让阅读教学为写作保驾护航.ppt

让阅读教学为写作保驾护航,南京第九初级中学 薛梅,关世民. 2011. 中学英语写作教学知识体系的建构、意义、内容与策略J. 中小学外语教学(中学篇)，(2)：1-6,写作教学策略是指教师为了实现写作教学预期效果所采取的一系列有效的教学行为（王笃勤，2003）。 科学的写作策略能够使学生迅速、有效地提高写作成绩，使写作学习的过程更加理性和科学。,1. 写作与听说相融合的策略,写作与听说相融合的策略，就是把写作作为强化听说学习、训练内容的辅助手段，在巩固听说涉及的词汇、句型的同时，使学生的写作能力借助听说训练的机会得以强化（Nunan, 2008）。,2. 写作与阅读相融合的策略,写作与阅读相融合的策略就是借助阅读来巩固写作知识和技能。这种策略一般有两种：一种是读后写结构分析。阅读后学生在教师的指导下，分析阅读材料的文体结构和归纳主旨大意，然后把阅读材料各段落的主题句、支撑句和结尾句写出来，再用自己的话概括每个段落的主旨大意。,另一种是读后写感想。阅读后学生根据阅读材料的主题思想，用自己的话写感想，可以认同作者的观点，也可以反驳作者的观点。通过读后写作，培养学生的发散思维和思辨能力，以此强化阅读理解的效果（Wilkins, 1972）。实践证明，结合阅读训练写作是培养学生写作能力的行之有效的教学策略。,写作技能的训练,写作技能训练的内容主要包括：书写技能、仿写技能、改写技能、续写技能和缩写技能,实际运用,8a u3 Around the world in a day!,Skimming 1. What is Lindas letter about? 2. What did Linda think of the trip?,It is about the trip to the World Park.,The trip was wonderful. It was an amazing day. She enjoyed herself.,引导学生快速关注文章的主题，找出中心句（文章头）以及作者的感想（文章尾）。,What: Who: When: How: How far:,A trip to the World Park in Beijing Linda, the Class 1,Grade 8 students October 24th by coach two hours by coach,关注写作的五大要素,At first,Then,When the noise ended,After he was trapped,Finally,Where he was What he did What he saw What he heard How he felt,Can you find out,in different parts?,Paragraph,Paragraph,Paragraph,Paragraph,Paragraph,1,2,3,4-5,6,8a unit 8 natural disaster,根据时间线索分析文章 分析段落大意和写作五大要素,He was in a shopping centre.,(Maybe he did the shopping.),People looked at each other in fear.,He heard a big noise like thunder; children screamed.,He felt a slight shaking through his body.,在阅读教学中有意识地按照写作的要素去理解，能够帮助学生养成一种良好的思维习惯，有利于写作,(He was outside the shopping centre.),He tried his best to run out to the street.,People ran in all directions; some ran out of the shopping centre; the walls began to come down.,He heard the noise, like bombs below the ground,The earth shook; (he was afraid.),He didnt know where he was.,He calmed down and said to himself.,He couldnt believe it was over; (Maybe he was afraid.),He couldnt see anything at all.,(Maybe he could hear nothing.),(He was trapped under the bricks and stones),A moment of fear went through his mind.,(He heard nothing),(He saw nothing.),He told himself to calm down; he shouted for help and told himself to stay alive,(He was out of the bricks and stones.),He screamed, “Help! ”,He saw the bright daylight.,He heard some noise above him and excited shouts.,He felt excited.,Read again an d match the following three parts of the passage with their main ideas.,Part1(Line1-14) Part2(Line15-22) Part3(Line23-30),Problems giant pandas may have in the wild,Actions we can take to help giant pandas,The growth of Xi Wang,也可以让学生分析组合段落，并给出段落大意,8a unit 5 wild animals,retell the article,Time: Character: Happening: Development: Result:,in 1999,Timmy,An earthquake happened when I was in the shopping center.,At first, shake, Then, noise, screamed, ran, fall, Finally, was trapped. shouted,I screamed when I heard some noise above me. I was saved at last.,给学生提供关键词改写文章（口头笔头结合）,8a unit 8 natural disaster,Level 1: The noise,A slight _,A loud noise like _,The real noise like _ under the ground,shaking,thunder,bombs,8a unit 8 reading 2 An earthquake,把文章思路换一个重新整合，分三块处理：noise, people and buildings, in the end,At first, I felt a slight shaking through my body. shaking n. shake v. 1) When the earthquake started, the house _. 2) The _ of the house made Timmy frightened.,shook,shaking,shook,进一步分析文章的过程中，巧妙结合训练词汇和短语、句型结构的运用,A slight shaking,A big noise like thunder,People looked at each other _ Some children _,People ran _. I _ to run to the street. People ran _.,in fear,in all directions,wildly,screamed,Level 2: People & buildings,The real noise like bombs under the ground,tried my best,I tried my best to run out to the street too. try ones best to do sth. = do ones best to do sth. People try their best to run out of the shopping centre. = People do their best to run out of the shopping centre.,I will try my best to,An English exam is coming, what will you try your best to do before the exam?,free talk,结合学生的学习生活用所学句型造句,Level 2: People & buildings,The earth started to _,Pieces of glass and bricks _,The walls began to _,shake,fell down,come down,I _ .,was trapped,引导学生关注文章中动词的运用,1. How did Timmy feel when the noise and shaking ended?,He _.,2. How did he feel when he found he was trapped?,a moment of fear_ _his mind.,He told himself to _.,3. What did Timmy do at first while he was waiting?,He _for help,He thought _ could hear him,He _ for help,People _ the bricks and stones _,4 What was the result?,5 What did Timmy do when he heard some noise?,was trapped.,went,calm down,shouted,screamed,somebody,in a great hurry.,6.What happened in the end?,Level 3: in the end,through,moved away,They were in a great hurry to move away the bricks and stones. be in a hurry to do sth. n. hurry to do sth. v. 我匆忙的放学后去购物. I am _ to go shopping after school. I _ to go shopping after school.,A,B,B,A,1. I could not see anything at all and I did not know if anyone was around me.,我不能看见任何东西,并且我不知道有人在我周围.,我的心头一阵恐惧,但是我告诉自己要镇定下来因为我还活着.,2.A moment of fear went through my mind but I told myself to calm down since I was still alive.,Level 4: report the earthquake,引导学生关注文章中的一些难句、美句,An e_ happened. At first, Timmy felt a s_ s _ through his body, then he heard a big noise like t_ .Some children s_ because they are in f_ . People ran w _ and i_ all d _ when the walls began to c _ d _ . After it, Timmy was t _ . But he t _ his best to c _ d _ .At last, excited people were in a h _ to m _ a _ b _ and stones. Timmy was safe !,Finish the passage,arthquake,li