初中英语“写—读—写”教学模式在读写课教学中的运用课程.pptVIP

初中英语“写—读—写”教学模式在读写课教学中的运用 富春江初中 许芬 “写—读—写”教学模式的操作定义 其操作定义为：在进行充分的写前预热和写前铺垫活动的基础上，先进行写作活动，再让学生阅读教材文本，最后让学生重新改写文章。 操作流程图示 写前语言输入 完成3a的信息表 用3a的信息进行3b的写作 完成2a的教材文本阅读，学生比较习作和范文 重新改写3b的文章或教材文本 操作流程具体解析 （1）写前语言输入：课初热身，做好信息铺垫。 （2）完成课本3a的信息表：小组合作，进行信息整合。 （3）进行3b的写作：读前写，以写促读。 （4）阅读教材文本：写作彩排，以读促写。 （5）重新改写习作（或教材文本）：读后再写，读写有效融合。 以《Go for it》七年级上册第六单元读写课为例的具体操作 1. 写前语言输入的具体操作 2. 完成3a信息表的具体操作 3. 进行3b写作的具体操作 学生作文 1. 3b的作文 For breakfast, I like eggs and milk, but I don’t like bread. For lunch, I like potatoes, hamburgers and chicken, but I don’t like tomatoes or salad. For dinner, I like apples, carrots and rice, but I don’t like bananas. For breakfast, my partner Jack likes bread and milk, but he doesn’t like pears. For lunch, he likes vegetables and rice, but I he doesn’t salad. For dinner, he likes strawberries and hamburgers, but I he doesn’t like oranges. 4. 阅读教材文本并进行比较的具体操作 Cindy Smith breakfast lunch dinner after dinner likes doesn’t like / / 5. 重新改写教材文本的具体操作 Sports star Cindy Smith eats______. For breakfast, she________________. She thinks __________________. She likes ____________, but _______________. For lunch, ______________________________. For dinner, she likes__________,but___________, _____________, she likes ice cream, but___________, because(因为)___________________________. These are Cindy Smith’s _______________. 学生作文 2. 对教材文本改写的作文 Sports star Cindy Smith eats well. For breakfast, Cindy loves fruit. She thinks it’s healthy. She likes oranges and apples, but she doesn’t like bananas. For lunch, she really likes salad.. For dinner, she likes chicken, but she doesn’t like hamburgers, she thinks they’re not healthy. After dinner, she likes ice cream, but she doesn’t eat it, because(因为) she doesn’t want to be fat. These are Cindy Smith’s eating habits. 七上Unit9 举例 七下Unit 2举例 七下Unit 4举例 七下Unit 6举例