结构特征和表意方式的认识。认识到语篇既是语言使用的基本单位，也是语言学习所依托的基本单位。认识到语音、词汇、语法等语言要素是如何相互联系、共同组织和建构语篇的。语篇能力：利用语篇知识有效地获取和传递信息，表达观点和态度，理解语篇意义，达到运用语言与他人沟通和交流的目的。语篇意识与语篇能力语篇分析：分析什么语篇的意义语篇如何表达意义语篇的衔接语篇的连贯语篇的信息展开方式语篇的宏观结构语篇的类型（记叙文、说明文、议论文、应用文）语篇分析：怎么分析语篇分析应围绕主题意义的探究展开，即服务于主题意义的探究活动主题意义是如何通过语言表达的？主题意义在语篇的宏观结构和微观结构上是如何体现的？这样的分析才能有助于主题意义的探究，才能有助于语言学习和文化知识的学习，有助于思维品质和学习能力的提升。语篇分析与解读运用语篇分析的理念，分析语篇结构、衔接关系、信息展开方式，培养学生构建新概念的能力、归纳和概括能力、逻辑思维能力。学习理解+应用实践+迁移创新DoYouThinkYouWillHaveYourOwnRobot?Whenwewatchmoviesaboutthefuture,wesometimesseerobots.Theyareusuallylikehumanservants.Theyhelpwiththehouseworkanddojobslikeworkingindirtyordangerousplaces.Todaytherearealreadyrobotsworkinginfactories.Somecanhelptobuildcars,andtheydosimplejobsoverandoveragain.Fewerpeoplewilldosuchjobsinthefuturebecausetheyareboring,butrobotswillnevergetbored.Scientistsarenowtryingtomakerobotslooklikehumansanddothesamethingsaswedo.SomerobotsinJapancanwalkanddance.Theyarefuntowatch.However,somescientistsbelievethatalthoughwecanmakerobotsmovelikepeople,itwillbedifficulttomakethemreallythinklikeahuman.Forexample,scientistJamesWhitethinksthatrobotswillneverbeabletowakeupandknowwheretheyare.ButmanyscientistsdisagreewithMr.White.Theythinkthatrobotswillevenbeabletotalklikehumansin25to50years.Somescientistsbelievethattherewillbemorerobotsinthefuture.However,theyagreeitmaytakehundredsofyears.Thesenewrobotswillhavemanydifferentshapes.Somewilllooklikehumans,andothersmightlooklikeanimals.InIndia,forexample,scientistsmaderobotsthatlooklikesnakes.Ifbuildingsfalldownwithpeopleinside,thesesnakerobotscanhelplookforpeopleunderthebuildings.Thiswasnotpossible20yearsago,butcomputersandrocketsalsoseemedimpossible100yearsago.Weneverknowwhatwillhappeninthefuture!（人教版八上）DoYouThinkYouWillHaveYourOwnRobot?Whenwewatchmoviesaboutthefuture,wesometimesseerobots.Theyareusuallylikehumanservants.Theyhelpwiththehouseworkanddojobslikeworkingindirtyordangerousplaces.

Todaytherearealreadyrobotsworkinginfactories.Somecanhelptobuildcars,andtheydosimplejobsoverandoveragain.Fewerpeoplewilldosuchjobsinthefuturebecausetheyareboring,butrobotswillnevergetbored.

Scientistsarenowtryingtomakerobotslooklikehumansanddothesamethingsaswedo.SomerobotsinJapancanwalkanddance.Theyarefuntowatch.However,somescientistsbelievethatalthoughwecanmakerobotsmovelikepeople,itwillbedifficulttomakethemreallythinklikeahuman.Forexample,scientistJamesWhitethinksthatrobotswillneverbeabletowakeupandknowwheretheyare.ButmanyscientistsdisagreewithMr.White.Theythinkthatrobotswillevenbeabletotalklikehumansin25to50years.

Somescientistsbelievethattherewillbemorerobotsinthefuture.However,theyagreeitmaytakehundredsofyears.Thesenewrobotswillhavemanydifferentshapes.Somewilllooklikehumans,andothersmightlooklikeanimals.InIndia,forexample,scientistsmaderobotsthatlooklikesnakes.Ifbuildingsfalldownwithpeopleinside,thesesnakerobotscanhelplookforpeopleunderthebuildings.Thiswasnotpossible20yearsago,butcomputersandrocketsalsoseemedimpossible100yearsago.Weneverknowwhatwillhappeninthefuture!（人教版八上）DoYouThinkYouWillHaveYourOwnRobot?Whenwewatchmoviesaboutthefuture,wesometimesseerobots.Theyareusuallylikehumanservants.Theyhelpwiththehouseworkanddojobslikeworkingindirtyordangerousplaces.

Todaytherearealreadyrobotsworkinginfactories.Somecanhelptobuildcars,andthey

dosimplejobsoverandoveragain.Fewerpeoplewilldosuchjobsinthefuturebecausetheyareboring,butrobotswillnevergetbored.

Scientistsarenowtryingtomakerobotslooklikehumansanddothesamethingsaswedo.SomerobotsinJapancanwalkanddance.Theyarefuntowatch.However,somescientistsbelievethatalthoughwecanmakerobotsmovelikepeople,itwillbedifficulttomakethemreallythinklikeahuman.Forexample,scientistJamesWhitethinksthatrobotswillneverbeabletowakeupandknowwheretheyare.ButmanyscientistsdisagreewithMr.White.Theythinkthatrobotswillevenbeabletotalklikehumansin25to50years.

Somescientistsbelievethattherewillbemorerobotsinthefuture.However,theyagreeitmaytakehundredsofyears.Thesenewrobotswillhavemanydifferentshapes.Somewilllooklikehumans,andothersmightlooklikeanimals.InIndia,forexample,scientistsmaderobotsthatlooklikesnakes.Ifbuildingsfalldownwithpeopleinside,thesesnakerobotscanhelplookforpeopleunderthebuildings.Thiswasnotpossible20yearsago,butcomputersandrocketsalsoseemedimpossible100yearsago.Weneverknowwhatwillhappeninthefuture!（人教版八上）DoYouThinkYouWillHaveYourOwnRobot?Whenwewatchmoviesaboutthefuture,wesometimesseerobots.Theyareusuallylikehumanservants.Theyhelpwiththehouseworkanddojobslikeworkingindirtyordangerousplaces.

Todaytherearealreadyrobotsworkinginfactories.Somecan

helptobuildcars,andtheydo

simplejobsoverandoveragain.Fewerpeoplewilldosuchjobsinthefuturebecausetheyareboring,butrobots

willnevergetbored.

Scientistsarenowtryingtomakerobotslooklikehumansanddothesamethingsaswedo.SomerobotsinJapancanwalkanddance.Theyarefuntowatch.However,somescientistsbelievethatalthoughwecanmakerobotsmovelikepeople,itwillbedifficulttomakethemreallythinklikeahuman.Forexample,scientistJamesWhitethinksthatrobotswillneverbeabletowakeupandknowwheretheyare.ButmanyscientistsdisagreewithMr.White.Theythinkthatrobotswillevenbeabletotalklikehumansin25to50years.

Somescientistsbelievethattherewillbemorerobotsinthefuture.However,theyagreeitmaytakehundredsofyears.Thesenewrobotswillhavemanydifferentshapes.Some

willlooklikehumans,andothers

mightlooklikeanimals.InIndia,forexample,scientistsmaderobotsthatlooklikesnakes.Ifbuildingsfalldownwithpeopleinside,thesesnakerobotscanhelplookforpeopleunderthebuildings.Thiswasnotpossible20yearsago,butcomputersandrocketsalsoseemedimpossible100yearsago.Weneverknowwhatwillhappeninthefuture!（人教版八上）DoYouThinkYouWillHaveYourOwnRobot?Whenwewatchmoviesaboutthefuture,wesometimesseerobots.Theyareusuallylikehumanservants.Theyhelpwiththehouseworkanddojobslikeworkingindirtyordangerousplaces.

Todaytherearealreadyrobotsworkinginfactories.Somecan

helptobuildcars,andtheydo

simplejobsoverandoveragain.Fewerpeoplewilldosuchjobsinthefuturebecausetheyareboring,butrobots

willnevergetbored.

Scientistsarenowtryingtomakerobotslooklikehumansanddothesamethingsaswedo.SomerobotsinJapancanwalkanddance.Theyarefuntowatch.However,somescientistsbelievethatalthoughwecanmakerobotsmovelikepeople,itwillbedifficulttomakethemreallythinklikeahuman.Forexample,scientistJamesWhitethinksthatrobotswillneverbeabletowakeupandknowwheretheyare.ButmanyscientistsdisagreewithMr.White.Theythinkthatrobotswillevenbeabletotalklikehumansin25to50years.

Somescientistsbelievethattherewillbemorerobotsinthefuture.However,theyagreeitmaytakehundredsofyears.Thesenewrobotswillhavemanydifferentshapes.Some

willlooklikehumans,andothers

mightlooklikeanimals.InIndia,forexample,scientistsmaderobotsthatlooklikesnakes.Ifbuildingsfalldownwithpeopleinside,thesesnakerobotscanhelplookforpeopleunderthebuildings.Thiswasnotpossible20yearsago,butcomputersandrocketsalsoseemedimpossible100yearsago.Weneverknowwhatwillhappeninthefuture!（人教版八上）语篇知识1语篇是如何构成语篇的宏观结构和微观结构。不同的语篇类型具有不同的结构。2语篇如何表达意义语篇的各个组成部分以及语篇所用的语言是如何表达意义的。3人们在交流过程中如何使用语篇根据一定的社会文化语境和意图，按照信息组织的规律以连贯的方式表达经历、观点、态度，建立和维持人际关系。句子内部的语法结构词语搭配指代关系等衔接关系句子的信息展开方式段与段的关系语篇各部分与语篇主题之间的关系根据一定的社会文化语境和意图，按照信息组织的规律以连贯的方式表达经历、观点、态度，建立和维持人际关系宏观组织结构微观组织结构语篇知识宏观组织结构故事结构Problem––SolutionPattern

Situation:Iwasonsentryduty.（放哨）

Problem:Isawtheenemyapproaching.Response:Iopenedfire.

Evaluation:Ibeatofftheenemyattack.

CHEMICALORORGANICFARMING?Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.Manyfarmerswelcomedthemasagreatwaytostopcropdiseaseandincreaseproduction.Recently,however,scientistshavebeenfindingthatlong-termuseofthesefertilizerscancausedamagetothelandand,evenmoredangerous,topeople'shealth.

Whataresomeofthe_______causedbychemicalfertilizers?First,……

Withthesediscoveries,somefarmersandmanycustomersarebeginningtoturntoorganicfarming.……Organicfarmersalsousemanyothermethodstokeepthesoilfertile.…….Thesemanydifferentorganicfarmingmethodshavethesamegoal:togrowgoodfoodandavoiddamagingtheenvironmentorpeople'shealth.

（人教版，高中英语，第4册）轶事、趣闻、回忆（Anecdote/Memory）Abstract（点题/概要）：起始句IstillrememberthelastChristmasGrannyspentwithus.Orientation（指向）：第一段，when/where/whoCrisis/events/experiences（关键/关子/事件/经历）:Lines7-50Coda（结局）:Lastparagraph,lines51-55Reaction（回应/感想）:Lines55-58:WhenIthinkaboutwhatmakesChristmassomagical,…北师大版，八年级下人教版，八年级下衔接Cohesion词汇语法关系信息之间以什么方式相互联系在一起？连贯Coherence意义关系语篇的各部分如何构成统一的意义整体信息组织Informationstructure信息组织方式说话者以什么作为信息的出发点？信息以何种方式展开？微观组织结构CohesionReference照应Substitution替代Ellipsis省略Conjunction连接Lexicalcohesion词汇衔接

Whycohesion?JohntookJohn’shatoffandhungJohn’shatonapeg.IfyouseeMary,tellMarythatIwanttoseeMary.Washandcoresixcookingapples.Putthemintoafireproofdish.Washandcoresixcookingapples.Puttheapplesintoafireproofdish.Whentheclockstruckthree,Elizabethfeltthatshemustgo;andveryunwillinglysaidso.(PrideandPrejudice)--Whatareyoudoingduringtheweekend?--Imightgodowntowntodosome

shopping.--Ifyou________,couldyoubuysomecatfoodforme?ThefirstpeopletoreachthetopwereTenzingNorgayandEdmundHillaryonMay29,1953.ThefirstChineseteam_______in1960,whilethefirstwomantosucceedwasJunkoTabeifromJapanin1975.

（人教版，八下）Gump：Willyoumarryme?I'dmakeagoodhusband，

Jenny．Jenny：Youwould，Forrest．WillJennymarryGump?词汇衔接链和词汇网络Lifeisnota100-yarddash,butmoreacross-countryrun.Ifwesprintallthetime,wenotonlyfailtowintherace,butneverlastlongenoughtoreachthefinishline.(JohnF.Kennedy)sprint:runatone’sfastestspeedTheboyisclimbingatree.Thekidisgoingtofallithedoesn’ttakecare.(同义）Theboyisclimbingatree.Thechildisgoingtofallithedoesn’ttakecare.(上下义）Weanalysedthetext.Theanalysisenabledustomakeabettersenseofit.（重复，词性变化）Bencouldnotsleepatfirst.Hefinallyfellasleepwhenthewindwasdyingdownataround3:00a.m.Whenhewokeup,thesunwasrising.（反义）ThiswasadayKateSmithwillneverforget.Sheremembersworkinginherofficenearthetwotowers.(反义）Thereareallkindsoffruitinthemarket.Applesandbananasareverycheap.

（上下义，语义场/搭配）Iwenttoschoolbybus.Thetrafficwasterrible.Thedriverwasrudeandhedidn’tdrivecarefully,soanaccidentoccurred.（语义场/搭配）IusuallystartplanningmytriphometoShanxiweeksbeforeSpringFestival,astrainticketsorflightshavetobebookedasearlyaspossible.Itookgreatcareinchoosinggiftsformyparents.Thisyear,Iboughtabottleofwineformyfatherandabeautifulsweaterformymother.Everyyear,themomentIgetonthetrain,IamsurroundedbyShanxiaccents–IknowthatIamheadinghometomyfamily.Idon’tgettotravelbacktoShanxiveryoften,sowhenIgethome,myparentswillfillmeinonwhat’sbeenhappening…Weusuallyhavehotpot–it’ssotasty!However,whatweeatisn’tthemostimportantthing.What’simportantiswhoweeatitwith.It’sawonderfulthingtobebacktogetherwithmyfamilyandtalkofoldtimes.WhenIwasakid,SpringFestivalwasallaboutfirecrackers,sweetsanddecorations.AsIgetolder,cominghomeandbeingwithmyentirefamilyisthemostimportantpartofit.(北师大2019版）IusuallystartplanningmytriphometoShanxiweeksbeforeSpringFestival,astrainticketsorflightshavetobebookedasearlyaspossible.Itookgreatcareinchoosinggiftsformyparents.Thisyear,Iboughtabottleofwineformyfatherandabeautifulsweaterformymother.Everyyear,themomentIgetonthetrain,IamsurroundedbyShanxiaccents–IknowthatIamheadinghometomyfamily.Idon’tgettotravel

backtoShanxiveryoften,sowhenIgethome,myparentswillfillmeinonwhat’sbeenhappening…Weusuallyhavehotpot–it’ssotasty!However,whatweeatisn’tthemostimportantthing.What’simportantiswhoweeatitwith.It’sawonderfulthingtobebacktogetherwithmyfamilyandtalkofoldtimes.WhenIwasakid,SpringFestivalwasallaboutfirecrackers,sweetsanddecorations.AsIgetolder,cominghomeandbeingwithmyentirefamilyisthemostimportantpartofit.(北师大2019版）IusuallystartplanningmytriphometoShanxiweeksbeforeSpringFestival,astrainticketsorflightshavetobebookedasearlyaspossible.Itookgreatcareinchoosinggiftsformyparents.Thisyear,Iboughtabottleofwineformyfatherandabeautifulsweaterformymother.Everyyear,themomentIgetonthetrain,IamsurroundedbyShanxiaccents–IknowthatIamheadinghometomyfamily.Idon’tgettotravelbacktoShanxiveryoften,sowhenIgethome,myparentswillfillmeinonwhat’sbeenhappening…Weusuallyhavehotpot–it’ssotasty!However,whatweeatisn’tthemostimportantthing.What’simportantiswhoweeatitwith.It’sawonderfulthingtobebacktogetherwithmyfamilyandtalkofoldtimes.WhenIwasakid,SpringFestivalwasallaboutfirecrackers,sweetsanddecorations.AsIgetolder,cominghomeandbeingwithmyentirefamilyisthemostimportantpartofit.(北师大2019版）IusuallystartplanningmytriphometoShanxiweeksbeforeSpringFestival,astrainticketsorflightshavetobebookedasearlyaspossible.Itookgreatcareinchoosinggiftsformyparents.Thisyear,Iboughtabottleofwinefo