基于语篇知识运用的高中英语读写教学--精选篇1960.pptVIP

语篇是语言学习的主要载体。教师应该在教学中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，把握语篇的结构特点，从而提高理解语篇意义的能力，充分利用语篇知识更加有效地获取或传递信息，表达观点和态度，达到运用语言与他人沟通和交流的目的。（教育部，2016） 语音、词汇、语法、功能、话题 语音、词汇、语法、语篇和语用知识 高中英语课程语篇类型内容标准 高中英语课程语篇知识内容标准 * 考察考生理解上下文逻辑关系的能力 考查学生的综合语言运用能力，聚焦对语篇结构的把控能力 * （2017年6月）读后续写（满分25分） 阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 On a bright, warm July afternoon, Mac Hollan, a primary school teacher, was cycling from his home to Alaska with his friends. One of his friends had stopped to make a bicycle repair, but they had encouraged Mac to carry on, and they would catch up with him soon. As Mac pedaled (骑行) along alone, he thought fondly of his wife and two young daughters at home. He hoped to show them this beautiful place someday. Then Mac heard quick and loud breathing behind him. “Man, thats a big dog!” he thought. But when he looked to the side, he saw instantly that it wasn’t a dog at all, but a wolf, quickly catching up with him. Mac’s heart jumped. He found out his can of hair spray. With one hand on the bars, he fired the spray at the wolf. A bright red cloud enveloped the animal, and to Macs relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back of Macs bike, tearing open his tent bag. He fired at the wolf a second time, and again, it fell back only to quickly restart the chase（追赶）. * Mac was pedaling hard now. He waved and yelled at passing cars but was careful not to slow down. He saw a steep uphill climb before him. He knew that once he hit the hill, he’d be easy caught up and the wolf’s teeth would be tearing into his flesh. At this moment, Paul and Beeky were driving their car on their way to Alaska. They didn’t think much of it when they saw two cyclists repairing their bike on the side of the road. A bit later, they spotted what they, too, assumed was a dog running alongside a man on a bike. As they got closer, they realized that the dog was a wolf. Mac heard a large vehicle behind him. He pulled in front of it as the wol