例析事物說(shuō)明文閱讀技巧與二次開發(fā)

例析事物說(shuō)明文閱讀技巧與二次開發(fā)教學(xué)設(shè)計(jì)一、教材分析：本文是2017年全國(guó)高考I卷D篇閱讀。是一篇事物說(shuō)明文。文章圍繞Abuild-it-yourselfsolarstill展開，介紹了該裝置的用途、構(gòu)造、原理的相關(guān)信息。從全文理解來(lái)看，文本框架清晰，步驟描述清楚。從字面看，詞匯量并不大，單句易懂，但想要深入解讀字面背后所蘊(yùn)含的內(nèi)涵、邏輯關(guān)系以及不同抽象的工作原理確是要細(xì)心琢磨的。二、教學(xué)目標(biāo)：經(jīng)過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生能夠：深入理解文本主要內(nèi)容，理清文本內(nèi)在的邏輯關(guān)系；2.了解事物說(shuō)明文的文體特點(diǎn)，體會(huì)說(shuō)明文的設(shè)題特點(diǎn)，閱讀的技巧及解題的技巧。3.重點(diǎn)突破以舉例說(shuō)明作為支撐信息來(lái)有力表達(dá)重點(diǎn)的方法，并能在實(shí)際表達(dá)和微寫作中加以應(yīng)用；4.拓展思維，把抽象的設(shè)備通過(guò)自制圖標(biāo)形式展示并進(jìn)行解釋。5.學(xué)習(xí)事物說(shuō)明文的二次開發(fā)，結(jié)合語(yǔ)法填空的設(shè)題方式，學(xué)會(huì)為目標(biāo)文檔進(jìn)行語(yǔ)法填空的設(shè)置，以便達(dá)到材料的二次利用。同時(shí)，在知識(shí)輸出環(huán)節(jié)中通過(guò)寫一篇目標(biāo)作文達(dá)到以讀促寫的目的。三、教學(xué)思路說(shuō)明：教師通過(guò)提問(wèn)方式導(dǎo)入，引導(dǎo)學(xué)生思考平時(shí)懼怕做事物說(shuō)明文的原因，激發(fā)對(duì)本篇文章話題的興趣。列出歷年來(lái)高考題設(shè)置中說(shuō)明文的設(shè)題概率，引起重視。通過(guò)閱讀目標(biāo)文本，分析本文作為事物說(shuō)明文的特征并帶領(lǐng)學(xué)生理解文本大致內(nèi)容。然后引導(dǎo)學(xué)生進(jìn)一步深入分析篇章，確保學(xué)生能歸納出每一段的段落大意。在教師引導(dǎo)下一起勾勒出自制蒸餾器的結(jié)構(gòu)圖，讓抽象的東西具體化。在對(duì)全文進(jìn)行較為深入解讀后，水到渠成得出整篇文章結(jié)構(gòu)圖。接著引導(dǎo)解答相關(guān)的問(wèn)題，歸納說(shuō)明文的解題步驟與技巧。所有的問(wèn)題得到解答后，讓學(xué)生對(duì)說(shuō)明文的文本進(jìn)行語(yǔ)法填空的挖空設(shè)計(jì)并解釋設(shè)空的目的，突出考查的點(diǎn)以此檢測(cè)學(xué)生的文章語(yǔ)法點(diǎn)的把控。并達(dá)到材料的二次利用。接著進(jìn)行的是詞匯和長(zhǎng)難句的歸納與整理，達(dá)到知識(shí)的消化、吸收與積累。在知識(shí)輸出環(huán)節(jié)，主要運(yùn)用一篇寫作任務(wù)完成對(duì)知識(shí)的進(jìn)一步考查和理解運(yùn)用。教學(xué)步驟：TeachingProceduresTeachingActivityPurposeStepIWarm-up&lead-inAskthestudentsthefollowingquestiontoleadin.Q:What’syourimpressiononthepassageCorDinReadingComprehension?Explainwhatexpositionis,includingpurpose,subjectandsoon.AnalyzeandsortouttheexpositionsappearedintheCollegeEntranceExamination.Listthetargetpassageandaskthestudentstoreaditquickly.1.Toarousethestudents’interestandattractthemtofocusontheclass.2.Tohaveaclearunderstandingoftheexposition.StepIIFastreadingStudents’readthepassagequickly,andfindthemainideaofeachparagraph.Askanindividualtodrawapictureofthestillaccordingtotheconstrutingprocedures.Studentscanhaveacompetitiontoseewhodrawsbest.Totrainthestudents’abilityofconclusionbylistingthemainideaofeachparagraphandtohaveafurtherunderstandingofthestruction.Tosimplifythewholepassageandmaketheabstractintroductionmoreconcrete.StepIIIAnalysisAskthestudentstochecktheanswersofthefourquestionsgiven.Explaintheoptionsifpossible.Guidethestudentstoconcludethesettingpatternofeachquestions.Somearedetailunderstandingandothersarejudgementalreasoning.Analyzeandfindoutthecorrespondingwaytosolvetheproblem.Basicway:Detailunderstandingpattern:identify-locate-matchJudgementalreasoning:identify-locateselect-infer3.Concludethestrategiesofsolvingtheproblems.Tochecktheanswer.Learntotellthedifferenceofproblemsettting.Toanalyzeandfindoutthecorrespondingwaytosolvetheproblem.StepIVSecondarydevelopmentGuidethestudenttothinkaboutthebasicrulesonsettingprinciplesofgrammaticalfilling.Letthestudentsvoicetheirideasonfillingsettings.Pointoutthegoodpoints.Pointoutthekeylanguagepoints.Tofigureoutthelonganddifficultsentencesbyaskingsomeindividualstoanswerandexplain.Guidethestudentstofinishthetargetwriting.Tohavethestudentsfurtherunderstandthewaysoffillingsettings.Tohavethestudentssharetheirownideas.Tomakefulluseofthematerialforsecondarydevelopment.Tocultivatethestuents’abilityofcomprehensiveunderstanding.Tocultivatetheabilityofwritingbymakingfulluseofreading