1、英语读写结合讲座稿英语读写结合讲座稿 请大家思考请大家思考您在听课观察中，是否发现阅您在听课观察中，是否发现阅读教学中存在问题？读教学中存在问题？如果有问题，请具体说明存在如果有问题，请具体说明存在什么问题？什么问题？3 请看下面课例，观察并指出该阅读课中的问题。文章见案例二Unit 1 Great scientists1.Skimming1).Whats the main idea of the passage?John Snow was a well-known doctor in London.The cause of Cholera was polluted water.The sou
2、rce of all drinking water should be examined.A.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?Why?2.When could the cholera be con
3、trolled?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 these sentences are true or false.4.W
4、hen 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?(Para 5)7.When was John Snow able to announc
5、e 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 water supplies be examined and new methods of
6、 dealing with polluted water be found.请大家思考请大家思考 阅读教学中存在什么问题阅读教学中存在什么问题 1、阅读教学走流程；2、老师替学生读的多，真正 的阅读少；3、老师与学生之间没有真交 流，学生没有真思考。15 学生在写作中经常出现的问题有哪些？学生在写作中经常出现的问题有哪些？句子结构性错误；句子结构性错误；时态误用比比皆是；词性不清；时态误用比比皆是；词性不清；中文式英文；中文式英文；句子间缺乏逻辑；句子间缺乏逻辑；篇章布局不合理；篇章布局不合理；7.缺乏交际意识缺乏交际意识;8.作文内容贫乏，言之无物。作文内容贫乏，言之无物。请您回答请您回答1
7、6Lily came to me ad she held my hands 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 in it or not,Lily encouraged me to take part in the running
8、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 hands.Just the simple action made me feel relaxed.Finally,I won the r
9、ace.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.英语写作的座右铭：英语写作的座右铭：Show more than tell.Show more than tell.即：用细节支持避免说教。即：用细节支持避免说教。17从学生写作中出现的问题从学生写作中出现的问题 反观我们的写作教学反观我们的写作教学18 您认为教师写作教学中的问题都有哪些
10、？您认为教师写作教学中的问题都有哪些？您在课堂观察中是否发现了类似问题？您在课堂观察中是否发现了类似问题？写作几乎没有指导，基本上是老师布置写作几乎没有指导，基本上是老师布置写作任务，学生自己写，或者把写作当写作任务，学生自己写，或者把写作当做家庭作业布置。做家庭作业布置。忽略输入在写作中的示范作用。教师布忽略输入在写作中的示范作用。教师布置写作任务时，不提供可供学生学习写置写作任务时，不提供可供学生学习写作的范例，所以学生写作时无从下手。作的范例，所以学生写作时无从下手。3.许多写作任务都是以准备考试为目的，许多写作任务都是以准备考试为目的，基本套用高考写作题目的模式。基本套用高考写作题目的
11、模式。19 您在课堂观察中是否发现了类似问题？您在课堂观察中是否发现了类似问题？4.要求学生背诵范文，机械套用一些不要求学生背诵范文，机械套用一些不同文体的篇章结构。因此，学生的作品同文体的篇章结构。因此，学生的作品千篇一律，只有空洞的框架，没有鲜活千篇一律，只有空洞的框架，没有鲜活的思想和内容。的思想和内容。5.教师只重视写作结果，不重视写作过教师只重视写作结果，不重视写作过程。评价学生作品时，过分关注某些语程。评价学生作品时，过分关注某些语言点的对错，对写作内容、文章的结构言点的对错，对写作内容、文章的结构及逻辑性等不重视。及逻辑性等不重视。20 您在课堂观察中是否发现了类似问题？您在课堂
12、观察中是否发现了类似问题？6.忽略评价和反馈，只给一个分数。忽忽略评价和反馈，只给一个分数。忽略同伴之间的反馈。略同伴之间的反馈。7.一节写作课上对学生要求面面俱到，一节写作课上对学生要求面面俱到，重点不突出，教学实效性低。重点不突出，教学实效性低。21 请您回答请您回答1.您对写作教学有规划吗？您对写作教学有规划吗？如果有，您是如何规划的？如果有，您是如何规划的？请举例说明。请举例说明。2.在课堂上，您如何实施写作教学？在课堂上，您如何实施写作教学？请举例说明。请举例说明。22解决学生写作问题的途径是什么？解决学生写作问题的途径是什么？23 基于课文的读写结合、基于课文的读写结合、以读促写、
13、以写促读的探索以读促写、以写促读的探索24为什么把读写结合在一起？为什么把读写结合在一起？25一、读写结合的理论基础一、读写结合的理论基础1.Krashen 的可理解性输入假说The comprehensible input hypothesis.This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.Krashen called
14、 this level of input i+1,where i is the learners interlanguage and+1 is the next stage of language acquisition.26Interlanguage:字面意思是中介语，是介于母语和第二语言之间的一种学习者语言。272.Swain输出假说的提出28Swain的的可理解性输出假设的三个功能(1)注意/触发功能:语言输出促使二语学习者意识到自己语言体系中的部分语言问题,进而可以触发对现有语言知识的巩固或获得新的语言知识的认知过程。29Swain的的可理解性输出假设的三个功能(2)假设验证功能:学习
15、者在语言的学习过程中对目的语做出假设，根据所得到的反馈不断地调整自己的语言输出。30Swain的的可理解性输出假设的三个功能(3)输出的反省功能:二语学习者使用语言反省他人或自己的语言。31二、如何将读与写有机结合二、如何将读与写有机结合 课文的作用是什么？课文的作用是什么？课文是体裁，题材，语言知识的载体课文是体裁，题材，语言知识的载体321、课文的话题和其中蕴含的信、课文的话题和其中蕴含的信息，为学生写作提供了丰富素材，息，为学生写作提供了丰富素材，使学生作品言之有物使学生作品言之有物33案例一 A Student of African Wildlife34主要教学流程：1.Warm up
16、Do you know this woman?What do you know about her?352.处理课文处理课文:A Student of African Wildlife（1）第一次阅读）第一次阅读 回答问题回答问题:Whats the text mainly about?（2）第二次阅读，找出文章各段段意，并划出）第二次阅读，找出文章各段段意，并划出 支持段落大意的细节支持段落大意的细节 362.处理课文处理课文:A Student of African Wildlife （3）第三次阅读，回答下列问题）第三次阅读，回答下列问题 Whats Jane Goodalls achi
17、evement?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 to live in the forest?If you were her,what would you do?What are Janes qualities？37（4）读后写作任务：）读后写作任务：What qu
18、alities do you think Jane has?Choose three important ones and give details to support your choices.You may refer to the text if necessary.你认为你认为Jane Goodall具有什么品质，选取三个具有什么品质，选取三个你认为最突出的，利用课文中的信息，你认为最突出的，利用课文中的信息，给出细节，支持你对其品质的定义。给出细节，支持你对其品质的定义。38案例一分析（阅读部分）：案例一分析（阅读部分）：第二次阅读：获取段落大意，第二次阅读：获取段落大意，并划出支
19、持段并划出支持段落大意的细节落大意的细节39课文内容课文内容:见材料见材料 40 请思考：下面阅读教学设计与 您观察到的阅读教学有何不同？41 Find the topic sentence:Text:Its 5:45 am and the sun is just rising over Gombe National Park in East Africa.What does the first sentence tell us?It tells us when and where.Text:Following Janes way of studying chimps,our group ar
20、e all going to visit them in the forest.What can you learn from the second sentence?Who and what.42 Find the topic sentence:Para 1:So from sentence two we learn that our groupare going to visit the chimps.Underline the sentences which show the meaning of“visit”.Then decide what “visit”means here?43
21、Find the topic sentence:Underline the sentences which show the meaning of“visit”.Watching a family of chimps wake up is our first activity.2.We watch the mother chimp 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 mean
22、s“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 other 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 s
23、entences 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 all going to visit them in the forest.Whats a topic sentence like?A topic sentence should sum up what the paragraph is about.462.处理课文处理课文:A Student of
24、African Wildlife （3）第三次阅读，回答下列问题）第三次阅读，回答下列问题 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 to live in the forest?If you were her,
25、what would you do?What are Janes qualities？47案例一分析（写作部分）：（4）读后写作任务：）读后写作任务：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.你认为你认为Jane Goodall具有什么品质，选取三个具有什么品质，选取三个你认为最突出的，利用课文中的信息，你认为最突出的，利用课文中的信息，给出细节，支
26、持你对其品质的定义。给出细节，支持你对其品质的定义。48学生习作1：The qualities of Jane Goodall,which impressed Me most:（1）Courageous.She had the courage to explore.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 arr
27、ived 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 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 he
28、lped to set up special places where they can live safely.齐思宇齐思宇49学生作品学生作品2 Inspiring.Jane tressured the lovely chimps and 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
29、 that a woman can achieve anything just as a man does.2.Determined.Despite all the difficulties she had met since the 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 l
30、ives of chimps.Moreover,she is the founder of Jane Goodall Institute and the Roots and Shoots program,calling on peoples attention of animal rights.50案例二 M5U1课件 2016-5-3.ppt512.课文本身为写作提供了很好的课文本身为写作提供了很好的范例，可以做课文仿写。范例，可以做课文仿写。52案例三案例三 课文仿写课文仿写 七年级上册七年级上册 课题：Unit1 Family 第四课：Communication workshop 53教
31、学背景介绍教学背景介绍 单元话题是家庭成员及喜好，在第1-3课，学生通过听力和阅读活动，进行了语言学习和初步应用，即运用be+adj.,like,be good at对家庭成员外貌和喜好进行简单描述。本课是一节读写结合课，聚焦语言的体验与应用，侧重对写作能力与口头表达能力的培养，即以书面的形式对家庭成员进行描述，并能就此话题与同伴进行交流。54教学背景介绍教学背景介绍 本课分为两个课时。第一课时侧重对课文的理解，引导学生阅读并理解Steve在博客中写的关于自己家庭成员的博文，提取文章的主要信息和细节信息，并在整理信息的过程中，引导学生关注并归纳写作结构。在第一课时，学生通过阅读范文，归纳范文结
32、构，列出写作提纲，完成关于家庭成员及其喜好介绍的写作准备。家庭作业为使用课文中的目标语言完成输出性写作任务。55教学背景介绍教学背景介绍 在第二课时，教师根据评价反馈表，通过在全班进行范文点评，引导学生进行写作自评及互评，引导学生在落实教学目标的基础上，去欣赏彼此在语言及内容上的优点。在学生对写作内容进行修改后，进行全班交流，由学生朗读自己写的博文。最后学生能够和同伴进行自由交流，展开谈论家庭成员的话题。56教学流程：环节一：阅读并回答下面问题Q1:What does Steve talk about in his blog?Q2:What family members are mention
33、ed?环节二：阅读并填写表格57环节三、整理信息，语言内化Elicit Ss to talk about Steves family members.Q:Can you find them in the pictures?Then tell us more about each one.环节四、引导学生发现文本结构（总分结构）“开篇”介绍个人及家庭状况;“细节”分三段介绍父母、姐妹和爷爷、奶奶。引导学生关注每个细节文段的写作内容，以及详略安排。58I have a big family.开篇介绍Mum and dad Emma and LindaGrandma and grandpa细节信息外
34、貌，爱好外貌，爱好外貌，爱好，擅长外貌，爱好，擅长爱好，擅长，爱好，擅长，爱好爱好分析文章结构：“开篇”（介绍个人及家庭状况）和“细节”（分三段介绍父母、姐妹和爷爷、奶奶）。目的：引导学生关注每个细节文段的写作内容，以及详略安排。59环节五、挑战你的记忆力 设计意图：设计意图：通过记忆挑战任务，鼓励学生关注描述外貌和喜好的语言。60板书强化，突出语言：be+adj.like sth be good at sth.doing sth.61环节六、语言练习设计意图：在新的语境中，运用目标语言。设计意图：在新的语境中，运用目标语言。62环节七、布置写作任务。Steve的blog得到了很多同学的关注和
35、跟帖。请你也写一篇blog，介绍一下自己家庭成员的外貌及其喜好。任务说明：模仿课文的结构，描述自己的家庭成员并介绍其喜好。设计意图：设计意图：在新的语境中，运用目标语言。63环节八、呈现Steve的家族树设计意图：设计意图：在写作前，通过呈现Steve的家族树，引导学生思考要介绍哪些家庭成员。64要求学生想一想并记录下自己想介绍的家庭成员要求学生想一想并记录下自己想介绍的家庭成员Family members65环节九、展示范例表格信息设计意图：通过展示范例，引导学生填写自己的表格。66环节十、完成自己的表格环节十、完成自己的表格设计意图：通过完成表格，列写作提纲。设计意图：通过完成表格，列写作
36、提纲。67环节十一、作业 1.完成写作任务；2.为自己写的blog准备2-3张家人的照片；3.听录音并跟读课文。68案例四案例四 段落仿写段落仿写 A NIGHT THE EARTH DIDNT SLEEP69 本课时教学背景介绍本课时教学背景介绍 本节课是这个单元的第三课时。本节课是这个单元的第三课时。第一课时教学内容：学习了与灾难第一课时教学内容：学习了与灾难相关的词汇，通过听力，了解了关相关的词汇，通过听力，了解了关于地震发生的原因以及防御措施。于地震发生的原因以及防御措施。第二课时教学内容：学生能朗读课第二课时教学内容：学生能朗读课文，粗读了课文，课文中涉及到的文，粗读了课文，课文中涉
37、及到的语言没有理解障碍，能总结段落大语言没有理解障碍，能总结段落大意，能画出课文的结构图。意，能画出课文的结构图。70教学目标：教学目标：By the end of this lesson,students will be able to:Find the topic sentences of Paragraphs 2 and 3.Find out how the author uses the details to support the topic sentences.3.Write a passage to describe Japan Tsunami with a clear topi
38、c sentence and supporting details.71 At 3:42 am everything began to shake.It 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 nat
39、ion felt it.A huge crack that was eight kilometres long and thirty metres 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
40、them died or were left without parents.The number of people who were killed or injured reached more than 400,000.72教学流程：教学流程：Read para.2 and answer the questions.How was the earthquake?Can you use one word to describe it?terrible,frightening,horrible,shockingCan you find any of those words in the te
41、xt?No.73教学流程：教学流程：Read para.2 and answer the questions.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
42、aspects does the writer describe the earthquake?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 教师利用课文展示给教
43、师利用课文展示给 学生而不是直接告诉学生：学生而不是直接告诉学生：好的写作应该利用细节支撑观点或主旨，好的写作应该利用细节支撑观点或主旨，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:写作部分设计写作部分设计Damages Suffering of peopleswallow;cover.were trapped;without electricity(4 million).33 feet high;cars,trucks,
44、ships;airport;bridge;farm field;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 mo
45、st powerful tsunami struck 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 thousan
46、ds of cars,ships,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 gr
47、eat number of children were left without parents.803.通过为课文写摘要，提高学生通过为课文写摘要，提高学生 布局谋篇能力布局谋篇能力81 案例五案例五 为课文写摘要为课文写摘要 821）第一次阅读要求学生回答问题）第一次阅读要求学生回答问题 Whats the passage mainly about?2）第二次阅读要求学生关注文章结构，）第二次阅读要求学生关注文章结构，能够按照文章大意将课文分成五部分能够按照文章大意将课文分成五部分3）第三次阅读，要求学生总结归纳每部）第三次阅读，要求学生总结归纳每部 分大意分大意（1）第一部分：）第一部分
48、：Find 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）根据文章结构教师提问，学生）根据文章结构教师提问，学生回答。回答。5）使用自己的语言，表述文章重使用自己的语言，表述文章重要的要的idea。6）使用恰当的连接词，连接重要使用恰当的连接词，连接重要的的idea。7）完成文章概要写作。完成文章概要写作。84案例五分析案例五分析
49、851）第一次阅读要求学生回答问题）第一次阅读要求学生回答问题 Whats the passage mainly about?2）第二次阅读要求学生关注文章结构，）第二次阅读要求学生关注文章结构，能够按照文章大意将课文分成五部分能够按照文章大意将课文分成五部分3）第三次阅读，要求学生总结归纳每部）第三次阅读，要求学生总结归纳每部 分大意分大意 4）根据文章结构教师提问，学生回答。）根据文章结构教师提问，学生回答。86如：第一部分主旨大意是Find a problem.教师提问：What problem did the writer have?学生回答：Some snakes came to h
50、er mothers courtyard and she had to get rid of them without hurting them.目的：帮助学生梳理文章重要细节，保证学生获取重要信息。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 she use?Th
