高中英語人教版必修 第一冊(cè)(2019)-文學(xué)圈教學(xué) 公開課教案課件教學(xué)設(shè)計(jì)資料

目錄

Worksheetforreadingcircles1

閱讀教學(xué)中的“文學(xué)圈”8

“文學(xué)圈”運(yùn)用至閱讀教學(xué)中的操作方法8

LiteratureCircle：以學(xué)生為中心的閱讀活動(dòng)13

HowtoCreateaClassroomLiteratureCircle:20

試卷講評(píng)中的合作學(xué)習(xí)-以“文學(xué)圈”閱讀模式為例21

（中學(xué)篇）2020年第09期：基于語篇分析的閱讀圈活動(dòng)設(shè)計(jì)與實(shí)施（北京：苗興偉、羅少

茜）一文涉及的教學(xué)內(nèi)容和閱讀圈任務(wù)清單

Tue,07/20/2010-13:34—publish

附錄1：案例課文ClimateChangeandaLow-CarbonLife

Thereisnodoubtthattheworldclimatehasbeenchanginginrecentyears.Manypeopleblamethis

changeongasessuchascarbondioxide.Animalsandhumansproducecarbondioxidewhentheybreathe.

However,manyotherhumanactivitiesalsoletoffcarbongases.Anytimesomethingisburnt,carbonis

putintotheatmosphere.Carsandothervehiclesburnpetrolintheirengines,andelectricalplantsmost

oftenbumfuelssuchascoalandoilinordertoproduceelectricity.Therefore,themorepetroland

electricityweconsume,themorecarbonwearelettingoff.

Onethingwecanalldotohelpsolvethisproblemistowalkoruseabicyclewhenpossible.Althoughwe

producecarbonwhenwebreathe,thecarbonweproduceismuchlessthanthatproducedbyacar.Of

course,therearetimeswhenweneedtotravellongdistances.Inthiscase,publictransportsuchasbuses

andtheundergroundisalwaysamuchbetterchoicethanaprivatecarorataxi.Ifyoumustdriveacar,it

isnevergoodtotravelalone.Youshouldtrytofindotherpeopletotravelwithyou.

Athome,youshoulduseaslittleenergyaspossible.Turnoffthelightsandanythingelseelectricalwhen

notinuse.Sincefactoriesusealotofenergyandalsoletoffcarbongases,itisimportanttorecycleas

muchaspossible.Inparticular,metalproductsandpaperproductsrequirealotofenergytoproduce,so

youshouldfindwaystousetheseagainwithoutthrowingthemaway.

Lastbutnotleast,youcanplantatree,becausetreesabsorbthecarbondioxideintheairtoproduce

oxygen.Plantingasmalltreeischeapandeasyandtwodecadesfromnow,whenyoulookatwhatwill

havebecomealargetree,youwillfindasenseofsatisfactionknowingthatyoudidyourparttohelp

solvetheproblemofclimatechange.(AdvancewithEnglish,Student'sBook5,P39,譯林出版社)

Worksheetforreadingcircles

AnalysisLeader

?Readandanalyzethetext,raisetwoquestionsbasedonthetextandwritedownyour

answers.Youcanaskquestionsaboutmainideas,facts/opinions,orthemeaningofa

word.Questionsencouragingcriticalthinkingarepreferred.

?Askthepreparedquestionsandshareyouranswerswithyourgrouptostartthe

Jobdiscussion.

?Askyourgroupwhattheythinkofyourquestionsoraskthemtoraiseanotherone.

Youmayask“Whatdoyouthinkofmyquestions?","Doyouhaveotherquestions?^^

?Organizethediscussion.

Myquestions

?Question1

Howisclimatechangerelatedtocarbon

dioxide?

Possibleanswer:

Manypeopleblameclimatechangeongasessuchascarbondioxide.Thatistosay,

carbondioxidehascausedclimatechange.

Example

?Question2

Howisourlifestylerelatedtocarbon

dioxide?

Possibleanswer:

Weconsumepetrolandelectricityinourdailylife.Wearelettingoffcarbonwhenwe

consumepetrolandelectricity.Tobespecific,wedrivecarsandothervehiclesthat

burnpetrolintheirengines,andweburnfuelssuchascoalandoilinordertoproduce

electricity.

Summarizer

?Readandanalyzethetextandfindthekeypointsthateveryonemustknowto

understandthetext.

Job

?Retellthetextinashortsummary(oneortwominutes)inyourownwords.

?Talkaboutyoursummaryinyourgroup.

Mysummary

Theworldclimatehasbeenchangingbecauseofcarbondioxideproducedbyhuman

activitiessuchasburningofpetrolincarenginesandfuelsinelectricalplants.Inorderto

Examplesolvetheproblemofclimatechange,weshouldlivealow-carbonlife.Whenwetravel,

weshouldwalkoruseabicycleorchoosepublictransportandshouldnottravelalone

whendrivingacar.Weshoulduseaslittleenergyaspossibleandrecycleasmuchas

possible.Wecanplanttreessothatcarbondioxidecanbeabsorbedtoproduceoxygen.

ContentAnalyst

?Readthetextandanalyzethetextfromthecontentperspective.

Job?Sharewithyourgroupyouranalysis.

?Askyourgroupiftheyhaveanythingtoadd.

MyContentAnalysis

?Whatisthetextabout?

Thetextisaboutthecausesofcarbondioxideandhowwecanlivealow-carbonlifein

ordertosolvetheproblemofclimate

change.

?Wheredoescarbondioxidecomefrom?Payattentiontotheverbsthatdescribethe

causesofcarbondioxide.

ExampleCarbondioxideisproducedbyanimalsandhumanswhentheybreathe.Manyother

humanactivitiesalsoletoffcarbongases,suchastheburningofpetrolinenginesof

carsandothervehiclesandtheburningoffuelsinelectricalplants.

?Howcanwelivealow-carbonlife?

Whenwetravel,weshouldwalkoruseabicycleorchoosepublictransportandshould

nottravelalonewhendrivingacar.Weshoulduseaslittleenergyaspossibleandrecycle

asmuchaspossible.Wecanplanttrees.

?Languagefocus:verbsofdoing,happening,sensing,being,saying,existing,behaving,

andhowtheyarerelatedtonounsandadverbialphrases.

AttitudeAnalyst

?Readthetextandanalyzethewriter'sattitudeandreader-writerrelationship.

Job?Sharewithyourgroupyouranalysis.

?Askyourgroupiftheyhaveanythingtoadd.

MyAttitudeAnalysis

?Whafstherelationshipbetweenthewriterandthereaderandhowisthereader

positioned?

Thewriterconstructshimself/herselfasbothanexpertandanauthority.Throughthe

useofthepronoun“we”,thereaderispositionedasamemberofthesamegroupor

communityasthewriter,andtheuseofthepronoun“you”，modalverbsandthe

imperativemoodindicatesthatthereaderisalsopositionedasapersonwhoshould

followthewriter'ssuggestions,andthusreinforcesthewriter'sidentityasanexpert

andauthority.Thewriteralsoinvolvesreadersbyimagingreaders'experiences:if

youmustdriveacarwhenyoulook

at...

?Howisthewriter'sidentityconstructed?

Thewriter'sidentityasanexpertisconstructedbythedeclarativemood,which

Examplemeansthat“Thisishowthingsare;Thisiswhatweshoulddo.Itellyouthisasa

specialist.,,Thewriter'sidentityasanauthorityisconstructedbytheuseofthe

imperativemood,whichmeansthat“Thisiswhatyoushoulddo.Itellyouthisasan

authority.^^Thisidentityisstrengthenedbytheuseofmodalverbs,whichmeansthat

“Thisisyourresponsibility,andthisismy

suggestion.,,

?Whatisthewriter'sattitude?

Thewriterholdstheviewthatclimatechangeisrelatedtocarbondioxideproduced

byhumanactivitiesandweshouldlivealow-carbonlife.Thewriterhighlights

evaluationandpointsofviewbymeansofstructuresandexpressionssuchas"Itis

nevergoodto...”"Itisimportantto...“"inparticular^“l(fā)astbutnotleast,\Thewriter

highlightscertaintybyusing“ofcourse^^and"Thereisnodoubtthat...”

?Languagefocus:mood,modality,personalpronouns,andotherlanguagechoices

forattitudeandevaluation.

StructureAnalyst

?Readthetextandanalyzeitsstructurefrombothmacroandmicro

perspectives.

Job

?Shareyouranalysiswithyourgroup.

?Askyourgrouptoassessyouranalysis.

MyMacro-structureAnalysis

Situation:Thereisnodoubtthattheworldclimatehasbeenchanginginrecent

years.

Problem:Manyhumanactivitiesletoffcarbongases.

Solution:Weshouldlivealow-carbonlife.

Evaluation:Wecouldbesatisfiedwithourpartinsolvingtheproblemof

climatechange.

MyMicro-structureAnalysis

?Howareideaspresentedanddeveloped?

Ideasarepresentedanddevelopedatthemacro-levelbymeansofthe

Exampleproblem-solutionpattern.Atthemicro-level,cohesioninthetextplaysan

importantroleinthedevelopmentof

ideas.

?Howiscohesionachieved?

Lexicalcohesion:chainsofverbsaboutthecausesofcarbondioxide;chainsof

verbsandnounsabouttraffic;chainsofverbsandnounsabouttheuseof

energy.

Conjunctions:however,therefore,inthiscase,inparticular,lastbutnot

least.

Reference:we,you,thischange,this

problem.

?Languagefocus:whatbeginseachclause,howclausesarecombined,theuse

oflexicalchains,conjunction,reference.

人員分工：組長(zhǎng)一人，主旨?xì)w納者一人，篇章結(jié)構(gòu)者一人，詞匯處理/拓展者一人，長(zhǎng)難句

分析/詞句賞析者一人，資源/文化提供者一人

情節(jié)分析者

閱讀組長(zhǎng)discussionleader：組織小組任務(wù)分配，組織成員討論以及對(duì)文本提問，控制時(shí)間

Passageperson：分析文章內(nèi)容，如體裁、分幾個(gè)部分、結(jié)構(gòu)、

Summarizer總結(jié)閱讀材料

WordMaster好詞好句生詞難句

Illustrator：畫思維導(dǎo)圖

Questioner

Summarizer總結(jié)閱讀材料

五指圖：5W1H

故事山:起因-發(fā)展-高潮-結(jié)尾

氣泡圖：

樹狀圖：

文化連接著culturalcollector辨別文本中出現(xiàn)的外國(guó)文化現(xiàn)象,并與中國(guó)文化對(duì)比，找出異

同

Connector探尋與實(shí)際生活或自身生活相關(guān)的材料

單詞大師重要或者具有特殊意義的單詞或短語并闡釋原因

CharacterCapital

篇章大師：探尋并闡釋有特色的特別的或者寫得漂亮的語段

預(yù)測(cè)大師

繪畫能手

閱讀小組長(zhǎng)單詞大師

DiscussionLeaderWordMaster

頷小組討論，mt靦讀講解閱讀內(nèi)容中的生詞、重

內(nèi)容提問.點(diǎn)單詞及詞蛆.

篇章概括者

PassagePersonkL*11IL*Summarizer

洪解閱讀內(nèi)容中有意思、ffi用自己的話概括篇章的主要

要郵通的段落.內(nèi)容.

生活實(shí)耐關(guān)結(jié)者y

文化采集者

ConnectorCultureCollector

將閱讀內(nèi)容與生活實(shí)際相聯(lián)尋找閱讀內(nèi)容中與自己國(guó)家

系.分享經(jīng)驗(yàn).文化相同或不同之處.

LiteratureCircles

Illustrator

DiscussionLeader

?Draws

?Thinksof2.-3sketck^i^di^.ap

questionstoaskaboutofthereading

thereading

?Leadsgroupmpassageperson

discussion

?Letseveryonetalk?analyzetke

passage

?Controlstime

LiteratureCircles

Su^^arizerVJordWhiz

?sumkwarTzes?Finds2-3words

importanttkatareinteresting,

eventsorornew,orworth

WOKKM七'。八/ear八Mg

ConnectorCultureCollector

?Makescov^v\ectio^s,?comparetke

withlifeculturesimilarities

aiaddifferences

Literaturecircles:Howaretheymanaged?

?Teacherselectbooksthatareofinteresttothestudents

?Booksthatareclosetostudents'proficiencylevel

?Studentsformgroupstoreadchapterorportionofthebook

?Readathome,discussinclass

?Studentsrotatethroughtheroles

?Afterbookproject:report,poster,acharacterinterview,video,

song,etc.

角色名稱

主持整個(gè)小組討論，提出開放性問題供小組成員

主要角色3^人(DiscussionLeader)

主要角色?^者(Connector)將閱讀內(nèi)容與自己的生活經(jīng)覽和睡受等聯(lián)系起來

記錄文學(xué)作品中難忘、重要的部分，格閱讀材料

主要角色文學(xué)大師(LiteraryLuminary)歐中優(yōu)美的、有意義的語句挑選出來在討論上賞

析和分享

用圖畫繪出或創(chuàng)作故事元彩的作品，與同學(xué)分享

文本繪畫者(Illustrator)

主要角色并傳達(dá)其基本原理

對(duì)閱讀作品進(jìn)行概要總結(jié)，突出文中所表重要事

者(Smnmarizer)

次要角色件

次要角色追蹤記者(TravelTracer)用流程圖的形式記錄故事的情節(jié)與發(fā)展

選擇重要或有趣的詞語以共享，講解重點(diǎn)詞匯的

詞匯達(dá)人(VocabularyEnricher)

次要角色意義和用法

根據(jù)閱讀材料補(bǔ)充英語國(guó)家文化知識(shí)，找出中、

文(CultureCollector)

次要角色英兩種文化的相似和差異之處.

閱讀教學(xué)中的“文學(xué)圈”

文學(xué)圈(LiteratureCircle)最早的發(fā)現(xiàn)者是美國(guó)的一名小學(xué)教師KarenSmith?一次偶然機(jī)會(huì),

這名教師在教室內(nèi)落下了一批閱讀書目，卻不料學(xué)生爭(zhēng)相閱讀，發(fā)表看法，甚至自發(fā)組成討

論小組。令人驚喜的是，在之后的期末考試中，這批學(xué)生的閱讀成績(jī)都得到了大幅度提高。

KarenSmith所發(fā)現(xiàn)的這種由學(xué)生自發(fā)組織的閱讀活動(dòng)便是今天我們所講的文學(xué)圈的雛形。

“文學(xué)圈”運(yùn)用至閱讀教學(xué)中的操作方法

教師在實(shí)施活動(dòng)前事先為每一位組員準(zhǔn)備一份任務(wù)清單或工作表(worksheet)，列出

任務(wù)角色的職責(zé)和分析事項(xiàng)。

角色和分工：可以根據(jù)不同的文章設(shè)計(jì)不同的分工和任務(wù)

獨(dú)立閱讀并思考自己的任務(wù)--小組討論，提出自己的困惑-根據(jù)討論完成自己的任務(wù)，

形成文字稿-分享

發(fā)閱讀材料一角色分工T課堂討論T課后總結(jié)

教師發(fā)給學(xué)生本次課堂的閱讀材料。

小組成員按意愿進(jìn)行分工，確定每位成員的角色。

全體學(xué)生在給定的時(shí)間內(nèi)完成閱讀。教師亦可將閱讀材料和任

務(wù)表分配給學(xué)生課前完成，在課堂上只做分享，展示和討論.

小組成員在閱讀組長(zhǎng)的組織下開始討論，完成各自角色的任務(wù).

在此期間，教師在聿疑回走動(dòng)，或站冷寸論，或給與學(xué)

生必要的幫助。

教師隨機(jī)抽取任何一組或任一組的任一角色，讓其向全班

成的任務(wù)，并引導(dǎo)其他學(xué)生對(duì)其完成情況進(jìn)行評(píng)價(jià)和討論.

根據(jù)課上討論情況，學(xué)生在課后將自己的任務(wù)完成結(jié)果整理

在”閱讀小組角色循環(huán)"閱讀記錄冊(cè)上。

語卻累

I學(xué)生每天用10分鐘時(shí)間進(jìn)行持續(xù)默讀，讀后完成每日閱讀積累單，

見下圖.

2記錄三個(gè)生詞，兩個(gè)好句，感興捶的情節(jié).

3生詞旗騾是多維度的,包括詞性,兩種解釋（中英文或簡(jiǎn)筆畫），

詡CT展（如同義詞，反義詞，同類詞，同詞根詞）的運(yùn)用.

4兩個(gè)好句是指學(xué)生要摘抄故事中的好句子；對(duì)于感興捶的情節(jié)，

進(jìn)行總結(jié)或摘抄.初步體驗(yàn)wordmaster的角色.

二.文學(xué)圈角色體驗(yàn)

讀完整本書后，教師向?qū)W生介紹文學(xué)圈活動(dòng)，講解不同角色（Questioner.

Summarize^Connector,WordMaster,CharacterCaptain）任務(wù).

我們先以讀本的一章為例L開展了為期四周的關(guān)鍵角色訓(xùn)瞰

第一周：訓(xùn)除角色Questioner

第二?：除角色Summarizer

第三周：jl除鬲色Connector

第四周：加陳角色CharacterCaptain

Name:Date:Book:

DiscussionLeader

Itisyourjobtodevelopalistofquestionsthatyourgroupshoulddiscussaboutthepartofthe

storyyoureadtodayinclass.

-Howdidyoufeelwhilereadingthispartofthestory?

YourBIGIDEAquestionsshould:

1-helpyourgrouptalkoverthebigideasintoday'sreading

2-sharetheirreactionsorfeelingstowardtoday'sreading

3-startwith"Why...How..If”

Yourquestions

Asalastresortyoumayusethequestionslistedbelow!!

-Whatwasgoingthroughyourmindwhileyoureadtoday'sreading?

-Howdidyoufeelwhilereadingthispartofthestory?

-Whatwasdiscussedinthissectionofthestory?

-Cansomeonebrieflysummarizetoday'sreading?

-Didtoday'sreadingremindyouofanyreallifeexperiences?

-Whatquestionsdidyouhavewhenyoufinishedtoday'ssection?

-Didanythingintoday'ssectionsurpriseyou?Why?

-Whatareoneortwoofthemostimportantideasfoundintoday'ssection?

Name:Date:Book:

Illustrator

Yourjobistodrawanythingabouttheassignedreadingthatyoulikedorpicturedinyourhead

whilereading:

?acharacter-thesetting?aproblem-anexcitingpart

~asurprise~adescription

Whenyourgroupmeets,don'ttellwhatyourpictureis.Letthemguessandtalkaboutitfirst.Then

youcantalkaboutyourpicture.

Name:Date:Book:

Connector

Yourjobistofindatleasttwoconnectionsbetweenthebookandtheoutsideworld.Thismeans

connectingthereadingto:

?Yourownlife

?Happeningsatschoolorinyourneighborhood

?Similareventsatothertimesandplaces.

?Otherpeopleorproblems

?Otherbooksorstories

?Otherwritingsonthesametopic

?Otherwritingsbythesameauthor

Somethingstoday'sreadingremindedmeofwere

Name:Date:Book:

VocabularyEnricher

Yourjobistochooseatleastthreespecialwordsfromyourreading.Wordsthatare:

-new-different-strange-funny-interesting-important-hard

Thenyouwilllookupthewordsinthedictionaryandwritetheirdefinitionaccordingtotheuseof

thewordinthestory.Createanewsentenceusingthewordcorrectly.Whenyourgroupmeets,

shareeachwordandreadaloudthesentencewherethewordisfoundinthebook.Haveyour

groupguessthedefinitionbeforeyoureadittothem.

WORD:

PAGE:PARAGRAPH:

DEFINITION:

SENTENCE:

Name:Date:Book:

Reporter

Itisyourjobtoprepareabriefsummaryoftoday'sreading.

Yoursummaryshouldbeabriefchronologicalstatement(5-7sentences)thatcoversthefollowing

items:

-themainidea/s(importantevents)oftoday'sreading

-theideaofyourdiscussion

NoteswhileReading

MyReport(filledoutafterreading)

可以把學(xué)生的作品張貼出來

或者放進(jìn)文件夾，全班傳閱

LiteratureCircle：以學(xué)生為中心的閱讀活動(dòng)

LiteratureCircle是一種以學(xué)生為中心的分組閱讀活動(dòng)，也是促進(jìn)學(xué)生讀寫能力發(fā)

展的有效方法。英語課堂上的LiteratureCircle活動(dòng)，讓每組學(xué)生共同閱讀同一本書或

文章，并分別完成不同的閱讀任務(wù)，通過小組合作學(xué)習(xí)、分享和討論，更深入地閱讀

和思考圖書的內(nèi)容，鍛煉學(xué)生研究問題并解決問題的能力。

在LiteratureCircle活動(dòng)中，同一小組中的每個(gè)學(xué)生都有不同的分工，學(xué)生可以選

擇自己更擅長(zhǎng)的任務(wù)來完成，通過合作學(xué)習(xí)和小組討論，學(xué)習(xí)別人的閱讀策略，完善

自己的學(xué)習(xí)方法。同時(shí),LiteratureCircle多元化的閱讀任務(wù)，也能有效提高學(xué)生學(xué)習(xí)

興趣，讓閱讀能力偏低的學(xué)生也愿意參與到活動(dòng)中來。

LiteratureCircle活動(dòng)要素

英語課堂上LiteratureCircle活動(dòng)，最重要的在于小組中的角色分工，一般來說，

一個(gè)小組需要五個(gè)基本角色：

提問者(DiscussionLeader)：這個(gè)角色是小組中的領(lǐng)導(dǎo)者，負(fù)責(zé)提供開放性的問

題，引導(dǎo)成員對(duì)圖書或文章的內(nèi)容發(fā)表看法，并組織小組成員對(duì)問題進(jìn)行分享和討論。

對(duì)于低年級(jí)的學(xué)生，提問者的角色可以由教師扮演，給出一些問題以鼓勵(lì)學(xué)生進(jìn)行討

論,例如："Whichcharacterisyourfavorite?Why?""Whatconnectionscanyoumakewith

regardtothecharacter'ssituation(s)?""Whatdidyouthinkwhenyoureadthisbook?"

"Howdidthemaincharacterchangeasaresultofthisincident?"

Asalastresortyoumayuseth?questions

Name：bate：

listedbelow!!

Booki__________________

-Whatwasgoingthroughyourmindwhileyou

DiscussionLeader

Itisyourjobtodevelopalistofquestionsr?adtoday'sreading?

thatyourgroupshoulddiscussaboutthepartof-Howdidyouf??lwhilereadingthispartof

thestoryyoureadtodayinclass.thestory?

YourBIGIDEAquestionsshould：-Whatwasdiscussedinthissectionofthe

1-helpyourgrouptalkoverthebigideasinstory?

today'sreading-Cansomeonebrieflysummarizetoday'sread-

2-sharetheirreactionsorfeelingstowardto-ing?

day'sreading"bidtoday'sreadingremindyouofanyreallife

3-startwith"Why..How...If..*experiences?

-Whatquestionsdidyouhovewh?nyoufinishad

Yourquestions

today'ssection?

-bidanythingintoday'ssectionsurpriseyou?

Why?

"Whatareoneortwoofthemostimportant

ideasfoundintoday'ssection?

▲DiscussionLeader任務(wù)卡

繪圖者(Illustrator)：這個(gè)角色負(fù)責(zé)在閱讀圖書或文章之后把重要的信息畫成圖

像，這些圖像可以是角色素描或故事場(chǎng)景等，繪圖者需要在小組討論中向其他成員展

示圖像，并讓他們猜測(cè)圖像所代表的含義。

Name:Data:

Book：_________________

Illustrator

Yourjobistodrawanythingabouttheassigned

readingthatyoulikedorpicturedinyourhead

while"ading：

-acharacter-thesetting

-aproblem-an?xeitir)9part

-asurprise-adescription

Wh?nyourgroupmeetszdon'ttellwhatyour

pietur?is.Letthemguessandtalkaboutitfirst.

Thenyoucantalkaboutyourpicture.

▲Illustrator任務(wù)卡

聯(lián)結(jié)者(Connector)：這個(gè)角色負(fù)責(zé)在小組討論中分享與所閱讀的圖書或文章內(nèi)

容相關(guān)聯(lián)的生活經(jīng)歷、背景知識(shí)或閱讀感想等，這些聯(lián)系可以與學(xué)校、家庭、朋友等

相關(guān)，或者與社會(huì)名人、新聞事件等相關(guān)，學(xué)生也可以把閱讀的書或文章與以往讀過

的其他書或文章聯(lián)系起來。在小組討論時(shí)，其他成員也可以分享他們的相關(guān)經(jīng)歷或故

事。

'Somethingstoday'sreadingremindedm?of

Book：_________________

Connector

Yourjobistofindatleasttwoconnectionsb?-

tw??nthebookandtheoutsideworld.Thismeans

connectingthereadingto：

,Yourownlif?____________________________________________________

,Happeningsatschoolorinyourneighborhood

?Similar?v?ntsatothertimesandplaces

,Otherpeopleorproblems

,Otherbooksorstories

,Otherwritingsonthesametopic

,Otherwritingsbythesameauthor

▲Connector任務(wù)卡

詞匯解析者(VocabularyEnricher)：這個(gè)角色負(fù)責(zé)找到書或文章中的重要詞匯，

可以是新詞，或者是學(xué)生認(rèn)為特別的、有意義的詞匯，然后根據(jù)上下文確定詞匯的意

義，給出例句，并在小組討論中分享選擇這些詞匯的理由。

WORD:_________________

Name：bate：

PAGE：PARAGRAPH：

Bookt__________________

DEFINITION:___________________________________

VocabularyEnricher

YourjobIstochooseatleastthr??specialSENTENCE：_____________________________________

wordsfromyourreading.Wordsthatore：

-new-diffarant-strange

WORD：________________

-funny-int?r?sting-important

PAGE：PARAGRAPH：

-hard

DEFINITION：___________________________________

Thenyouwilllookupthewordsinthediotlo**

SENTENCE：_____________________________________

naryandwriteth?irdefinitionaccordingtotheuse

ofth?wordinthestory.Createanewsentence

WORD：________________

usingthewordcorrectly.Whenyourgroupmeats,

PAGE：PARAGRAPH：

shareeachwordandreadaloudthes?nt?nc?where

DEFINITION：___________________________________

thewordisfoundinthebook.Haveyourgroup

guessthedefinitionbeforeyoureadIttothem.

SENTENCE：