初高中英語教學銜接：語篇類型與話語標記詞---------------------------------------------------PowerPointdesign主講人：時間：01020304目錄CONTENTS0306語篇類型概述話語標記詞案例分析總結與展望總結與展望語篇類型概述PART-01語篇類型概念語篇是具有一定結構和功能的語言單位，涵蓋多種類型，如記敘文、說明文、議論文等，是英語學習的重要內(nèi)容。常見語篇類型記敘文以敘述事件為主，說明文用于解釋事物，議論文則表達觀點和論證，了解這些類型有助于理解文章結構和內(nèi)容。語篇類型定義語篇類型概念語篇是具有一定結構和功能的語言單位，涵蓋多種類型，如記敘文、說明文、議論文等，是英語學習的重要內(nèi)容。常見語篇類型記敘文以敘述事件為主，說明文用于解釋事物，議論文則表達觀點和論證，了解這些類型有助于理解文章結構和內(nèi)容。語篇類型定義語篇類型概念語篇是具有一定結構和功能的語言單位，涵蓋多種類型，如記敘文、說明文、議論文等，是英語學習的重要內(nèi)容。常見語篇類型記敘文以敘述事件為主，說明文用于解釋事物，議論文則表達觀點和論證，了解這些類型有助于理解文章結構和內(nèi)容。語篇類型定義教材中常見的語篇類型話語標記詞PART-02---------------------------------------------------PowerPointdesign

話語標記詞是用于連接語篇各部分、表達邏輯關系的詞匯，能幫助理解語篇結構和作者意圖。話語標記詞定義在高中英語記敘文中，話語標記詞（DiscourseMarkers）如同“路標”，能引導讀者理清敘事脈絡、把握情節(jié)邏輯。以下是常見類型及示例：一、時間順序標記詞：用于串聯(lián)事件發(fā)生的先后，構建敘事時間線。Atfirst：Atfirst,shehesitatedtoacceptthechallenge,butcuriositydroveherforward.（起初，她猶豫是否接受挑戰(zhàn)，但好奇心驅(qū)使她前進。）Shortlyafter：Shortlyaftertherainstopped,arainbowappearedinthesky.（雨停后不久，天空出現(xiàn)了彩虹。）Meanwhile：Hewaspreparingdinner;meanwhile,hissisterwassettingthetable.（他在做晚餐，與此同時，妹妹在擺餐具。）Finally：Finally,theyreachedthetopofthemountainandenjoyedthebreathtakingview.（最終，他們抵達山頂，欣賞到了壯麗的景色。）二、邏輯關系標記詞：體現(xiàn)因果、轉折、并列等邏輯，增強敘事連貫性。However：Shetriedtocallforhelp;however,nooneheardhervoice.（她試圖呼救，然而沒人聽到。）Therefore：Hemissedthebus;therefore,hewaslatefortheexam.（他沒趕上公交，因此考試遲到了。）Moreover：Thejourneywastiring;moreover,theweatherturnedworseatnight.（旅途很累，而且夜晚天氣變得更糟。）Onthecontrary：Otherscomplainedaboutthetask;onthecontrary,shesawitasanopportunity.（其他人抱怨任務繁重，相反，她視其為機會。）三、情感與態(tài)度標記詞：傳遞人物心理或作者評價，讓敘事更具感染力。Surprisingly：Surprisingly,theoldlettercontainedasecretthathadbeenhiddenfordecades.（令人驚訝的是，這封舊信藏著一個塵封數(shù)十年的秘密。）Fortunately：Fortunately,thelostdogwasfoundbyakindstrangerthenextday.（幸運的是，走失的狗第二天被一位善良的陌生人找到。）Undoubtedly：Undoubtedly,theexperiencetaughthimthevalueoffriendship.（毫無疑問，這次經(jīng)歷讓他懂得了友誼的可貴。）四、總結與強調(diào)標記詞：用于收尾或突出重點，深化敘事主題。Inconclusion：Inconclusion,thetripnotonlybroadenedherhorizonsbutalsochangedherattitudetowardlife.（總之，這次旅行不僅拓寬了她的視野，也改變了她對生活的態(tài)度。）Aboveall：Aboveall,thestoryremindsusofthepowerofkindnessindifficulttimes.（最重要的是，這個故事讓我們銘記困境中善意的力量。）

這些標記詞如同敘事的“粘合劑”，既能讓情節(jié)銜接自然，也能幫助讀者快速理解故事的時間線、邏輯關系和情感走向，是高中英語記敘文寫作中提升流暢度的關鍵要素。Define...as...：Artificialintelligenceisdefinedasthesimulationofhumanintelligenceinmachines.（人工智能被定義為機器對人類智能的模擬。）Thatis(tosay)：Thegreenhouseeffect,thatis,thetrappingofheatbyatmosphericgases,causesglobalwarming.（溫室效應，即大氣氣體對熱量的滯留，導致全球變暖。）Inotherwords：Theexperimentrequiresconstanttemperature—inotherwords,donotopenthewindowduringtheprocess.（實驗需要恒溫，換言之，過程中不要開窗。）一、定義與解釋標記詞：用于闡釋概念或術語，符合說明文的準確性要求。在高中英語說明文中，話語標記詞（DiscourseMarkers）是精準傳遞信息、構建清晰說明邏輯的關鍵，常用于解釋概念、流程、現(xiàn)象等場景。以下是常見類型及示例：Therearethreetypes...：Therearethreetypesofpollution:air,water,andsoilpollution.（污染有三類：空氣污染、水污染和土壤污染。）Firstly/Secondly/Finally：Toplantatree,firstlydigahole;secondlyplacetheseedling;finallywateritthoroughly.（種樹時，首先挖洞，其次放入幼苗，最后澆透水分。）Suchas/Forexample：Renewableenergysources,suchassolar,wind,andhydroelectricpower,reducecarbonemissions.（可再生能源，如太陽能、風能和水力發(fā)電，可減少碳排放。）二、分類與列舉標記詞：將說明對象系統(tǒng)化拆解，增強條理性。First/Next/Then/Finally：Tomakeasandwich,firsttoastthebread;nextaddlettuceandham;thenspreadsauce;finallycoverwithanotherslice.（制作三明治時，先烤面包，接著加生菜和火腿，然后涂醬料，最后蓋上另一片面包。）Subsequently/Afterwards：Thedataiscollectedfirst;subsequently,itisanalyzedusingstatisticalmethods.（先收集數(shù)據(jù)，隨后用統(tǒng)計方法分析。）Inthefirstplace/Intheend：Inthefirstplace,chooseatopic;intheend,reviseyouressaycarefully.（首先選擇主題，最后仔細修改文章。）三、過程與順序標記詞：在說明步驟或流程時體現(xiàn)時間或邏輯順序。Similarly/Likewise：Butterfliesundergometamorphosis,similarly,frogstransformfromtadpolestoadults.（蝴蝶經(jīng)歷蛻變，同樣地，青蛙從蝌蚪變成成蛙。）Incontrast/Onthecontrary：Desertsreceivelittlerainfall;incontrast,rainforestshaveabundantprecipitation.（沙漠降雨量少，相反，熱帶雨林降水充沛。）Comparedwith...：Comparedwithpaperbooks,e-booksaremoreportablebutless護眼（eye-friendly）.（與紙質(zhì)書相比，電子書更便攜，但護眼性較差。）四、對比與類比標記詞：突出事物差異或相似性，幫助讀者理解。Inbrief/Tosummarize：Inbrief,regularexercise,balanceddiet,andenoughsleeparethekeystogoodhealth.（簡言之，規(guī)律鍛煉、均衡飲食和充足睡眠是健康的關鍵。）Importantly/Clearly：Importantly,theexperimentresultsmustberecordedaccuratelytoensurevalidity.（重要的是，實驗結果必須準確記錄以確保有效性。）Itcanbeseenthat...：Itcanbeseenthaturbanizationhasbothpositiveandnegativeimpactsontheenvironment.（可見，城市化對環(huán)境兼具正負影響。）五、總結與強調(diào)標記詞：收尾時歸納信息或突出關鍵要點。

這些標記詞通過精準的邏輯銜接和信息分層，使說明文在客觀闡釋事物時兼具條理性與可讀性，是高中寫作中體現(xiàn)“說明性”與“邏輯性”的核心語言工具。用于開篇或段落首句，明確立場或引出論點。Inmyopinion：Inmyopinion,onlineeducationcannotreplacetraditionalclassroomlearningentirely.（在我看來，在線教育無法完全取代傳統(tǒng)課堂學習。）AsfarasIamconcerned：AsfarasIamconcerned,teenagersshouldbalancescreentimewithoutdooractivities.（就我而言，青少年應平衡屏幕時間與戶外活動。）Itiswidelybelievedthat...：Itiswidelybelievedthatreadingimprovescognitiveabilities,butitsspecificeffectsvaryamongindividuals.（人們普遍認為閱讀能提升認知能力，但其具體效果因人而異。）一、觀點引入標記詞在高中英語議論文中，話語標記詞（DiscourseMarkers）是構建論證邏輯、增強說服力的核心工具，常用于觀點表達、論據(jù)銜接和結論推導。以下是常見類型及示例：連接論點與論據(jù)，體現(xiàn)論證的層次感。Firstofall/Secondly/Finally：Firstofall,exerciseboostsphysicalhealth;secondly,itrelievesstress;finally,itenhancessocialinteraction.（首先，鍛煉促進身體健康；其次，緩解壓力；最后，增強社交互動。）Forexample/Forinstance：Manycitieshavepromotedbike-sharingprograms.Forexample,Copenhagen’scyclinginfrastructurehasreducedcarbonemissionssignificantly.（許多城市推行共享單車計劃，例如哥本哈根的騎行基礎設施已顯著降低碳排放。）Take...asanexample：Takedigitalliteracyasanexample—ithasbecomeasessentialastraditionalliteracyinthemodernworld.（以數(shù)字素養(yǎng)為例，它在現(xiàn)代社會已與傳統(tǒng)讀寫能力同等重要。）二、論據(jù)銜接標記詞用于反駁對立觀點或突出差異，強化論證深度。However/Nevertheless：Somearguethattechnologyisolatespeople;however,italsoconnectsindividualsacrosscultures.（有人認為科技使人孤立，然而它也跨文化連接了人們。）Ontheonehand...Ontheotherhand...：Ontheonehand,socialmediaspreadsinformationrapidly;ontheotherhand,itmayspreadmisinformation.（一方面，社交媒體快速傳播信息；另一方面，可能傳播虛假信息。）Incontrast/Bycomparison：Incontrasttoonlineshopping,physicalstoresallowcustomerstoexperienceproductsdirectly.（與網(wǎng)購相比，實體店讓顧客能直接體驗商品。）三、對比與轉折標記詞體現(xiàn)論據(jù)與論點的邏輯關聯(lián)，增強說服力。Therefore/Thus：Teenagersspendmoretimeonline;therefore,parentsshouldguidethemtodevelophealthydigitalhabits.（青少年上網(wǎng)時間更長，因此家長應引導其養(yǎng)成健康的數(shù)字習慣。）Asaresult/Consequently：Schoolshaveimplementedgreenpolicies;asaresult,campuswastehasdecreasedby30%.（學校推行環(huán)保政策，結果校園垃圾減少了30%。）Thisisbecause...：Readingremainsirreplaceable.Thisisbecauseitfostersdeepthinkingunlikeshallowonlinebrowsing.（閱讀仍不可替代，這是因為它培養(yǎng)深度思考，不同于淺層次的網(wǎng)絡瀏覽。）四、因果與邏輯推導標記詞Inconclusion/Tosumup：Inconclusion,technologyisadouble-edgedswordthatrequiresrationaluse.（總之，科技是把雙刃劍，需要理性使用。）Undoubtedly/Clearly：Undoubtedly,educationshouldfocusonbothknowledgeandcharactercultivation.（毫無疑問，教育應兼顧知識與品格培養(yǎng)。）Itisobviousthat...：Itisobviousthatglobalcooperationisthekeytosolvingclimatechange.（顯然，全球合作是解決氣候變化的關鍵。）五、總結與強調(diào)標記詞：收尾時重申觀點或升華主題，強化論證力度。

這些標記詞通過邏輯鏈條將觀點、論據(jù)和結論有機串聯(lián)，使議論文結構清晰、論證嚴密，是高中寫作中體現(xiàn)批判性思維和邏輯表達的核心要素。Iamwritingto...：Iamwritingtoinquireabouttheapplicationproceduresforthesummercamp.（我寫信是為了咨詢夏令營的申請流程。）Itismypleasureto...：Itismypleasuretoinformyouoftheupcomingcampusartfestival.（很高興通知您即將舉辦的校園藝術節(jié)。）Regarding...：Regardingtherecentdiscussion,I’dliketosharemysuggestionsonenvironmentalprotection.（關于最近的討論，我想分享環(huán)保方面的建議。）一、開篇引入標記詞：用于開頭點明目的或主題，符合應用文規(guī)范。在高中英語應用文中，話語標記詞（DiscourseMarkers）是構建功能性文本邏輯的核心要素，常用于書信、通知、演講稿等場景，幫助清晰傳達信息、體現(xiàn)正式語氣。以下是常見類型及示例：First(ly)/Second(ly)/Finally：First,arriveatthevenue15minutesearly;secondly,prepareabriefself-introduction;finally,followthemoderator’sinstructions.（首先，提前15分鐘到場；其次，準備簡短自我介紹；最后，聽從主持人指示。）Ontheonehand...Ontheotherhand...：Ontheonehand,onlinelearningoffersflexibility;ontheotherhand,itlacksface-to-faceinteraction.（一方面，線上學習靈活；另一方面，缺乏面對面交流。）Foronething...Foranother...：Foronething,theactivitycanpromoteteamwork;foranother,ithelpsbuildconfidence.（其一，活動能促進團隊合作；其二，有助于建立自信。）二、分點說明標記詞：在建議、通知等文體中分項闡述，增強條理性。Iwouldappreciateitif...：Iwouldappreciateitifyoucouldreplyatyourearliestconvenience.（如能盡早回復，將不勝感激。）Itissuggestedthat...：ItissuggestedthatstudentsbringtheirIDcardstothelecture.（建議學生攜帶身份證參加講座。）MayIsuggest...：MayIsuggestwepostponethemeetingtonextMonday?（我建議將會議推遲到下周一，好嗎？）三、禮貌請求與建議標記詞：體現(xiàn)應用文的禮貌性，常見于書信、倡議書中。Lookingforwardto...：Lookingforwardtoyourpromptreply.（期待您的及時回復。）Inshort：Inshort,everystudent’sparticipationmatterstothesuccessoftheevent.（簡言之，每位學生的參與對活動成功至關重要。）Let’sworktogetherto...：Let’sworktogethertomakeourcampusmorebeautiful.（讓我們共同努力，使校園更美麗。）。四、結尾總結與呼吁標記詞：用于收尾時重申要點或表達期望，強化文本目的。Furthermore：Theprojectrequirescreativity;furthermore,itneedscarefulplanning.（項目需要創(chuàng)造力，此外還需精心規(guī)劃。）Importantly：Importantly,allparticipantsmustsubmittheirformsbyFriday.（重要的是，所有參與者須在周五前提交表格。）Notonly...butalso...：Theactivitynotonlyenrichesourknowledgebutalsofostersfriendship.（活動不僅豐富知識，還能增進友誼。）五、補充與強調(diào)標記詞：在說明性文本中拓展信息或突出重點。

這些標記詞通過邏輯鏈條將觀點、論據(jù)和結論有機串聯(lián)，使議論文結構清晰、論證嚴密，是高中寫作中體現(xiàn)批判性思維和邏輯表達的核心要素。案例分析PART-03It’salwaysagoodthingtohaveahobby.ForMissPatty,aschoolbusdriverinErieCounty,herhobbyofknitting(編織)hasmadeherreallytouchthecommunity.MissPattyalwayswantedtodosomethingwithhersparetimetohelpthestudents.Afteraconversationwithoneofthestudents,thingstookaturnfromknittingonehattoknittingmorehats.“Theoneboygetsonthebus,andhegoes‘whatareyoudoing?’Isaid,‘I’mmakingahat.Hesaid,‘Thatwouldbegreathavingsuchawarmhatinicywinter.’SoIsaid,‘Whatcolorwouldyoulike?’Thatstartedeverything,”MissPattytoldthelocalnewspaper.Severalyearshavepassedsincethatday,andMissPattyhasalreadyknitted7,083hatsforstudentsinhersparetime.Sometimesshewillgetthestudent’sfavoritecolorbeforeshebeginstheproject.WhatismoremovingisthatMissPattybuysallthematerials(材料)usingherownmoney.Somepeopledogivehergiftcardsaroundtheholidaystohelp,butshestillputsoutalotofherownmoney.Alongwithmakinghatsforthestudentsthatwillkeepthemwarm,MissPattyalsogetspraiseforbeingatrustedfriendtothestudents.典型案例：

記敘文時間與事件銜接標記詞細節(jié)補充與遞進標記詞情感與重點突出標記詞引用與直接對話標記詞17．WhatmadeMissPattydecidetoknitmorehats?A．AdrivetoErieCounty. B．Ashowofcolorfulhats.C．Aletterinthenewspaper. D．Aconversationwithaboy.18．WhydoesMissPattyknitsomanyhatsinhersparetime?A．Topracticeherskill. B．Tobetterherbusiness.C．Tomakemorefriends. D．Togiftstudentsforwinter.19．WhatmakesMissPatty’sactmoremoving?A．Sherefusesothers’help.B．Shebuysmaterialswithherownmoney.C．Sheworksduringholidays.D．Sheknitshatsofdifferentcolorsforkids.20．WhichofthefollowingbestdescribesMissPatty?A．Humorous. B．Honest. C．Caring. D．Shy.典型案例：

記敘文參考答案：17．D18．D19．B20．CChineseculturehasgreatattractionforpeoplebothathomeandabroad.WehaveseenmanypeoplefromaroundtheworldexpresstheirloveforChinesecultureindifferentforms.AgrowingnumberofforeignershaveevenchosentoliveinChinaforitsculture.InterestedinChineseclassicalliterature,CanadianartistBrandonCollins-GreenorLinBuraninChineseexpresseshisunderstandingofADreamoftheRedChamberbyCaoXueqinandChinesepoemsthroughthousandsofpaintings.Oftenpaintingthroughoutthenight,hehascreatedmorethan4,200works.LivingaloneinthecenterofNanchang,hehascomealongwaysincehefirstcameherein2015tostudyancientChineseliterature.BrandonloveslearningaboutthelifestyleofancientChinesepeople.“Sofar,Ihavereadthenovelthreetimes,translatedmostofitspoems,songs,lanternriddles(謎語),anddialoguesintoEnglish,andcompletedover1millionwordsofarticlesand2,000relatedpaintingsduringmyPhDstudies,”saidBrandonwithprideandsatisfaction.典型案例：

說明文分類與列舉標記詞過程與順序標記詞TimurKuvatov,director-generalandeditor-in-chiefoftheKazakhstanTodayNewsAgency,isaChinesekungfufan.HehaswonkungfuchampionshipsalotoftimesandalsoservedasacoachfortheKazakhstankungfuteam.“ChinesekungfuisatreasureofChineseculture.ItisnotjustasportbutalsoreflectstheChinesewayofdealingwithpeople,theirunderstandingoflife,nature,andtheworld,”hesaid.VincentCazeneuve,knownasWensenQiinChinese,isaFrenchartistdevotedtolacquer(漆器)creation.HecametoliveinChongqingin2009.HisworkshavebeenshowninartinstitutionsbothinandoutsideofChina,andhisfanshaveevencollectedsomeofthem.WhatisthecharmofChineseculturethatattractsthesepeople?Itliesinitsrichnessandopenness.Alsoitsculturalbackgrounddifferencesmakeforeignerscuriousaboutthelifestyles,wayofthinking,andvaluesofthecountry.典型案例：

說明文定義或解釋標記詞分類與列舉標記詞總結與強調(diào)標記詞1．WhathasBrandondonetoexpresshisloveforChineseculture?A．HehascreatedmanyfamousChinesepoems.B．HehasdecidedtomovetoChinawithhisfriends.C．HehaswrittenthousandsofChineselanternriddles.D．HehastranslatedpartofCaoXueqin’snovelintoEnglish.2．AstoChineseculture,whatisTimurKuvatovinterestedin?A．Kungfu. B．Paintings. C．Literature. D．Lacquercreation.3．WhatdoesthewriterexpressthroughthestoriesofBrandon,TimurandVincent?A．Chinesenamesaremoreattractivetoforeigners.B．TheinfluenceofChineseartprovesgreaterabroad.C．Chinesecultureisgettingpopulararoundtheworld.D．Chinaisanidealcountryforpeoplefromabroadtolive.4．Whatcanbethebesttitleforthepassage?A．NewlookoftraditionalChinesecultureB．CharmofChinesecultureinforeigners’eyesC．DevelopmentofChinesecultureintheWestD．CulturedifferencesbetweentheEastandWest典型案例：

說明文參考答案1．D2．A3．C4．BAtanearlyage,westartlearninghowtomanagemoneybywatchingourparents’spendinghabits.Don’tworryifwehaven’tlearnedwellhowtosaveorspendmoney.Thefollowinglifelessonsaboutmoneycanhelpusformgoodspendinghabits.Moneydoesn’tgrowontrees.Askids,wedon’toftenthinkaboutwheremoneycomesfrom.Weneedtoknowthatourparentsworkhardtomakemoney,andthatitmaybeuseduponeday.Goingtotheirworkplacestowatchhowtheyworkisagreatwaytounderstandmoneyisnotthateasytomake.Weshouldn’tspendallourmoneyinonego.It’simportantforustohaveabudget(預算).Inotherwords,weneedtothinkabouthowmuchmoneywehaveandwhatwereallywanttospenditon.Realizingthatourpocketmoneycan’tcovereverythingwewant,weshouldmakesmartspendingchoices.Weshouldsetacleargoalandwatchourmoneygrow.Ifwewishtoownanewbicyclebutcan’taffordit,wecansaveourpocketmoney.How?Writedownhowmuchmoneywehaveinanotebookandwatchitgrow.Afterwehaveenough,wecanbuythatwonderfulbicyclewe’vedreamedabout!Reachingourgoalwillgreatlysatiateus.典型案例：

議論文觀點引入標記詞論據(jù)銜接標記詞詞因果與邏輯推導標記詞Wecantalkwithourparentsabouthowmoneyisusedandwheremoneygoes.Doyouknowwhatabankaccount(賬戶)is?Ifnot,communicatewithourparents.Wecanalsogotothesupermarketwithourparentstoexperiencehowmoneyisspentintherealworld.Withoutdoubt,weshouldtreatmoneyinarightway.Actually,learningaboutmoneyisn’tahardjob.Fromtheselessons,wecangetasenseofmoneymanagementandrightmoneyvaluesstepbystep!31．Wheredoesmoneycomefromaccordingtothetext?A．Parents’hardwork. B．Kids’lifelessons.C．Goodspendinghabits. D．Thebankaccount.32．Whatdoesthewriterwantkidstodobygivingtheexampleofbuyingabicycle?A．Buyawonderfulnotebook. B．Makeafreespendingchoice.C．Setagoalofsavingmoney. D．Haveanexperienceofshopping.典型案例：

議論文總結與強調(diào)標記詞33．Whatdoestheunderlinedword“satiate”meaninParagraph4?A．Relax. B．Interest. C．Surprise. D．Satisfy.34．Whichofthefollowingwillthewriterprobablyagreewith?A．Adultscanmakemoneygrowmore.B．Kidsshouldhaveamoneyspendingplan.C．Parentsmaygivekidslotsofpocketmoney.D．Supermarketswillbeplacestochangemoney.35．Whatisthebesttitleforthetext?A．CausesofSpendingMoney B．WaysofManagingMoneyC．PurposesofTreatingMoney D．ConditionsofSavingMoney典型案例：

議論文參考答案：31．A

32．C

33．D

34．B

35．BNote:Youmayusetheovenortheknife.Theboilingwatermayalsobenecessary.Becareful!Note:Youmayusetheovenortheknife.Theboilingwatermayalsobenecessary.Becareful!FuncookingclassesforchildrenatCookingclubVisitwww.cookingelub.comtosignup(報名)fortheclasses!典型案例：

應用文Jiaozimagic(Tuesday5:00p.m.orThursday4:30p.m.)Whatfillings(餡)doyo