让阅读教学为写作保驾护航教学课件

36、“不可能”这个字(法语是一个字)，只在愚人的字典中找得到。--拿破仑。37、不要生气要争气，不要看破要突破，不要嫉妒要欣赏，不要托延要积极，不要心动要行动。38、勤奋，机会，乐观是成功的三要素。(注意：传统观念认为勤奋和机会是成功的要素，但是经过统计学和成功人士的分析得出，乐观是成功的第三要素。39、没有不老的誓言，没有不变的承诺，踏上旅途，义无反顾。40、对时间的价值没有没有深切认识的人，决不会坚韧勤勉。让阅读教学为写作保驾护航让阅读教学为写作保驾护航36、“不可能”这个字(法语是一个字)，只在愚人的字典中找得到。--拿破仑。37、不要生气要争气，不要看破要突破，不要嫉妒要欣赏，不要托延要积极，不要心动要行动。38、勤奋，机会，乐观是成功的三要素。(注意：传统观念认为勤奋和机会是成功的要素，但是经过统计学和成功人士的分析得出，乐观是成功的第三要素。39、没有不老的誓言，没有不变的承诺，踏上旅途，义无反顾。40、对时间的价值没有没有深切认识的人，决不会坚韧勤勉。让阅读教学为写作保驾护航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。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8au3Aroundtheworldinaday!Skimming1.WhatisLinda’sletterabout?2.WhatdidLindathinkofthetrip?ItisaboutthetriptotheWorldPark.Thetripwaswonderful.Itwasanamazingday.Sheenjoyedherself.☆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:Howfar:AtriptotheWorldParkinBeijingLinda,theClass1,Grade8studentsOctober24thbycoachtwohoursbycoach

☆关注写作的五大要素AtfirstThenWhenthenoiseendedAfterhewastrappedFinallyWherehewasWhathedidWhathesawWhatheheardHowhefeltCanyoufindoutindifferentparts?ParagraphParagraphParagraphParagraphParagraph1234-568aunit8naturaldisaster☆根据时间线索分析文章—分析段落大意和写作五大要素Atfirst

WherehewasWhathedidWhathesawWhatheheardHowhefeltHewasinashoppingcentre.(Maybehedidtheshopping.)Peoplelookedateachotherinfear.Heheardabignoiselikethunder;childrenscreamed.Hefeltaslightshakingthroughhisbody.☆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Then

WherehewasWhathedidWhathesawWhatheheardHowhefelt(Hewasoutsidetheshoppingcentre.)Hetriedhisbesttorunouttothestreet.Peopleraninalldirections;someranoutoftheshoppingcentre;thewallsbegantocomedown.Heheardthenoise,likebombsbelowthegroundTheearthshook;(hewasafraid.)WhenthenoiseendedWherehewasWhathedidWhathesawWhatheheardHowhefeltHedidn’tknowwherehewas.Hecalmeddownandsaidtohimself.Hecouldn’tbelieveitwasover;(Maybehewasafraid.)Hecouldn’tseeanythingatall.(Maybehecouldhearnothing.)AfterhewastrappedWherehewasWhathedidWhathesawWhatheheardHowhefelt(Hewastrappedunderthebricksandstones)Amomentoffearwentthroughhismind.(Heheardnothing)(Hesawnothing.)Hetoldhimselftocalmdown;heshoutedforhelpandtoldhimselftostayaliveFinallyWherehewasWhathedidWhathesawWhatheheardHowhefelt(Hewasoutofthebricksandstones.)Hescreamed,“Help!”Hesawthebrightdaylight.Heheardsomenoiseabovehimandexcitedshouts.Hefeltexcited.Readagainandmatchthefollowingthreepartsofthepassagewiththeirmainideas.Part1(Line1--14)Part2(Line15--22)Part3(Line23--30)ProblemsgiantpandasmayhaveinthewildActionswecantaketohelpgiantpandasThegrowthofXiWang☆也可以让学生分析组合段落，并给出段落大意8aunit5wildanimalsretellthearticleTime:Character:Happening:Development:Result:in1999TimmyAnearthquakehappenedwhenIwasintheshoppingcenter.Atfirst,

shake,Then,noise,screamed,ran,fall,Finally,wastrapped.shoutedIscreamedwhenIheardsomenoiseaboveme.…Iwassavedatlast.☆给学生提供关键词改写文章（口头笔头结合）8aunit8naturaldisasterLevel1:ThenoiseAslight_______Aloudnoiselike______Therealnoiselike_______underthegroundshakingthunderbombs8aunit8reading2Anearthquake☆把文章思路换一个重新整合，分三块处理：noise,peopleandbuildings,intheendAtfirst,Ifeltaslightshakingthroughmybody.shakingn.shakev.

1)Whentheearthquakestarted,thehouse_______.2)The_______ofthehousemadeTimmyfrightened.shookshakingshook☆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Aslight

shakingAbignoiselike

thunderPeoplelookedateachother________Somechildren________Peopleran____________.I__________toruntothestreet.Peopleran________.infearinalldirectionswildlyscreamedLevel2:People&buildingsTherealnoiselikebombsunderthegroundtriedmybestItriedmybest

torunouttothestreettoo.tryone’sbesttodosth.=doone’sbesttodosth.Peopletrytheirbesttorunoutoftheshoppingcentre.=Peopledotheirbesttorunoutoftheshoppingcentre.Iwilltrymybestto…AnEnglishexamiscoming,whatwillyoutryyourbesttodobeforetheexam?

freetalk☆结合学生的学习生活用所学句型造句Level2:People&buildingsTheearthstartedto_______Piecesofglassandbricks_______Thewallsbeganto___________shakefelldowncomedownI___________.wastrapped☆引导学生关注文章中动词的运用1.HowdidTimmyfeelwhenthenoiseandshakingended?He________.2.Howdidhefeelwhenhefoundhewastrapped?amomentoffear________hismind.Hetoldhimselfto_________.3.WhatdidTimmydoatfirstwhilehewaswaiting?He_____forhelpHethought_______couldhearhimHe______forhelpPeople________thebricksandstones____________4Whatwastheresult?5WhatdidTimmydowhenheheardsomenoise?wastrapped.wentcalmdownshoutedscreamedsomebodyinagreathurry.6.Whathappenedintheend?Level3:intheendthroughmovedawayTheywereinagreathurrytomoveawaythebricksandstones.beinahurrytodosth.n.

hurrytodosth.v.我匆忙的放学后去购物.Iam____________togoshoppingafterschool.I____________togoshoppingafterschool.

ABBA

1.IcouldnotseeanythingatallandIdidnotknowifanyonewasaroundme.→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.AmomentoffearwentthroughmymindbutItoldmyselftocalmdownsinceIwasstillalive.Level4:reporttheearthquake☆引导学生关注文章中的一些难句、美句Ane_________happened.Atfirst,Timmyfeltas_____s_________throughhisbody,thenheheardabignoiseliket_______.Somechildrens_____________becausetheyareinf______.Peopleranw______andi__alld__________whenthewallsbegantoc______d______.Afterit,Timmywast_________.Buthet______hisbesttoc______d______.Atlast,excitedpeoplewereinah______tom______a______b_______andstones.Timmywassafe!Finishthepassagearthquakelighthakinghundercreamedearildlynirectionsomeownrappedriedalm