新高考背景下如何提高高中英语课堂教学的有效性及概要续写方法指导(浙王文俊)

1、新高考背景下的高中英语教学 2016-08-16 2016-08-16 P a r t O n e T h e M a j o r C h a n g e T h e M a j o r C h a n g e n旧旧 高高 考考 Language The Major Change n旧高考背景下的英语课堂教学旧高考背景下的英语课堂教学: Knowledge-based instruction + Language T h e M a j o r C h a n g e n新高考新高考 Language The Major Change n新高考背景下的英语课堂教学新高考背景下的英语课堂教学:

2、 Skill-based training Language P a r t T w o H o w t o d e a l w i t h t h e t e x t The text should be used nto improve reading skills; nto learn language; nto improve writing; nto improve other language skills such as listening and speaking. P P a a r r t t T T h h r r e e e e U s i n g t h e T e

3、x t t o I m p r o v e R e a d i n g S k i l l s Why do we read? Why do we ask our students to read a text? Reading Purpose and Reading Comprehension nReading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writers

4、ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. nThe purpose for reading also determines the appropriate approach to reading comprehension. Why do we ask students to read a text? Language VS Skills How do we read? Do we always read ev

5、ery word when we are reading in our own language? A Bottom-up Model A Top-down Model Schema Theory Schema theory proposes that readers possess different conceptual frameworks, called schemata, which they bring to the reading of a text and which they use to make sense of what they read. Such schemata

6、 are used by readers in interactive bottom-up and top-down processing. Schemata provide a framework for readers to check their understanding of the text, fill in information gaps within the text, and clarify ambiguities (Steffenson - guessing word meanings by using context clues, word formation clue

7、s, or cognate（同根 词）practice; - considering syntax and sentence structures; - analyzing reference words. Post-reading Exercises First check students comprehension and then lead students to a deeper analysis of the text. Follow-up Exercises Take students beyond the particular reading text in one of tw

8、o ways: a) by transferring reading skills to other texts or b) by integrating reading skills with other language skills (i.e. writing). + Language practice. A basic methodological model for the teaching of receptive skills (Harmer 1991) Lead-in T directs comprehension task Ss read for task T directs

9、 feedback T directs text-related task P P a a r r t t F F o o u u r r U s i n g t h e T e x t t o L e a r n L a n g u a g e Passive 2.李姐姐顽强地学习; 3.李姐姐学会了多门外语; 4.李姐姐学会了针灸。 最奇葩的在这里：最奇葩的在这里： 李姐姐通过顽强的学习，学会了多门外语和 针灸，结果照着一本外文版针灸书把自己扎瘫痪 了！ 正确答案应该是：正确答案应该是： 李姐姐虽然瘫痪了，但顽强地学习，不仅学 会了多门外语，而且还学会了针灸。 A product appr

10、oach This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage. A model for such an approach is outlined below: Stage 1 Model texts are read, and then features of the genre are highlighted. For example, if studyi

11、ng a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques. Stage 2 This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, the

12、y may be asked to practise the language used to make formal requests, practising the I would be grateful if you would structure. Stage 3 Organisation of ideas. This stage is very important. Those who favour this approach believe that the organisation of ideas is more important than the ideas themsel

13、ves and as important as the control of language. Stage 4 The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent an

14、d competent users of the language. A process approach Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use; brainstorming, group discussion, re-writing. Stage 1 Generating ideas by brainstorming and discussion. Students cou

15、ld be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas. nStage 2 Students extend ide

16、as into note form, and judge quality and usefulness of ideas. nStage 3 Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts. Stage 4 Stud

17、ents write the first draft. This can be done in class. Stage 5 Drafts are exchanged, so that students become the readers of each others work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve thei

18、r own drafts. Stage 6 Drafts are returned and improvements are made based upon peer feedback. Stage 7 A final draft is written. Stage 8 Students once again, exchange and read each others work and perhaps even write a response or reply. Figure 2 White and Arndts (1991) diagram of process writing Bala

19、ncing process and product The two approaches are not necessarily incompatible. Process writing can be integrated with the practise of studying written models in the classroom. How to Write a Summary What is a summary? A summary is a shortened passage, which retains the essential information of the o

20、riginal. It is a fairly brief restatement - in your own words - of the contents of a passage. lNote: you simply report back what the writer has said, without making value judgments. Characteristics of a good summary lCan be understood without reference to the original; lIs a faithful reproduction of

21、, or contains only the ideas or information of, the original; lIs brief without any unnecessary detail; lIs a readable unified whole. How to Write a Summary Text ReadAnnotateWrite Read Step 1: Determine the purpose and the organization lRead the passage carefully and determine the authors purpose. H

22、ow is the material presented ? description cause and effect comparison sequence of events persuasive arguments chronologically other Read Step 2: Re-read the important areas. l1) Re-read main points and key supporting details you have marked when you read it for the first time. l2) Mark key points y

23、ou might have missed. Annotate: Take notes on the material. lConcentrate on getting down the main ideas and the key supporting points. Write Step 1: Write a Thesis lState the main point first by writing a one-sentence summary of the central idea of the passage. - the topic or general subject matter

24、of the text; - the authors major assertion, comment, or position on the topic. Write Step 2: Summarize the key points from the text lWrite a one-sentence summary for each paragraph; lAdd significant details from the passage; lBe concise; lEmphasize the main stages of thought by adding transitional w

25、ords and phrases to connect ideas for better understanding. Write Step 3: Conclusion lState the articles conclusion. Technique in summary writing Paraphrasing To paraphrase means to completely and correctly express other peoples ideas in ones own words. Steps of paraphrasing : Read the original care

26、fully and comprehend its meaning wholly and correctly. Consider the original article as a whole, not in isolated sentences. Paraphrasing techniques Use synonyms or synonymous phrases e.g. He had a good command of English. (He knew English well.) My brother has an appreciation of modern art. (My brot

27、her appreciates modern art.) lChange the structure of sentences e.g. He received a welcome that was as cold as ice. (He received an icy welcome.) lCombine the sentences e.g. Hurry up. If you dont, youll miss the train. (Hurry up or youll miss the train.) lCombine different techniques Original: Any t

28、rip to Italy should include a visit to Tuscany(托斯卡纳) to sample their exquisite wines. Paraphrase: Be sure to include a Tuscan wine-tasting experience when visiting Italy. Things to remember lSummarize objectively. Do not add your own opinion lExpress in your own words, to avoid plagiarism. lEliminat

29、e unnecessary words and repetitions. lUse transitions for a smooth and logical flow of ideas. lConclude with a summing up sentence. How to Continue a Story What is a narrative essay The narrative essay reports events or tells a story using elements of fiction. Plot, characters and details are includ

30、ed in a narrative essay. Generally, these essays are written in chronological order. Characteristics of a narrative essay lThe characteristics of a narrative essay are use of characters and setting, literary techniques, chronology and a moral to the story. Read to get: lCharacters lSetting lLiterary

31、 Techniques lChronology lMoral (?) Planning Choose/decide the topic/theme the story illustrates lA narrative essay may be about a particular issue, theme, or concept, but it uses a story to illustrate that idea. Planning - Make sure your writing meets the requirements lLength lWords and expressions to be used lLogic Planning - Choose a manageable plot and vivid details lGood narrative essays are full of specific details, particular images and language that helps make the story come alive for the reader. lBad narrat