高中英语教学以读促写讲座20180909课件(共16张PPT) - 副本
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以读促写在高中英语阅读教学中的运用-精品文档
以读促写在高中英语阅读教学中的运用一、课例的背景和指导思想The Perfect Copy的阅读和写作教学课例是由笔者所在的学校和本市一所一流的重点高中共同组织的一次同课异构教学活动中的一个课例。
课型要求是基于文本阅读，进行阅读与写作的训练，体现以学生为主，教师为辅的教学理念。
在教学环节的设置上，充分体现了“以学生为主体，以任务为主线，重视体验和参与，小组合作”的精神。
在阅读的基础上层层设置脚手架，为读后的写作搭支架、做铺垫，最终达到以读促写的目的。
只有通过写，语言才被真正内化。
17世纪英国哲学家Francis Bacon 曾经在Of Studies一文中说过一句名言：Reading makes a full man； conference a ready man； and writing an exact man.意为“阅读长人见识；交流促人机敏；写记使人严谨”。
写是一个经历严密逻辑思维的语言表达过程，它可以促进学生将学习中吸收的认识、获得的感受经过深入的思考和重新梳理整合，形成带有个性色彩的新认识、新思想。
（吕吉尔，2014）光读不写，常常会使人对读的东西熟视无睹，无法把别人的东西化成自己的。
所以在阅读课之后，只有落实到写作上，才能真正做到让学生学以致用，提高学生的英?Z水平。
二、教学分析2.学生分析。
本课例的教学对象是高二学生，他们即将完成高中英语必修模块五的学习，能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议，能读懂供高中学生阅读的英文原著简写本及英语报刊，具有初步的写作能力。
虽然对于克隆这个话题学生不是很熟悉，但是他们对于克隆羊多利还是不陌生的，鉴于他们对周围事物的敏感性以及他们已有的人生观和价值观，让他们在熟悉和理解阅读材料的基础上，结合自己对克隆及克隆人这个话题的认识，完成发表自己的观点和看法的任务是可行的。
3.教学目标。
“以什么方式做什么活动以达到什么目的”（葛炳芳，2015）是笔者撰写本课例教学目标的依据。
Unit 2 Reading for Writing 以读促写课件-高中英语选择性必修第三册
many toothaches
exercise regularly
Байду номын сангаас
buying sweets, biscuits, and sugary drinks
at least 30 minutes and did something active
dynamic and stronger
both body and mind soundly
_____________b_o_d__y______________
_______________________________ _C_o_m__p__li_m__e_n_t_a_r_y__c_l_o_s_e__信__尾__敬__语__
Yours Sincerely, signature
Read for structures and contents
To inform the editor of their problems and actions they take to solve these problems.
Read for detailed ideas
well sleep and dizzy
passion
flu easily eat no sugar
rock climbing monthly with his dad
energetic change himself for the better
Read for structureso of a letter
Dear Editor, Salutation 称呼
_______________________________ _______________________________
高中英语读写教学微技能PPT
• and fell over. • Leaving the moon’s gravity was not as painful as leaving the earth’s. • 技能 2: Use comparison to make the passage vivid.
• Leaving the moon’s gravity was not as painful as leaving the earth’s. But
例1. M3U4 Using: A visit to the moon
• Para2:ห้องสมุดไป่ตู้
• Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful. Then we were off. As the rocket rose into the air, we were pushed back into our seats because we were trying to escape the pull of the earth’s gravity. It was so hard that we could not say anything to each other. Gradually the weight lessened and I was able to talk to him. “Why is the space ship not falling back to the earth? On the earth if I fall from a tree I will fall to the ground.” I asked. “We are too far from the earth now to feel its pull,” he explained, “So we feel as if there is no gravity at all. When we get closer to the moon, we shall feel its gravity pulling us, but it will not be as strong a pull as the earth’s.” I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.
• Leaving the moon’s gravity was not as painful as leaving the earth’s. But
例1. M3U4 Using: A visit to the moon
• Para2:ห้องสมุดไป่ตู้
• Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful. Then we were off. As the rocket rose into the air, we were pushed back into our seats because we were trying to escape the pull of the earth’s gravity. It was so hard that we could not say anything to each other. Gradually the weight lessened and I was able to talk to him. “Why is the space ship not falling back to the earth? On the earth if I fall from a tree I will fall to the ground.” I asked. “We are too far from the earth now to feel its pull,” he explained, “So we feel as if there is no gravity at all. When we get closer to the moon, we shall feel its gravity pulling us, but it will not be as strong a pull as the earth’s.” I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.
高中英语读写综合课疑难问题PPT课件
5.教师批改讲评(teacher’s feedback)
பைடு நூலகம்
该模式有利于活跃课堂气氛，调动学生的写作积极性，发展学生的思
维能力，让学生了解自己的写作过程。同时，该模式要求投入较多的时
间，每个步骤的衔接和组织对教师提出较高的要求。
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三、《普通高中英语课程标准》对写的技能六-八级的目标要求
六级： 1、能用恰当的格式写便条和简单的信函； 2、能简单地描述人物或事件，并简单地表达自己的意见； 3、能用恰当的语言书写问候卡； 4、能给朋友、笔友写信，交流信息和情感。 5、能对所写的内容进行修改。 六级是模块1-3必修课程应达到的目标要求。
5
现状三：有的教师在讲评作文时，往往更关注语法结构、词汇和 标点的正确性，轻视对文章内容、结构及行文连贯等方面的指导。 有的学生的作文结构呆板，语言程式化内容空洞。尤其是“新八 股文”现象严重。
现状四：学生的输入与输出不成正比。很难学以致用。学生背的 东西，在真正要表达自己的想法时，还是词不达意，无话可说或 用词、语法错误太多，教师批作文时苦不堪言，差的学生几乎句 句需要老师改，甚至教师批改时都不知如何下手。而且每次辛辛 苦苦批改的作文对于学生的下次写作没有帮助，该犯的错误下次 还犯，有时教师感到很无奈。
拼写等句子层面上的教学。操作主要分为三步： 教师命题 学生写作 教师批改
在该模式下，学生学习写作的过程是孤立的，主要以 阅读别人的写作然后模仿为主；在教学实践中，写作往往 被作为家庭作业，写作的内容和过程往往被忽视；教师对 学生写作过程中遇到的问题无法给与关注，对写作的要领 和规律无法给与指导，效果不理想。
七级 1、能用文字及图表提供信息并进行简单描述； 2、能写出常见体裁的应用文，例如：信函和一般通知等； 3、能描述人物或事件，并进行简单的评论； 4、能填写有关个人情况的表格，例如申请表等； 5、能以小组形式根据课文改编短剧。 七级是模块4-5必修课程应达到的目标要求。
英语读写结合讲座稿最新剖析ppt课件
;
请大家思索 阅读教学中存在什么问题
;
1、阅读教学走流程； 2、教师替学生读的多，真正
的阅读少； 3、教师与学生之间没有真交
流，学生没有真思索。
;
请您回答
学生在写作中经常出现的问题有哪些？ 句子构造性错误； 时态误用比比皆是；词性不清； 中文式英文； 句子间缺乏逻辑； 篇章规划不合理； 7. 缺乏交际认识; 8. 作文内容贫乏，言之无物。
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 dealing with polluted water be found.
Find the topic sentence:
Text: It’s 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.
1
请大家思索
您在听课察看中，能否发现阅 读教学中存在问题？
假设有问题，请详细阐明存在 什么问题？
;
请看下面课例， 察看并指出该阅读课中的问题。
文章见案例二
请大家思索 阅读教学中存在什么问题
;
1、阅读教学走流程； 2、教师替学生读的多，真正
的阅读少； 3、教师与学生之间没有真交
流，学生没有真思索。
;
请您回答
学生在写作中经常出现的问题有哪些？ 句子构造性错误； 时态误用比比皆是；词性不清； 中文式英文； 句子间缺乏逻辑； 篇章规划不合理； 7. 缺乏交际认识; 8. 作文内容贫乏，言之无物。
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 dealing with polluted water be found.
Find the topic sentence:
Text: It’s 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.
1
请大家思索
您在听课察看中，能否发现阅 读教学中存在问题？
假设有问题，请详细阐明存在 什么问题？
;
请看下面课例， 察看并指出该阅读课中的问题。
文章见案例二
以读促写,读写结合(公开课课件)
情感变化 人物关系 yourself others’ shoes in (emotions) 故事情节 (plots) 情感变化 地点(place)
Weupset had been in an argument /terrible/hurt in the morning. At lunchtime, I made an lucky appointment with the dentist. I rushed to the dentist’s doubted office.
sharing
Share the composition.
Consolidating
theme a touching story emotions (twist 转折点) time and place relationship clear plots (a climax高潮)
Homework
Polish the composition after class.
The dentist was the dentist Para.2-10 considerate. She shouldn’t and “I” have doubted about him.
worried ,nervous ,impatient I waited in the dentist’s office.
刁秀芬
Reading
N16 A 2013年重庆卷阅读A It mainly describes the author’s experience of seeing a dentist, from which she learned to consider things from others’ view.
以读促写ppt课件
process - conclusions ❖ 非连续文本
9
Book2 Unit2 The Olympic Games
借助标题
the Story of Atlanta
10
借助图片 FIRST IMPRESSIONS
11
借助文本 Book5 Unit 3 First Impressions
I still cannot believe that I am taking up this prize that I won last year. I have to remind myself constantly that I am really in AD 3008. Worried about the journey, I was unsettled for the first few days. As a result, I suffered from “time lag”. This is similar to the “jet lag” you get from flying, but it seems you keep getting flashbacks from your previous time period. So I was very nervous and uncertain at first. However, my friend and guide, Wang Ping, was very understanding and gave me some green tablets which helped a lot. Well-known for their expertise, his parents’ company, called “Future Tours”, trans-ported me safely into the future in a time capsule.
9
Book2 Unit2 The Olympic Games
借助标题
the Story of Atlanta
10
借助图片 FIRST IMPRESSIONS
11
借助文本 Book5 Unit 3 First Impressions
I still cannot believe that I am taking up this prize that I won last year. I have to remind myself constantly that I am really in AD 3008. Worried about the journey, I was unsettled for the first few days. As a result, I suffered from “time lag”. This is similar to the “jet lag” you get from flying, but it seems you keep getting flashbacks from your previous time period. So I was very nervous and uncertain at first. However, my friend and guide, Wang Ping, was very understanding and gave me some green tablets which helped a lot. Well-known for their expertise, his parents’ company, called “Future Tours”, trans-ported me safely into the future in a time capsule.
高中英语教育与写作表达培训ppt精品模板分享(带动画)
提高学术成绩和未 来发展：写作在学 术和职业领域中非 常重要，通过写作 表达培训，可以提 高学生的学术成绩 和未来发展潜力。
写作表达在考试中的重要性
考试要求：了解写作表达在考试中的具体要求和评分标准 写作表达的重要性：阐述写作表达在考试中的重要性，如提高成绩、展示能力等 写作技巧：介绍一些有效的写作技巧，如构思、选词、造句等 练习与提高：提供一些练习和提高写作表达的方法和建议
建立有效的评估机制：定期对培训效果进行评估，收集学生和教师的反馈意见，及时调 整教学策略。
强化教师培训：提高教师的专业素养和教学能力，使其能够更好地指导学生进行写作表 达。
创新教学方法：采用多种教学方法，如案例分析、小组讨论等，激发学生的学习兴趣和 主动性。
建立激励机制：鼓励学生积极参与培训，对表现优秀的学生给予奖励和表彰，提高学生 的学习动力。
汇报人：
目录
当前高中英语教育存在的问题
教学方法单一，缺乏创新 教材内容陈旧，缺乏实用性 缺乏语言实践机会，学生口语能力不足 评价方式单一，缺乏科学性
学生对英语写作表达的困惑
词汇量不足：无法准确表达自己的意思 语法错误：句子结构不正确，导致意思混乱 缺乏写作技巧：无法运用适当的写作技巧来提高文章质量
划和方案
培训效果评估的方法与指标
培训效果评估的方法：问卷调查、访谈、观察法等 评估指标：学员满意度、知识掌握程度、技能提升情况等 评估结果：对培训效果进行定量和定性分析 反馈与改进：根据评估结果，及时调整培训内容和方式，提高培训效果
学生对培训效果的反馈与评价
学生对培训内容的 掌握程度
学生对培训方式的 评价
段落组织：学会组织段落， 使表达更加有条理、清晰
写作素材的积累与运用
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分析阅读文章结构，培养写作构思
扩大阅读平台，积累写作素材
丰富写作实践，创新写作形式
Wonderful Tonight
Wonderful Tonight
Order of a story
记叙文写作
六大元素 5
歌词分析
歌词理解 听歌填词 1 3
4
2
1
2 3
利用教材 模仿范文 鼓励仿写
广泛阅读 自主总结 鼓励创作
缺乏认真审题习惯。
学生的写作现状
不重视写作。没有专门的写作课。 缺乏方法。不知道要怎样教学生写作。 写作教授模式没有创新。
……
教师的教授现状
话 题 导 入
读 前 预 测
读 中 活 动
读 后 活 动
写 前 准 备
初 稿 写 作
完 善 写 作
以读促写的实践课
以读促写的几点思考
注重范文阅读，精心选材
高 中 英 语 教 学 “ 的以 实读 践促 与写 思” 考
好的
读出来的
写 是
详见会议资料
克拉申语言输入假说
斯温纳语言输出假说
费里斯写作理论
“以读促写”的理论基础
学生的写作现状
教师的教授现状
现状分析
缺乏积极性，惧怕写作。无话可说。 缺乏素材积累。英语知识很零碎，中式表达严重。 缺乏灵活应用高级句型能力。表达单一。
规范写作 活化积累 拓展能力
பைடு நூலகம்
THANKYOU