英語讀寫結(jié)合講座稿最新

1、 以讀寫結(jié)合方式以讀寫結(jié)合方式提高閱讀、寫作教學(xué)效果提高閱讀、寫作教學(xué)效果1 請大家思考請大家思考您在聽課觀察中，是否發(fā)現(xiàn)閱您在聽課觀察中，是否發(fā)現(xiàn)閱讀教學(xué)中存在問題？讀教學(xué)中存在問題？如果有問題，請具體說明存在如果有問題，請具體說明存在什么問題？什么問題？ 3 請看下面課例，觀察并指出該閱讀課中的問題。文章見案例二Unit 1 Great scientists1. Skimming1). Whats the main idea of the passage?A. John Snow was a well-known doctor in London.B. The cause of Chole

2、ra was polluted water.C. The source of all drinking water should be examined.D. How John Snow collected, analyzed data and found the cause of the disease and solved it .2.Careful reading Read the first paragraph carefully,then answer these questions1.What was the most deadly disease in 19th century?

3、Why?2.When could the cholera be controlled?The cholera,because neither its cause,nor its cure was understood.John Snow knew it would never be controlled until its cause was found.3. What were the two theories explaining how cholera killed people? in Para 2 Read the third paragraph then tell whether

4、these sentences are true or false.4.When another outbreak hit London in 1854,John snow was ready to test these two theories.5.He found that in two tall buildings the cholera outbreak was so severe.True or false:tallbuildings6. What helped John Snow find the clue about the cause of the disease? ( Par

5、a 5) 7. When was John Snow able to announce with certainty that polluted water carried disease?A map of London After he found two deaths in another part of London that were linked to the Broad Street outbreak.(Para 6) 8.What was his suggestion to defeat cholera?He suggested that the source of all wa

6、ter supplies be examined and new methods of dealing with polluted water be found. 請大家思考請大家思考 閱讀教學(xué)中存在什么問題閱讀教學(xué)中存在什么問題 1、閱讀教學(xué)走流程；2、老師替學(xué)生讀的多，真正 的閱讀少；3、老師與學(xué)生之間沒有真交 流，學(xué)生沒有真思考。15 學(xué)生在寫作中經(jīng)常出現(xiàn)的問題有哪些？學(xué)生在寫作中經(jīng)常出現(xiàn)的問題有哪些？1.句子結(jié)構(gòu)性錯誤；句子結(jié)構(gòu)性錯誤；2.時態(tài)誤用比比皆是；詞性不清；時態(tài)誤用比比皆是；詞性不清；3.中文式英文；中文式英文；4.句子間缺乏邏輯；句子間缺乏邏輯；5.篇章布局不合理；篇章布局

7、不合理；7. 缺乏交際意識缺乏交際意識;8. 作文內(nèi)容貧乏，言之無物。作文內(nèi)容貧乏，言之無物。請您回答請您回答Lily came to me ad she held my hands16 The Power of Encouragement We often get into trouble in our life. Im glad that my best friend always encourages me when I am in trouble. The sports meeting was held. When I wasnt sure whether I would join i

8、n it or not, Lily encouraged me to take part in the running race. So, I trained hard every day. She always encouraged me when I wanted to give up. Before the race started, I felt nervous. I was afraid of losing the race and making our teacher disappointed. Suddenly Lily came to me and she held my ha

9、nds. Just the simple action made me feel relaxed. Finally, I won the race. I will never forget Lily because her encouragement always makes me powerful. I realize the power of encouragement. Lily came to me and she held my hands.英語寫作的座右銘：英語寫作的座右銘：Show more than tell.Show more than tell.即：用細(xì)節(jié)支持避免說教。即：

10、用細(xì)節(jié)支持避免說教。17從學(xué)生寫作中出現(xiàn)的問題從學(xué)生寫作中出現(xiàn)的問題 反觀我們的寫作教學(xué)反觀我們的寫作教學(xué) 您認(rèn)為教師寫作教學(xué)中的問題都有哪些？您認(rèn)為教師寫作教學(xué)中的問題都有哪些？ 您在課堂觀察中是否發(fā)現(xiàn)了類似問題？您在課堂觀察中是否發(fā)現(xiàn)了類似問題？1.寫作幾乎沒有指導(dǎo)，基本上是老師布置寫作幾乎沒有指導(dǎo)，基本上是老師布置寫作任務(wù)，學(xué)生自己寫，或者把寫作當(dāng)寫作任務(wù)，學(xué)生自己寫，或者把寫作當(dāng)做家庭作業(yè)布置。做家庭作業(yè)布置。2.忽略輸入在寫作中的示范作用。教師布忽略輸入在寫作中的示范作用。教師布置寫作任務(wù)時，不提供可供學(xué)生學(xué)習(xí)寫置寫作任務(wù)時，不提供可供學(xué)生學(xué)習(xí)寫作的范例，所以學(xué)生寫作時無從下手。作的

11、范例，所以學(xué)生寫作時無從下手。3. 許多寫作任務(wù)都是以準(zhǔn)備考試為目的，許多寫作任務(wù)都是以準(zhǔn)備考試為目的，基本套用高考寫作題目的模式?；咎子酶呖紝懽黝}目的模式。18 您在課堂觀察中是否發(fā)現(xiàn)了類似問題？您在課堂觀察中是否發(fā)現(xiàn)了類似問題？4. 要求學(xué)生背誦范文，機(jī)械套用一些不要求學(xué)生背誦范文，機(jī)械套用一些不同文體的篇章結(jié)構(gòu)。因此，學(xué)生的作品同文體的篇章結(jié)構(gòu)。因此，學(xué)生的作品千篇一律，只有空洞的框架，沒有鮮活千篇一律，只有空洞的框架，沒有鮮活的思想和內(nèi)容。的思想和內(nèi)容。5. 教師只重視寫作結(jié)果，不重視寫作過教師只重視寫作結(jié)果，不重視寫作過程。評價學(xué)生作品時，過分關(guān)注某些語程。評價學(xué)生作品時，過分關(guān)注

12、某些語言點(diǎn)的對錯，對寫作內(nèi)容、文章的結(jié)構(gòu)言點(diǎn)的對錯，對寫作內(nèi)容、文章的結(jié)構(gòu)及邏輯性等不重視。及邏輯性等不重視。19 您在課堂觀察中是否發(fā)現(xiàn)了類似問題？您在課堂觀察中是否發(fā)現(xiàn)了類似問題？6. 忽略評價和反饋，只給一個分?jǐn)?shù)。忽忽略評價和反饋，只給一個分?jǐn)?shù)。忽略同伴之間的反饋。略同伴之間的反饋。7. 一節(jié)寫作課上對學(xué)生要求面面俱到，一節(jié)寫作課上對學(xué)生要求面面俱到，重點(diǎn)不突出，教學(xué)實(shí)效性低。重點(diǎn)不突出，教學(xué)實(shí)效性低。20 請您回答請您回答1. 您對寫作教學(xué)有規(guī)劃嗎？您對寫作教學(xué)有規(guī)劃嗎？ 如果有，您是如何規(guī)劃的？如果有，您是如何規(guī)劃的？ 請舉例說明。請舉例說明。2. 在課堂上，您如何實(shí)施寫作教學(xué)？在課

13、堂上，您如何實(shí)施寫作教學(xué)？ 請舉例說明。請舉例說明。2122解決學(xué)生寫作問題的途徑是什么？解決學(xué)生寫作問題的途徑是什么？ 基于課文的讀寫結(jié)合、基于課文的讀寫結(jié)合、 以讀促寫、以寫促讀的探索以讀促寫、以寫促讀的探索2324為什么把讀寫結(jié)合在一起？為什么把讀寫結(jié)合在一起？25一、讀寫結(jié)合的理論基礎(chǔ)一、讀寫結(jié)合的理論基礎(chǔ)1. Krashen 的可理解性輸入假說The comprehensible input hypothesis. This states that learners progress in their knowledge of the language when they compr

14、ehend language input that is slightly more advanced than their current level. Krashen called this level of input i+1, where i is the learners interlanguage and +1 is the next stage of language acquisition.26Interlanguage: 字面意思是中介語，是介于母語和第二語言之間的一種學(xué)習(xí)者語言。272. Swain輸出假說的提出28Swain的的可理解性輸出假設(shè)的三個功能(1)注意/觸發(fā)功

15、能:語言輸出促使二語學(xué)習(xí)者意識到自己語言體系中的部分語言問題,進(jìn)而可以觸發(fā)對現(xiàn)有語言知識的鞏固或獲得新的語言知識的認(rèn)知過程。29Swain的的可理解性輸出假設(shè)的三個功能(2)假設(shè)驗證功能:學(xué)習(xí)者在語言的學(xué)習(xí)過程中對目的語做出假設(shè)，根據(jù)所得到的反饋不斷地調(diào)整自己的語言輸出。30Swain的的可理解性輸出假設(shè)的三個功能(3)輸出的反省功能:二語學(xué)習(xí)者使用語言反省他人或自己的語言。31二、如何將讀與寫有機(jī)結(jié)合二、如何將讀與寫有機(jī)結(jié)合 課文的作用是什么？課文的作用是什么？ 課文是體裁，題材，語言知識的載體課文是體裁，題材，語言知識的載體321、課文的話題和其中蘊(yùn)含的信、課文的話題和其中蘊(yùn)含的信息，為學(xué)

16、生寫作提供了豐富素材，息，為學(xué)生寫作提供了豐富素材，使學(xué)生作品言之有物使學(xué)生作品言之有物33案例一 A Student of African Wildlife34主要教學(xué)流程：1. Warm upDo you know this woman? What do you know about her?352. 處理課文處理課文: A Student of African Wildlife （1）第一次閱讀）第一次閱讀 回答問題回答問題: Whats the text mainly about?（2）第二次閱讀，找出文章各段段意，并劃出）第二次閱讀，找出文章各段段意，并劃出 支持段落大意的細(xì)節(jié)支持段

17、落大意的細(xì)節(jié) 362. 處理課文處理課文: A Student of African Wildlife （3）第三次閱讀，回答下列問題）第三次閱讀，回答下列問題 Whats Jane Goodalls achievement? Why is Jane called a student of African wildlife? Do you think it is important to study chimps in the wild rather than in a zoo? Give reasons. What did Jane have to give up when she went

18、 to live in the forest? If you were her, what would you do? What are Janes qualities？ 37（4）讀后寫作任務(wù)：）讀后寫作任務(wù)： What qualities do you think Jane has? Choose three important ones and give details to support your choices. You may refer to the text if necessary. 你認(rèn)為你認(rèn)為Jane Goodall具有什么品質(zhì)，選取三個具有什么品質(zhì)，選取三個你認(rèn)為最突

19、出的，利用課文中的信息，你認(rèn)為最突出的，利用課文中的信息，給出細(xì)節(jié)，支持你對其品質(zhì)的定義。給出細(xì)節(jié)，支持你對其品質(zhì)的定義。38案例一分析（閱讀部分）：案例一分析（閱讀部分）：第二次閱讀：獲取段落大意，第二次閱讀：獲取段落大意，并劃出支持段并劃出支持段落大意的細(xì)節(jié)落大意的細(xì)節(jié)課文內(nèi)容課文內(nèi)容: 見材料見材料 3940 請思考： 下面閱讀教學(xué)設(shè)計與 您觀察到的閱讀教學(xué)有何不同？ Find the topic sentence:Text: Its 5:45 am and the sun is just rising over Gombe National Park in East Africa. W

20、hat does the first sentence tell us?It tells us when and where.Text: Following Janes way of studying chimps, our group are all going to visit them in the forest.What can you learn from the second sentence?Who and what.4142 Find the topic sentence:Para 1:So from sentence two we learn that our groupar

21、e going to visit the chimps.Underline the sentences which show the meaning of “visit” . Then decide what “visit” means here ? 43 Find the topic sentence:Underline the sentences which show the meaning of “visit”.1. Watching a family of chimps wake up is our first activity. 2. We watch the mother chim

22、p and her babies play in the tree. 3. Then we see them go to sleep together in their nest for the night.What does “visit” here mean?It means “watch” or “see”.44 Find the topic sentence:How about the rest of the sentences? What do they tell you?1. Most of the time, chimps either feed or clean each ot

23、her as a way of showing love in their family. 2. We realize that the bond between members of a chimp family is as strong as in a human family. The sentences tell us what our group find out about chimps. 45Whats the topic sentence of paragraph 1?Following Janes way of studying chimps, our group are a

24、ll going to visit them in the forest.Whats a topic sentence like?A topic sentence should sum up what the paragraph is about. 462. 處理課文處理課文: A Student of African Wildlife （3）第三次閱讀，回答下列問題）第三次閱讀，回答下列問題 Whats Jane Goodalls achievement? Why is Jane called a student of African wildlife? Do you think it is

25、 important to study chimps in the wild rather than in a zoo? Give reasons. What did Jane have to give up when she went to live in the forest? If you were her, what would you do? What are Janes qualities？ 47案例一分析（寫作部分）：（4）讀后寫作任務(wù)：）讀后寫作任務(wù)： What qualities do you think Jane has? Choose three important on

26、es and give details to support your choices. You may refer to the text if necessary. 你認(rèn)為你認(rèn)為Jane Goodall具有什么品質(zhì)，選取三個具有什么品質(zhì)，選取三個你認(rèn)為最突出的，利用課文中的信息，你認(rèn)為最突出的，利用課文中的信息，給出細(xì)節(jié)，支持你對其品質(zhì)的定義。給出細(xì)節(jié)，支持你對其品質(zhì)的定義。48學(xué)生習(xí)作1： The qualities of Jane Goodall, which impressed Me most:（1）Courageous. She had the courage to explore

27、. Jane Goodall was the first person who fully understood chimps behavior. She spent years observing and recording their daily activities.（2）Persevering. When she first arrived in Gombe in 1960, it was unusual for a woman to live in the forest. But she kept living there and finally she has discovered

28、 a lot of things about chimps.（3）Caring. She has been outspoken about making the rest of the world understand and respect the life of these animals for forty years. She has helped to set up special places where they can live safely. 齊思宇齊思宇49學(xué)生作品學(xué)生作品21. Inspiring. Jane tressured the lovely chimps and

29、 worked as a scientist on animal protection. No only has she spent 45 years making the rest of the world understand and respect the lives of chimps, but also sent us a clear message that a woman can achieve anything just as a man does.2. Determined. Despite all the difficulties she had met since the

30、 moment she arrived in Gombe, she has never give up her dream, but make efforts to realize it.3. Outspoken. She published many books and acted in a large number of movies describing the lives of chimps. Moreover, she is the founder of Jane Goodall Institute and the Roots and Shoots program, calling

31、on peoples attention of animal rights. 50案例二 M5U1課件 2016-5-3.ppt512. 課文本身為寫作提供了很好的課文本身為寫作提供了很好的范例，可以做課文仿寫。范例，可以做課文仿寫。52案例三案例三 課文仿寫課文仿寫 七年級上冊七年級上冊 課題：Unit1 Family 第四課：Communication workshop 53教學(xué)背景介紹教學(xué)背景介紹 單元話題是家庭成員及喜好，在第1-3課，學(xué)生通過聽力和閱讀活動，進(jìn)行了語言學(xué)習(xí)和初步應(yīng)用，即運(yùn)用be+adj., like, be good at對家庭成員外貌和喜好進(jìn)行簡單描述。本課是一節(jié)讀

32、寫結(jié)合課，聚焦語言的體驗與應(yīng)用，側(cè)重對寫作能力與口頭表達(dá)能力的培養(yǎng)，即以書面的形式對家庭成員進(jìn)行描述，并能就此話題與同伴進(jìn)行交流。 54教學(xué)背景介紹教學(xué)背景介紹 本課分為兩個課時。第一課時側(cè)重對課文的理解，引導(dǎo)學(xué)生閱讀并理解Steve在博客中寫的關(guān)于自己家庭成員的博文，提取文章的主要信息和細(xì)節(jié)信息，并在整理信息的過程中，引導(dǎo)學(xué)生關(guān)注并歸納寫作結(jié)構(gòu)。在第一課時，學(xué)生通過閱讀范文，歸納范文結(jié)構(gòu)，列出寫作提綱，完成關(guān)于家庭成員及其喜好介紹的寫作準(zhǔn)備。家庭作業(yè)為使用課文中的目標(biāo)語言完成輸出性寫作任務(wù)。55教學(xué)背景介紹教學(xué)背景介紹 在第二課時，教師根據(jù)評價反饋表，通過在全班進(jìn)行范文點(diǎn)評，引導(dǎo)學(xué)生進(jìn)行寫作

33、自評及互評，引導(dǎo)學(xué)生在落實(shí)教學(xué)目標(biāo)的基礎(chǔ)上，去欣賞彼此在語言及內(nèi)容上的優(yōu)點(diǎn)。在學(xué)生對寫作內(nèi)容進(jìn)行修改后，進(jìn)行全班交流，由學(xué)生朗讀自己寫的博文。最后學(xué)生能夠和同伴進(jìn)行自由交流，展開談?wù)摷彝コ蓡T的話題。56教學(xué)流程：環(huán)節(jié)一：閱讀并回答下面問題Q1: What does Steve talk about in his blog? Q2: What family members are mentioned?環(huán)節(jié)二：閱讀并填寫表格57環(huán)節(jié)三、整理信息，語言內(nèi)化Elicit Ss to talk about Steves family members.Q: Can you find them in the

34、 pictures? Then tell us more about each one. 環(huán)節(jié)四、引導(dǎo)學(xué)生發(fā)現(xiàn)文本結(jié)構(gòu)（總分結(jié)構(gòu)） “開篇” 介紹個人及家庭狀況;“細(xì)節(jié)” 分三段介紹父母、姐妹和爺爺、奶奶。 引導(dǎo)學(xué)生關(guān)注每個細(xì)節(jié)文段的寫作內(nèi)容，以及詳略安排。58I have a big family. 開篇介紹Mum and dad Emma and LindaGrandma and grandpa細(xì)節(jié)信息外貌，愛好外貌，愛好外貌，愛好，擅長外貌，愛好，擅長愛好，擅長，愛好，擅長， 愛好愛好分析文章結(jié)構(gòu)：“開篇”（介紹個人及家庭狀況）和“細(xì)節(jié)”（分三段介紹父母、姐妹和爺爺、奶奶）。目的：引導(dǎo)學(xué)

35、生關(guān)注每個細(xì)節(jié)文段的寫作內(nèi)容，以及詳略安排。59環(huán)節(jié)五、挑戰(zhàn)你的記憶力 設(shè)計意圖：設(shè)計意圖：通過記憶挑戰(zhàn)任務(wù)，鼓勵學(xué)生關(guān)注描述外貌和喜好的語言。60板書強(qiáng)化，突出語言：be + adj. like sth be good at sth. doing sth. 61環(huán)節(jié)六、語言練習(xí)設(shè)計意圖：在新的語境中，運(yùn)用目標(biāo)語言。設(shè)計意圖：在新的語境中，運(yùn)用目標(biāo)語言。62環(huán)節(jié)七、布置寫作任務(wù)。Steve的blog得到了很多同學(xué)的關(guān)注和跟帖。請你也寫一篇blog，介紹一下自己家庭成員的外貌及其喜好。任務(wù)說明：模仿課文的結(jié)構(gòu)，描述自己的家庭成員并介紹其喜好。設(shè)計意圖：設(shè)計意圖：在新的語境中，運(yùn)用目標(biāo)語言。63環(huán)

36、節(jié)八、呈現(xiàn)Steve的家族樹設(shè)計意圖：設(shè)計意圖：在寫作前，通過呈現(xiàn)Steve的家族樹，引導(dǎo)學(xué)生思考要介紹哪些家庭成員。64要求學(xué)生想一想并記錄下自己想介紹的家庭成員要求學(xué)生想一想并記錄下自己想介紹的家庭成員Family members65環(huán)節(jié)九、展示范例表格信息設(shè)計意圖：通過展示范例，引導(dǎo)學(xué)生填寫自己的表格。66環(huán)節(jié)十、完成自己的表格環(huán)節(jié)十、完成自己的表格設(shè)計意圖：通過完成表格，列寫作提綱。設(shè)計意圖：通過完成表格，列寫作提綱。67環(huán)節(jié)十一、作業(yè) 1. 完成寫作任務(wù)；2. 為自己寫的blog準(zhǔn)備2-3張家人的照片；3. 聽錄音并跟讀課文。68案例四案例四 段落仿寫段落仿寫 A NIGHT THE

37、 EARTH DIDNT SLEEP69 本課時教學(xué)背景介紹本課時教學(xué)背景介紹 本節(jié)課是這個單元的第三課時。本節(jié)課是這個單元的第三課時。第一課時教學(xué)內(nèi)容：學(xué)習(xí)了與災(zāi)難第一課時教學(xué)內(nèi)容：學(xué)習(xí)了與災(zāi)難相關(guān)的詞匯，通過聽力，了解了關(guān)相關(guān)的詞匯，通過聽力，了解了關(guān)于地震發(fā)生的原因以及防御措施。于地震發(fā)生的原因以及防御措施。第二課時教學(xué)內(nèi)容：學(xué)生能朗讀課第二課時教學(xué)內(nèi)容：學(xué)生能朗讀課文，粗讀了課文，課文中涉及到的文，粗讀了課文，課文中涉及到的語言沒有理解障礙，能總結(jié)段落大語言沒有理解障礙，能總結(jié)段落大意，能畫出課文的結(jié)構(gòu)圖。意，能畫出課文的結(jié)構(gòu)圖。70教學(xué)目標(biāo)：教學(xué)目標(biāo)：By the end of th

38、is lesson, students will be able to:1. Find the topic sentences of Paragraphs 2 and 3.2. Find out how the author uses the details to support the topic sentences.3. Write a passage to describe Japan Tsunami with a clear topic sentence and supporting details. 71 At 3:42 am everything began to shake. I

39、t seemed as if the world was at an end! Eleven kilometres directly below the city the greatest earthquake of the 20th century had begun. It was felt in Beijing, which is more than two hundred kilometres away. One-third of the nation felt it. A huge crack that was eight kilometres long and thirty met

40、res wide cut across houses, roads and canals. Steam burst from holes in the ground. Hard hills of rock became rivers of dirt. In fifteen terrible seconds a large city lay in ruins. The suffering of the people was extreme. Two-thirds of them died or were left without parents. The number of people who

41、 were killed or injured reached more than 400,000.72教學(xué)流程：教學(xué)流程：Read para.2 and answer the questions.1.How was the earthquake? Can you use one word to describe it? terrible, frightening, horrible, shockingCan you find any of those words in the text? No. 73教學(xué)流程：教學(xué)流程：Read para.2 and answer the questions

42、.2. How does the writer show us that the earthquake was terrible? By giving a lot of facts.3. Underline the topic sentence of this paragraph in your text book. It seemed as if the world was at an end.74Read para.2 and answer the questions.4. In which aspects does the writer describe the earthquake?

43、The damage of the earthquake and the suffering of people.5. How does the writer support the topic sentence? Please find out the facts one by one and set down some key words. lay in ruins, died, were injured, were killed, were left without parents75 教師利用課文展示給教師利用課文展示給 學(xué)生而不是直接告訴學(xué)生：學(xué)生而不是直接告訴學(xué)生：好的寫作應(yīng)該利用

44、細(xì)節(jié)支撐觀點(diǎn)或主旨，好的寫作應(yīng)該利用細(xì)節(jié)支撐觀點(diǎn)或主旨，即即show more than tell。76Step 5: Watch a video about 2011 Japan Tsunami. Take notes while you listen.案例二分析案例二分析: 寫作部分設(shè)計寫作部分設(shè)計Damages Suffering of peopleswallow; cover.were trapped; without electricity (4 million).33 feet high; cars, trucks, ships; airport; bridge; farm fie

45、ld; mud.no defense64.avi77Can you work out a topic sentence for those facts?The city was destroyed in the tsunami and the suffering of people was extreme.78Step 6: Write a passage to describe 2011 Japan Tsunami. The beginning has been given. At 2:46 pm, March 11th, 2011, the most powerful tsunami st

46、ruck Japan.79At 2:46 pm, March 11th, 2011, the most powerful tsunami struck Japan. In a few seconds it seemed as if the world was at an end. The 33-foot waves flooded the coastal area of Japan in 6 minutes and the city lay in ruins. An airport was covered by the water. Tens of thousands of cars, shi

47、ps, houses and roads were washed away. A lot of buildings were gone. Many bridges fell down. The suffering of the people was extreme. The survivors were trapped on the top of high buildings. More than 4 million families were left without electricity. Thousands of families were killed and a great num

48、ber of children were left without parents. 803. 通過為課文寫摘要，提高學(xué)生通過為課文寫摘要，提高學(xué)生 布局謀篇能力布局謀篇能力81 案例五案例五 為課文寫摘要為課文寫摘要 821）第一次閱讀要求學(xué)生回答問題）第一次閱讀要求學(xué)生回答問題 Whats the passage mainly about?2）第二次閱讀要求學(xué)生關(guān)注文章結(jié)構(gòu)，）第二次閱讀要求學(xué)生關(guān)注文章結(jié)構(gòu)， 能夠按照文章大意將課文分成五部分能夠按照文章大意將課文分成五部分3）第三次閱讀，要求學(xué)生總結(jié)歸納每部）第三次閱讀，要求學(xué)生總結(jié)歸納每部 分大意分大意（1）第一部分：）第一部分：Fin

49、d a problem（2）第二部分：）第二部分：Do research（3）第三部分：）第三部分：Think of a creative solution（4）第四部分：）第四部分：Test the solution several times（5）第五部分：）第五部分：Apply for a patent834 ）根據(jù)文章結(jié)構(gòu)教師提問，學(xué)生）根據(jù)文章結(jié)構(gòu)教師提問，學(xué)生回答。回答。5）使用自己的語言，表述文章重使用自己的語言，表述文章重要的要的idea。6）使用恰當(dāng)?shù)倪B接詞，連接重要使用恰當(dāng)?shù)倪B接詞，連接重要的的idea。7）完成文章概要寫作。完成文章概要寫作。 84案例五分析案例五分析85

50、1）第一次閱讀要求學(xué)生回答問題）第一次閱讀要求學(xué)生回答問題 Whats the passage mainly about?2）第二次閱讀要求學(xué)生關(guān)注文章結(jié)構(gòu)，）第二次閱讀要求學(xué)生關(guān)注文章結(jié)構(gòu)， 能夠按照文章大意將課文分成五部分能夠按照文章大意將課文分成五部分3）第三次閱讀，要求學(xué)生總結(jié)歸納每部）第三次閱讀，要求學(xué)生總結(jié)歸納每部 分大意分大意 4 ）根據(jù)文章結(jié)構(gòu)教師提問，學(xué)生回答。）根據(jù)文章結(jié)構(gòu)教師提問，學(xué)生回答。86如：第一部分主旨大意是Find a problem. 教師提問：What problem did the writer have? 學(xué)生回答：Some snakes came to

51、 her mothers courtyard and she had to get rid of them without hurting them. 目的：幫助學(xué)生梳理文章重要細(xì)節(jié)，保證學(xué)生獲取重要信息。 87So, what did the writer do to trap them?First she did some research on the habits of the snakes. After that, she decided on three approaches to catch the snakes. Of the three, which method did s

52、he use?The third one. Was her first attempt successful?No. After three attempts, she succeeded.What was the result of this successful idea?She sent the invention to the patent office to get a patent.88此環(huán)節(jié)的目的：引導(dǎo)學(xué)生發(fā)現(xiàn)文章中的重要點(diǎn)，并且使用自己的語言把這些要點(diǎn)表述出來。89老師要求學(xué)生將問題答案逐一羅列下來，之后讓學(xué)生使用恰當(dāng)?shù)倪B接詞，將答案連接成一篇短文。90學(xué)生習(xí)作2： Snake

53、s came near the writers mothers house and she had to get rid of them without hurting them. In order to trap them, the writer first did some research on the habits of snakes. After that, she decided on three possible approaches. Of the three, she made up her mind to use the third method. She had trie

54、d three times before the third attempt was finally successful. At last, with the encouragement from her relatives, she applied for a patent for her invention. 91通過教師設(shè)計的問答練習(xí)，教師讓學(xué)生自己體會、感悟出好的文章概要寫作應(yīng)該包括下面幾點(diǎn)：1.文章概要要客觀，即不能包含個人主觀想法。2.文章概要要完整，即不能省略掉重要細(xì)節(jié)及思想。3.文章概要要平衡，即對于原文中的重要觀點(diǎn)及細(xì)節(jié)給予同樣的篇幅且應(yīng)該使用自己的語言而非文章中本身的語言

55、寫出概要。 4.說明文概要寫作要求是有邏輯地概括重點(diǎn)。924. 課文改寫，提高學(xué)生語言運(yùn)用能力課文改寫，提高學(xué)生語言運(yùn)用能力93案例六案例六 94主要教學(xué)環(huán)節(jié)：主要教學(xué)環(huán)節(jié)：1）完成）完成pre-reading中問題中問題1和和3的討論，的討論， Q1. Where would you find each robot? What does each one do? Q2. Do you think its possible for a robot to think for itself? have feelings? have it own needs and desires? look an

56、 feel like a human being? 目的：為閱讀做好熱身。目的：為閱讀做好熱身。 95主要教學(xué)環(huán)節(jié)：主要教學(xué)環(huán)節(jié)：2）預(yù)測課文內(nèi)容）預(yù)測課文內(nèi)容3）第一次閱讀，驗證預(yù)測，并）第一次閱讀，驗證預(yù)測，并 歸納文章大意歸納文章大意4）第二次閱讀，梳理故事中的）第二次閱讀，梳理故事中的 主要人物和事件主要人物和事件 96主要教學(xué)環(huán)節(jié)：主要教學(xué)環(huán)節(jié)：5）第三次閱讀，挖掘主人公）第三次閱讀，挖掘主人公Claire的的情緒變化情緒變化 6）第四次閱讀，教師引導(dǎo)學(xué)生根據(jù)故事）第四次閱讀，教師引導(dǎo)學(xué)生根據(jù)故事 發(fā)展，將課文分成發(fā)展，將課文分成6個場景，教師根據(jù)個場景，教師根據(jù) 每個場景設(shè)計問題每

57、個場景設(shè)計問題7）復(fù)習(xí)模塊三第）復(fù)習(xí)模塊三第3單元學(xué)習(xí)過的單元學(xué)習(xí)過的A million pound bank-note劇本寫作的基本要素，劇本寫作的基本要素， 如：旁白，劇目中人物話語特點(diǎn)等如：旁白，劇目中人物話語特點(diǎn)等 8）將科幻小說改寫成一個劇本）將科幻小說改寫成一個劇本97案例六分析案例六分析 （閱讀部分）（閱讀部分）4）第二次閱讀，梳理故事中的）第二次閱讀，梳理故事中的主要人物和事件主要人物和事件5）第三次閱讀，挖掘主人公）第三次閱讀，挖掘主人公Claire的情緒變化的情緒變化 通過第二次和第三次閱讀，通過第二次和第三次閱讀，梳理故事重要信息，引導(dǎo)學(xué)生深梳理故事重要信息，引導(dǎo)學(xué)生深層

58、理解課文。層理解課文。 98案例六分析案例六分析 （寫前的鋪墊）（寫前的鋪墊）6）第四次閱讀，引導(dǎo)學(xué)生根據(jù)）第四次閱讀，引導(dǎo)學(xué)生根據(jù)事情發(fā)展將課文分成事情發(fā)展將課文分成6個場景，個場景，教師根據(jù)每個場景設(shè)計問題。教師根據(jù)每個場景設(shè)計問題。 此環(huán)節(jié)教學(xué)目的：引導(dǎo)學(xué)生此環(huán)節(jié)教學(xué)目的：引導(dǎo)學(xué)生關(guān)注故事中的重要情節(jié)，為劇本關(guān)注故事中的重要情節(jié)，為劇本寫作做鋪墊。寫作做鋪墊。 99場景1.回答下列問題What does Tony look like?tall and handsome, speak in a deep voice, smooth black hair, facial expression

59、 never change場景2 .回答下列問題What did Tony do to make Claire feel embarrassed?He offered to help her dress.場景3 .回答下列問題What made Claire unhappy in her life?She thought she was overweight, not clever and her home was not elegant. Whats more, she was not like Gladys Claffern.100場景4.回答下列問題When Tony knew more

60、 about Claire, what did Tony do to help Claire to make her look smarter and her home elegant?He gave Claire a new haircut and changed the makeup she wore. Also he had Claire buy some new curtains, cushions, a carpet and bedding to transform the house completely.Why did Claire call Tony “dear”?Becaus