“三階段”教學(xué)模式在校本選修課程讀寫課中的運(yùn)用

1、“三階段三階段”教學(xué)模式教學(xué)模式 在校本選修課程讀寫課中的運(yùn)用在校本選修課程讀寫課中的運(yùn)用 瑞安中學(xué) 楊麗珍 開發(fā)和利用符合學(xué)生的年齡特征、心理特征 和認(rèn)知發(fā)展水平的經(jīng)典美文作為選修課程，有助 于學(xué)生在簡單簡單中追求精致與典雅追求精致與典雅，在平凡平凡中解讀解讀 意趣與智慧意趣與智慧，從而進(jìn)一步激發(fā)學(xué)生的學(xué)習(xí)興趣， 開闊學(xué)生的視野，拓展學(xué)生的思維方式。 高中英語經(jīng)典美文校本選修課程高中英語經(jīng)典美文校本選修課程- 理論依據(jù)理論依據(jù) 設(shè)計(jì)思路設(shè)計(jì)思路 總結(jié)反思總結(jié)反思 文本分析文本分析 教學(xué)過程教學(xué)過程 l Krashen的的“輸入假說輸入假說” l M. Swain的的“輸出假說輸出假說” l

2、心理語言學(xué)的理論心理語言學(xué)的理論 理論依據(jù)理論依據(jù) 語言語言 思想思想 思想思想語言語言 閱讀閱讀 寫作寫作 Lesson 57 Can I help you, madam? 文本分析文本分析 文本分析文本分析 l文本結(jié)構(gòu)的了解 l文化意識的滲透 l語言知識的學(xué)習(xí) l主題主題“寫作寫作” 【知識與技能知識與技能】 1提高速讀、略讀能力，準(zhǔn)確理解文本內(nèi)在的邏輯與層次體系; 2準(zhǔn)確運(yùn)用非謂語從句, 名詞性從句及定語從句。 【過程與方法過程與方法】 把文本閱讀和寫作技巧相結(jié)合，借鑒文章進(jìn)行寫作， 通過對文章的立意、文章結(jié)構(gòu)、佳句欣賞、難句解析、 銜接語運(yùn)用等的分析，開展有針對性的訓(xùn)練，學(xué)生在 完成任

3、務(wù)中進(jìn)一步遷移內(nèi)化知識，英語綜合運(yùn)用能力得以提高。 【情感、態(tài)度與價(jià)值觀情感、態(tài)度與價(jià)值觀】 1. 理解交際中的文化差異，提高他們的科學(xué)文化素養(yǎng)和人文素養(yǎng)。 2. 通過不斷努力、體驗(yàn)，感受學(xué)習(xí)中的成功和喜悅，形成積極、 樂觀的學(xué)習(xí)態(tài)度乃至生活態(tài)度。 文本分析文本分析 處理輸入處理輸入(input) 儲(chǔ)存輸入儲(chǔ)存輸入(storage) 產(chǎn)生輸出產(chǎn)生輸出(output) 設(shè)計(jì)思路設(shè)計(jì)思路 Step1. Lead-in Step2. Three Stages Step3. Topic Summary and Conclusion Step4. Homework 教學(xué)過程教學(xué)過程 Stage1. In

4、put （處理輸入）處理輸入） Stage2. Storage (儲(chǔ)存輸入儲(chǔ)存輸入) Stage3.Output（產(chǎn)生輸出）（產(chǎn)生輸出） appearancethe woman did the assistant acted in jeans in a fur coat a handbag an umbrella hesitated was angry decided to glanced at scornfully told her asked for enjoyed was eager to climbed to brought almost everything Read for str

5、ucture Why did she carry an umbrella? (Possible answer: For one thing, weather in English is changeable; for another. It shows ones noble social status) 2) Why did she hesitated? (Possible answer: Jeans was not so acceptable at that time, though it is very popular nowadays.) 3) Do you think the shop

6、 assistant deserve the punishment? (Possible answer: He is so snobbish a guy as to deserve the punishment. Hence never judge a person by his appearance.) Read for pleasure “-ing as Adverbial”(-ing做狀語）； “Noun clauses”（名詞性從句：如主語，賓語從句等）； “Attributive Clause”（定語從句）. Read for language Glancing at her sco

7、rnfully, he told her that the dress was sold. Not realizing who she was, the assistant was eager to serve her this time. A woman in jeans stood at the window of an expensive shop. Though she hesitated for a moment, she finally went in and asked to see a dress that was in the window. The assistant wh

8、o served her did not like the way she was dressed. Glancing at her scornfully, he told her that the dress was sold.The woman walked out of the shop angrily and decided to punish the assistant next day. She returned to the shop the following morning dressed in a fur coat, with a handbag in one hand a

9、nd a long umbrella in the other. After seeking out the rude assistant, she asked for the same dress. Not realizing who she was, the assistant was eager to serve her this time. With great difficulty, he climbed into the shop window to get the dress. As soon as she saw it, the woman said she did not l

10、ike it. She enjoyed herself making the assistant bring almost everything in the window before finally buying the dress she had first asked for. Stage1. Input （處理輸入）處理輸入） Stage2. Storage (儲(chǔ)存輸入儲(chǔ)存輸入) Stage3.Output（產(chǎn)生輸出）（產(chǎn)生輸出） Though she hesitated for a moment, she finally went in and asked to see a dre

11、ss that was in the window. As soon as she saw it, the woman said she did not like it. (Though ) Hesitating (On) Seeing Sentence practice Whats wrong with this sentence? She looked like a rich woman the shop assistant was eager to serve her. , How can you correct it? Solutions:Solutions: She looked l

12、ike a rich woman, _ the shop assistant was eager to serve her. She looked like a rich woman._ is why the shop assistant was eager to serve her. She _like a rich woman, the shop assistant was eager to serve her. The shop assistant was eager to serve her, _ she looked like a rich woman The reason _ th

13、e shop assistant was eager to serve her is _ she looked like a rich woman. . Finishing this journey of discovery, you will feel more confident in English grammar. 用連詞聯(lián)接用連詞聯(lián)接 用連詞聯(lián)接用連詞聯(lián)接 名詞性從句名詞性從句 定語從句定語從句/名詞性從句名詞性從句 Summary writing (in not more than 80 words) Write a passage by answering these quest

14、ions. 1) Did the woman in jeans hesitate for a moment or not ? Did she enter an expensive shop or not ? What did she ask to see? ( Though and) 2) What did an assistant tell her? When did the woman return? Was she dressed in a fur coat or not ? ( On being told by) 3) What was the assistant eager to d

15、o this time? 4) What did she make him bring her? What did the woman finally buy? (After making ) Summary writing Though the woman in jeans hesitated for a moment , she entered an expensive shop and asked to see a dress that was in the window. On being told by an assistant that the dress was sold, th

16、e woman returned the following morning dressed in a fur coat. The assistant was eager to serve her this time. After making him bring her almost everything in the window, the woman finally bought the dress she had first asked for. ( less than 80 words) Stage1. Input （處理輸入）處理輸入） Stage2. Storage (儲(chǔ)存輸入儲(chǔ)

17、存輸入) Stage3.Output（產(chǎn)生輸出）（產(chǎn)生輸出） Situational writing The owner of the shop wanted to see how polite his assistant was-dressed as a tramp -went into his shop-asked to see a suit -? Requirement : 1. Write a short story 2. Try to use -ing form, Attributive sentences, Noun clauses etc . The owner of the s

18、hop Situational Writing I. II. III. IV. Pair-work Improve and polish your writing according to- Assessment Structure Does the passage include two parts? ( story and comment) ContentDoes the story develop reasonably? Language Do you use -ing form? Do you use Attributive sentences? Do you use Noun clauses ? Homework :Homework : Exchange your writing with your partner and grade it. Bb design Lesson57 Can I Help You, Madam Structure/ Sentence pattern Words & phrases 理論依據(jù)理論依據(jù) 設(shè)計(jì)思路設(shè)計(jì)思路 總結(jié)反思總結(jié)反思 文本分析文本分析 教學(xué)過程教學(xué)過程 Stage1. Input （處理輸入）處理輸入） Stage2. Storage (儲(chǔ)存輸入儲(chǔ)存輸入) Stage3.Output（產(chǎn)生輸出）（產(chǎn)生輸出） 總總 結(jié)