英语教学设计与案例分析PDF|Epub|txt|kindle电子书版本网盘下载

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Part One Instructional Design of Reading and Case Analysis1

Case 1 Theme-based Instructional Design of Parental Love and Analysis1

Ⅰ．Theme-based Instructional Design of Parental Love1

Step 1：Lead-in with a questionnaire about parental love1

Step 2：Reading with a focus on how to show parental love through what they said2

Step 3：Reading with a focus on how to show parental love through what they did2

Step 4：Reading with a focus on how to show parental love through what they thought4

Step 5：Reading with a focus on the most-used way and the least-used way to show parental love in the four texts5

Step 6：Summarization of parental love in the four texts5

Step 7：Gratitude for parental love by singing the song East or west，Mama is the best5

Step 8：Assignment:Reading Mother with feelings6

Ⅱ．Analysis8

Ⅲ．Full Texts9

Case 2 Instructional Design of Storytellers from the Perspective of Education and Analysis19

Ⅰ．Instructional Design of Storytellers from the Perspective of Education19

Step 1：Lead-in with a discussion on the questions about a better education19

Step 2：Close reading with a focus on Mo Yan’s moral education19

Step 3：Close reading with a focus on Mo Yan’s intellectual education22

Step 4：Close reading with a focus on Mo Yan’s physical education24

Step 5：Extended reading with a focus on tranquility education24

Ⅱ．Analysis26

Ⅲ．Full Text27

Case 3 Instructional Design of The Bible Stories Based on 3R and Analysis36

Ⅰ．Instructional Design of The Bible Stories Based on 3R36

Step 1：Lead-in with a brief introduction to the Bible36

Step 2：Reading the lines with a focus on factual questions36

Step 3：Reading between the lines with a focus on inference questions37

Step 4：Reading beyond the lines with a focus on association questions42

Step 5：Assignment:Reading more Bible stories after class43

Ⅱ．Analysis43

Ⅲ．Full Texts44

Case 4 Instructional Design of Getting the Best Value for Time under Question-based Approach and Analysis51

Ⅰ．Instructional Design of Getting the Best Value for Time under Question-based Approach51

Step 1：Brief introduction to this course and course requirements51

Step 2：Lead-in with the question about the differences between learning at high school and learning at college or university52

Step 3：Skimming with a focus on the questions about the organization of the text52

Step 4：Close reading with a focus on the question about the writing quality of each part53

Step 5：Close reading with a focus on the question about reorganization and recombination of the text53

Step 6：Discussion of the questions about the title54

Step 7：Discussion of the questions about the text substantiation54

Ⅱ．Analysis54

Ⅲ．Full Text55

Case 5 Instructional Design of Steve Jobs’Speech at Stanford Commencement Based on Annotative Response Writing and Analysis56

Ⅰ．Instructional Design of Steve Jobs’Speech at Stanford Commencement Based on Annotative Response Writing56

Step 1：Lead-in with a brief introduction to annotative response writing56

Step 2：Annotative response writing with a focus on association57

Step 3：Annotative response writing with a focus on comments57

Step 4：Annotative response writing with a focus on understanding58

Step 5：Annotative response writing with a focus on interpretation58

Step 6：Assignment with a focus on choice and voice of favorite sentences58

Ⅱ．Analysis58

Ⅲ．Full Text with Annotative Response Writing59

Case 6 Interaction-based Instructional Design of Horoscopes and Analysis69

Ⅰ．Interaction-based Instructional Design of Horoscopes69

Step 1：Lead-in with a video about the Chinese Zodiac69

Step 2：Reading with a focus on the interaction between students and the text about horoscopes70

Step 3：Reading with a focus on the interaction between students and students about horoscopes71

Step 4：Reading with a focus on the interaction between students and teacher about horoscopes72

Step 5：Assignment with a focus on your opinions about horoscopes72

Ⅱ．Analysis73

Ⅲ．Full Text73

Case 7 Instructional Design of l(a Based on"From-Within-the-Text-to-Beyond-the-Text Reading"and Analysis76

Ⅰ．Instructional Design of l(a Based on"From-Within-the-Text-to-Beyond-the-Text Reading"76

Step 1：Lead-in with a brief introduction to e. e. cummings76

Step 2：Within-the-text reading with a focus on the image77

Step 3：Within-the-text reading with a focus on the theme78

Step 4：Beyond-the-text reading with a focus on the image79

Step 5：Beyond-the-text reading with a focus on the theme81

Ⅱ．Analysis82

Case 8 Instructional Design of Genealogy of Deities in Greek Mythology Based on Mind Map and Analysis83

Ⅰ．Instructional Design of Genealogy of Deities in Greek Mythology Based on Mind Map83

Step 1：Lead-in with a focus on the characteristics of Greek mythology83

Step 2：Learning with a focus on Chaos：primeval state of existence83

Step 3：Learning with a focus on Uranus-Gaea:the first-generation deities84

Step 4：Learning with a focus on Cronus-Rhea:the second-generation deities85

Step 5：Learning with a focus on Zeus-Hera:the third-generation deities85

Step 6：Assignment:Exploring 10 idioms originating from Greek Mythology87

Ⅱ．Analysis87

Part Two Instructional Design of Lexicology and Case Analysis88

Case 9 Instructional Design of A Mastery of 3,000 Words Within 100 Days Based on 3S and Analysis88

Ⅰ．Instructional Design of A Mastery of 3,000 Words Within 100 Days Based on 3S88

Step 1：Lead-in with three personal memorization experiences88

Step 2：A mastery of 3,000 words within 100 days based on sound89

Step 3：A mastery of 3,000 words within 100 days based on shape90

Step 4：A mastery of 3,000 words within 100 days based on sense91

Step 5：Assignment:Reading Words and Their Stories about money94

Ⅱ．Analysis96

Case 10 Instructional Design of Characteristics of Affixes Based on One-with-many Pattern and Analysis96

Ⅰ．Instructional Design of Characteristics of Affixes Based on One-with-many Pattern96

Step 1：Lead-in with many affixes with one meaning96

Step 2：Characteristics of affixes with a focus on one affix with many meanings96

Step 3：Characteristics of affixes with a focus on one affix with many parts of speech97

Step 4：Characteristics of affixes with a focus on one affix with many forms98

Step 5：Characteristics of affixes with a focus on one affix with many sources98

Step 6：Characteristics of affixes with a focus on one affix with many positions98

Step 7：Characteristics of affixes with a focus on one affix with many categories99

Ⅱ．Analysis99

Case 11 Instructional Design of Semantic Field Based on 3C and Analysis99

Ⅰ．Instructional Design of Semantic Field Based on 3C99

Step 1：Lead-in with a brief introduction to the origin of field99

Step 2：The teaching of Semantic Field with a focus on the first C:Concept100

Step 3：The teaching of Semantic Field with a focus on the second C:Categorization100

Step 4：The teaching of Semantic Field with a focus on the third C:Characteristics103

Step 5：Assignment:Reading We Need More with a focus on antonymous semantic field104

Ⅱ．Analysis105

Part Three Instructional Design of Translation and Case Analysis106

Case 12 Instructional Design of Inversion Based on System Theory and Analysis106

Ⅰ．Instructional Design of Inversion Based on System Theory106

Step 1：Lead-in with a brief introduction to translation techniques with inversion as a focus106

Step 2：Inversion in the coordinate structure without any restraint from the original107

Step 3：Inversion in terms of logical relationship108

Step 4：Inversion in terms of adverbials110

Step 5：Inversion in terms of attributes111

Ⅱ．Analysis112

Case 13 Instructional Design of Strategies for English-to-Chinese Transliteration from Phonological Perspective and Analysis113

Ⅰ．Instructional Design of Strategies for English-to-Chinese Transliteration from Phonological Perspective113

Step 1：Lead-in with three phonological rules113

Step 2：Epenthesis strategies for English-to-Chinese transliteration115

Step 3：Segmental adaptation strategies for English-to-Chinese transliteration117

Step 4：Deletion strategies for English-to-Chinese transliteration118

Step 5：Segmental split strategies for English-to-Chinese transliteration119

Ⅱ．Analysis120

Part Four Instructional Design of Research Methods and Case Analysis121

Case 14 Inquiry-based Instructional Design of Definition of Research and Analysis121

Ⅰ．Inquiry-based Instructional Design of Definition of Research121

Step 1：Inquiry into Definition of Research in terms of“研”121

Step 2：Inquiry into Definition of Research in terms of“究”122

Step 3：Inquiry into Definition of Research in terms of"re-"123

Step 4：Inquiry into Definition of Research in terms of"search"123

Step 5：Inquiry into Definition of Research in terms of“研究”126

Step 6：Inquiry into Definition of Research in terms of“research”126

Step 7：Zhou’s definition of research upon the previous definitions127

Ⅱ．Analysis128

Case 15 Methodology-based Instructional design of Three Issues Concerning Research Methods in Applied Linguistics and Analysis128

Ⅰ．Methodology-based Instructional design of Three Issues Concerning Research Methods in Applied Linguistics128

Step 1：Lead-in with two short stories about different views about the same thing128

Step 2：The first issue concerning research methods:research process130

Step 3：The second issue concerning research methods:the same research question leading to different conclusions because of different methods132

Step 4：The third issue concerning research methods:no perfect research method136

Step 5：Assignment with a preview of Variables136

Ⅱ．Analysis136

Part Five Instructional Design of Linguistics and Case Analysis137

Case 16 Instructional Design of Linguistics Based on Arousal of Students’ Interest and Analysis137

Ⅰ．Instructional Design of Linguistics Based on Arousal of Students’Interest137

Step 1：Lead-in with some interesting episodes in Linguistics137

Step 2：Arousing students’interest in linguistics in terms of sound138

Step 3：Arousing students’interest in linguistics in terms of form139

Step 4：Arousing students’interest in linguistics in terms of meaning140

Step 5：Arousing students’interest in linguistics in terms of sound,form and meaning142

Step 6：Assignment:Reading a short passage about Crazy English142

Ⅱ．Analysis143

参考文献144