让阅读教学为写作保驾护航市公开课一等奖百校联赛特等奖课件.pptx

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,让阅读教学为写作保驾护航,南京第九初级中学,薛梅,第1页,关世民.中学英语写作教学知识体系建构、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一系列有效教学行为（王笃勤，）。,科学写作策略能够使学生快速、有效地提升写作成绩，使写作学习过程愈加理性和科学。,第2页,1.写作与听说相融合策略,写作与听说相融合策略，就是把写作作为强化听说学习、训练内容辅助伎俩，在巩固听说包括词汇、句型同时，使学生写作能力借助听说训练机会得以强化（Nunan,）。,第3页,2.写作与阅读相融合策略,写作与阅读相融合策略就是借助阅读来巩固写作知识和技能。这种策略普通有两种：一个是读后写结构分析。阅读后学生在教师指导下，分析阅读材料文体结构和归纳主旨大意，然后把阅读材料各段落主题句、支撑句和结尾句写出来，再用自己话概括每个段落主旨大意。,第4页,另一个是读后写感想。阅读后学生依据阅读材料主题思想，用自己话写感想，能够认同作者观点，也能够反驳作者观点。经过读后写作，培养学生发散思维和思辨能力，以此强化阅读了解效果（Wilkins,1972）。实践证实，结合阅读训练写作是培养学生写作能力行之有效教学策略。,第5页,写作技能训练,写作技能训练内容主要包含：书写技能、仿写技能、改写技能、续写技能和缩写技能,第6页,实际运用,第7页,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主题，找出中心句（文章头）以及作者感想（文章尾）。,第8页,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,关注写作五大要素,第9页,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,依据时间线索分析文章 分析段落大意和写作五大要素,第10页,At first,Where he was,What he did,What he saw,What he heard,How he felt,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要素去了解，能够帮助学生养成一个良好思维习惯，有利于写作,第11页,Then,Where he was,What he did,What he saw,What he heard,How he felt,(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.),第12页,When the noise ended,Where he was,What he did,What he saw,What he heard,How he felt,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.),第13页,After he was trapped,Where he was,What he did,What he saw,What he heard,How he felt,(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,第14页,Finally,Where he was,What he did,What he saw,What he heard,How he felt,(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.,第15页,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,也能够让学生分析组合段落，并给出段落大意,8a unit 5 wild animals,第16页,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,第17页,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,把文章思绪换一个重新整合，分三块处理：noise,people and buildings,in the end,第18页,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,深入分析文章过程中，巧妙结合训练词汇和短语、句型结构利用,第19页,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,第20页,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.,第21页,I will,try my best to,An English exam is coming,what,will you try your best to do before,the exam?,free talk,结合学生学习生活用所学句型造句,第22页,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利用,第23页,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,第24页,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.,我慌忙放学后去购物,.,I am _ to go shopping after school.,I _ to go shopping after school.,A,B,B,A,第25页,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,而且我不知道有些人在我周围.,我心头一阵恐惧,不过我告诉自己要镇静下来因为我还活着.,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一些难句、美句,第26页,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,light,haking,hunder,creamed,ear,ildly,n,irections,ome,own,rapped,ried,alm,own,urry,ove,way,ricks,以填空形式改写文章,第27页,Level 4:report the earthquake,Timmy,doctor,a helper,Timmys parent in the,shopping centre,训练学生从不一样角度改写文章,第28页,单元写作任务设置是阅读文章延伸,Eg.8a unit 6,Reading Birds in Zhalong,Task write an application letter to join the Birdwatching Society,写申请函加入观鸟俱乐部就是保护动物一个方式，是学习相关野生动物文章一个延伸,第29页,其它在阅读教学过程中锻炼写作能力方法,节选一些关键句（需要有提醒词），让学生能够将打乱句子排序，组成正确短文。,Eg.8B Unit2 A trip to Hong Kong,给一个故事写结尾,Eg.7B Unit 6 Down the rabbit hole,在可能情况下让学生谈谈读后感,Eg.8B Unit1 Times have changed,What do you think about?,第30页,Thank you for listening!,第31页,