论阅读理解教学中学习者写作能力的培养分析研究 教育教学专业

AbstractTheglobalizationoftheeconomymakestheimportantpositionofEnglishincreasinglyprominent.English,asoneoftheimportantinformationcarriers,hasbecomeacommonlanguageforinternationalinformationexchange.TouseEnglishtoexchangeinformation,youmusthavecertainlistening,speaking,readingandwritingbasicskills.Theformofcommunication,thoughvaried,dependsonthebasicskillsoflistening,speaking,readingandwriting.Howtocombinethesefourbasicskillssothattheycanpromoteeachother,isthemainissuesforcurrentscholarsandforeignlanguageteacherstostudy.Englishreadingandwritingintegratedteachingmethodisanewmodel,isakindofteachingmodewhichcanimprovetheabilityofEnglishreadingandwriting.ThisarticlewillintroduceReadandwritingintegratedteachingmethod,fromthetheoryandpracticetwolevels.Combinedwiththereallesson,thisarticleanalysishowtointegratereadingandwriting,andhowreadingpromotewritingeffectively,toprovidereferenceforthefollow-upstudyontheteachingmodel.Finally,accordingtotheadvantagesanddisadvantages,givesuggestionsfortheimplementationofReadingandwritingintegratedteachingmethod.Keywords:Readingandwritingintegratedteachingmethod;teachingpractice;taskdesign中文摘要经济的全球化使得英语的重要地位日益显著。英语作为重要的信息载体之一，已成为国际上信息交流的通用语言。要使用英语交流信息，就必须具备一定的听、说、读、写的基本技能。交流信息的形式尽管多种多样，但都要依赖于听、说、读、写的基本技能。如何将这四种基本技能结合，让它们彼此之间能够互相促进，是当前学者和外语教师们要研究的主要问题。英语读写整合教学是一种新的模式，是一种有效提高英语读写能力的教学模式。本文将从理论和实践两个层面，介绍读写整合教学法，并结合真实课堂分析如何整合阅读与写作教学，分析如何以读促写，以期为后续关于该教学模式的研究提供参考依据和借鉴意义。最后，根据读写整合法实施的不足与优势，给出有效建议。关键词：读写整合教学法；教学实践；任务设计TableofContentsAbstract ⑶Englishreadingcanprovideawiderangeofwritingmaterial.InStep2,theteacherputsforwardadiscussiontaskrelevanttothetopicofmobilephone.Thisactivitydriveseverystudenttoparticipateincommunication,guidesthestudentstocombinestudywiththeiractuallife,andletthestudentsknowhowimportantandusefulthemobilephoneis.NextplayacartoonvideoFarmerandSnakestimulatingstudents'interestandarousingstudents'studyenthusiasminEnglishreadingandwriting.ThediscussionoftwotopicinStep2laythefoundationforwritingprovidingtopicsforarticle.Theteacherestablishesbackgroundpriorandmakesagoodpreparationforthereadinglesson.Thediscussionoftopiccreatesapositivesettingintheclassroom,increasesstudents'commonsenseforlife,improvestheiradaptabilitytoaccidentsandfurtherstimulatesstudents'learningmotivation.Theteachercanalsoprovideanotheroneortwopassageswhichareaboutthesametopicasthetextmaterial.Thiscanbroadenthehorizonsofstudents,enrichstudents'knowledgeofthistopic,thustoprovideawiderangeofwritingmaterial.Thefollowingisastudent’sworkofthisclass,whichisfullyembodiesthereadingandwritingintegratedteachingeffect.5.SuggestionsforReadingandwritingintegratedTeachingmethodHowever,anykindofteachingmethodisnotperfectnomatterhowmanyadvantagesithas.Inactualapplication,Readingandwritingintegratedteachingmethoditselfalsohasmanyproblemsandareaswhereneedtobeimproved.HerearesomeproblemsexistingforReadingandwritingintegratedteachingpracticeinthereadingandwritingclass.AccordingtotheproblemsfoundintheresearchofReadingandwritingintegratedteachingmethod,theauthorthinksthatEnglishteachersasaguide,shouldpayattentiontothefollowingsuggestions:Cultivatestudents'interestinreadingandwriting,helpstudentstolearninreading,andgrowinwriting.Designthetextlead-inpartmeticulously,usingaudio-visualactivitiesandproverbsstudyingandetc.Readmoretoexpandedvocabularytoprovidewritinglanguageandsolidwritingfoundation.Throughreadingunderstandthedifferentculturesandrichwritingcontent.Concernaboutthelogicofthechapter,andputforwardthewritingframework,tolearnconvergencemeans.Dailypracticeofimitativewriting,abbreviation,andrewritingisveryimportant.Diversifytheevaluationmodeofwritingtoimprovetheefficiencyofevaluation.6.ConclusionFormoststudents,Englishwritingcanbesaidtobethemostlaboriousthingtowriteanessay,whichnotonlyneedrichideologicalcontent,masterthesolidvocabulary,grammarandrhetoricandotheraspectsoflanguagebasicskills,butalsoneedtomasterEnglish-specificchapterstructuremodelformedbydifferentthinkingandculturalbackground,cancarryoutthemosteffectivewritingcommunicationactivities.However,thecultivation,masteryandformationoftheaboveknowledgeareinseparablefromthemedium--reading.Throughreading,andtheuseofreasonablemethodscanhelpstudentslearnwritingskills,openideas,accesstowritingexperienceandmaterial,learntouseEnglishlanguagetowrite,andthenachieveunknowinglyimprovingtheabilityandlevelofEnglishwriting.Atpresent,manyjuniormiddleschoolEnglishteachershavenodeepunderstandingofReadingandwritingintegratedteachingmethod,sotheydesignreadingandwritingtasksblindly.Eitherthereadingandwritingactivityistooeasyortoodifficult,whichisnottohelpstimulatestudents’interestandmotivation,andnottohelpimprovethestudents’knowledgelevel,readingcapabilityandwritingskills.InviewoflackofReadingandwritingintegratedteachingmethodinhighschools,teachersononehandmuststudymoretheory;Ontheotherhand,theymuststartoutfromtherealitytoensureactivities’operabilitywhendesigningthereadingandwritingtasks.Theymustensurereadingactivitiescanpromotewritingeffectively.ThispaperisbasedontheconceptofReadingandwritingintegratedteachingmethod.Inthepaper，theauthorcombinestheempiricalresearchwiththeresearchers’theoreticalexplorationpositivelyandeffectively.TheresultsofthispaperhavesomeimportantenlightenmentforthecurrentEnglishclassroomteachingbetweenobtainingandtrainingacomprehensiveknowledgeofEnglish,betweenthepursuitoftestscoresandthepracticalapplicationofEnglish,betweenstudents’test-takingabilityandtheircomprehensivedevelopmenttoexploreperception,experience,practice,participationandcooperation.Fromtheresultsanalyzed，theauthorfindthatadoptingReadingandwritingintegratedteachingmethodinjuniormiddleschoolclassroomisaworthwhileattempttoimprovethestudents’abilities.Inaddition,ReadingandwritingintegratedteachingmethodisanavailableandpopularteachingapproachinEnglishclassinjuniormiddleschool.However,thepaperhasitslimitations.Firstofall,theauthoronlyputsforwardsuggestionsforteachers,anddoesnotprovideusefulsuggestionstostudentsaftertheresearch.Besides,Besides,duetothelimitoftimeandresearchobject,theresearchislackcertainscientific.Bibliography[1]Blanton,LL.AHolisticApproachtocollegeESL：IntegratingLanguageandContent[J].ELTJournal，1992，46（3）：1-24.[2]Carson,J.E.&Carrell，P.L.Reading-WritingRelationshipinFirstandSecondLanguage[J].TESOLQuarterly，1990（24）[3]Swain，M.Theoutputhypothesis：Justspeakingandwritingarentenough[J].CanadianModernLanguageReview，1993，50（1）：158-164.[4].WillsJ.,AFrameworkforTask-BasedLearning[M].London:Longman,1996.[5]陈勇，高中英语阅读与写作课型的三种模式[J],山东师范大学外国语学院学报,2010(2):50-55[6]罗晓杰，牟金江，项纸陆.高中英语“三段七步”读写整合教学法[M].福建：福建教育出版社，2015.[7]刘上扶.英语写作论[M].南宁：广西教育出版社，1998：57-58.[8]牟金江.国内外英语读写技能综合教学与研究述评[J].课程.教材.教法，2010，30（3）：103-107.[9]王娟娥.初中英语阅读教学与写作教学的结合[J].基础英语教育，2012，14（2）：61-65.[10].王蔷，英语教学法教程[M].北京：高等教育出版社，2006:5.AppendixⅠUnit2Iwastryingtopickitupwhenitbitmeagain.

【Teachinggoals】

Knowledgeobjective

1.Keyvocabulary—under,plate,bite,climb,hide,throw,fridge,prepare,hurt,pain,worse,

medicine,inpain,oneday,afewdaysearlier,thenextday,takeaphoto,climboutof,pickup2.Keystructures—patterns:when,while,so...if...,as,but,assoonas,then

Abilityobjective

1.Togetinformationabouttrafficrulesandaccidents

2.Tomasterthepastcontinuoustense、conjunctionandworddenotingtime.3.Tolearntodescribeandwriteanaccidents.

Moralobjective

1.Tohelpstudentsknowtheimportanceofdealingwiththeaccidents.

2.Toknowabouthowtodealwiththesuddenaccident.

【Teachingimportantpoints】

1.Togetinformationfromthereadingmaterialaboutaccidents.

2.Tolearnsomenewwords.

【Teachingdifficultpoints】

Tounderstandthemainideaofeachparagraphofthearticle.Tolearntodescribeandwriteanaccidents.

【Teachingmethod】

Readingandwritingintegratedteachingmethod

【Teachingaids】

Avideo,multimediaandsomepicturesTeachingProcedures:Step1:Revisionandlead-in1.Reviewthewords:checkthestatusofstudentsmasteringthewordsandphrasesingroups.Consolidatenewwords:

Lookandsay:Theteachersshowsthepicturesofnewwordsandletthestudentstosayasquicklyaspossible.Lookatthepicturesandguess“whatwashe/shedoingorwhatisthis?”

Step2:Topiclead-inTalkaboutwhatyoucandowithamobilephone

Workinpairs：TalkaboutwhatyoucanuseamobilephonetodoaccordingtothepicturesshowedonPPT

Ss：Icanuseamobilephonetocallpeopleplaymusictakephotossendtextmessagestellthetime...

2.Playacartoonvideo：Farmerandsnake.Questions:Whatdoyouknowaboutsnakes?Fillintheblankaccordingtothepictures:Snakescan______up.(climb)Snakesalways_______behindthingstokeepsafe.(hide/appear)Snakessometimes_______people.(bite)

Step3：Pre-readingactivitiesLookatthepictureandsaywhat’shappeninganddrawtheanswersfromthestudents.Questions:1.Whereistheman?Whatcanyoufindinthekitchen?Howdoyoufeelaboutsnakes?

Step4:While-readingSkimmingtogetgeneralidea:Whichparagraphisthemainideaofthepassage?(Thelastparagraph.)

Fastreading:Listenandanswerthequestions.

1.

Wheredidtheaccidenthappened?(Inarestaurant.)

2.

Whendidheleavehospital?(Thenextday.)Didthemandieatlast?Scanningtogetdetailinformation:Workinpairs.Putthesentencesinorder.ThesnakebitHenry’shand.Aboxofbananasarrived.Henrywenttohospital.Henrylefthospital.Henrytookaphoto.Thedoctorssentthephototoazoo.Thesnakeclimbedoutofthebox.ThedoctorsgaveHenrytherightmedicine.Henry’shandbegantohurt.Thesnakehidbehindthefridge.(b-g-a-e-j-i-c-f-h-d)Answerthequestions:

1.Wheredidthesnakebitehim?

2.WhendidJacksonpickuphismobilephone?

3.Whycouldn’tthedoctorhelphimatfirst?

Readthepassagecarefullyandgetthemainideaandchoosethewordsfromthebox,thenusethecorrectformtofillintheblanks.Step5:After-readingRetelltheaccidentswiththehelpofpicturesonPPT.Henry...Oneday...wascookingappeared...bithishandtookaphotoof...withshowed...to......gave......savedhislife.Describeyourstoryaboutaccidentsandsharewithyourpartner.Step6:Pre-writingLetSsmasterthemainpointsofthepassage.

Learnaboutmoreknowledgeaboutwriting.(TeachergiveastructureofwritingforSs.)Howtodescribeandwriteanaccident:Clearstructures:Beginning:afewdaysearlier,onedayDevelopment:when,whileResult:as,assoonasGoodexpressions:GoodwordsandphrasesCorrectgrammar(pastcontinuoustense)Step7:While-writng

FindthesewordsandexpressionsinthepassageinActivity3.

2.

Lookathowtheyareusedtotellthestory.

3.

Usethewordsandexpressionstowriteanewstory:climbout,pickup,biteone’shand,finishdoingsth,getworse,hurrytodosth,gettoknow,whatkindofspider,givetherightmedicine,leavethehospitalOneday,whenawomanwasgettingdinnerreadyfortheanimalsatazoo,herhandbegantohurt.Afewdaysearlier……(YoucanalsorewritetheaccidentinUnit1Whilethelightswerechangingtored,a