“以读促写”在高中英语阅读课教学中的探索.ppt

四、“以读促写”对英语教学的启示 1. 阅读呈现外语语篇模式，是写作的模板 2. 阅读是写作的准备，写作是阅读的运用 3. 学习者练习写作最便利的资源是阅读课文 4. “以读促写”最终实现“读写双赢” 立足课堂，用好教材！ 以读促写，以写带读！ 美国作家德尔文.G.舒伯特在其Reading is writing一文中指出:教科书所编的阅读课文是写作素材的集散地，是语言现象的展示厅，是语法规则的剖析室，是文章体裁的示范本。 汪建群（2009），教材是信息的载体，它与写 作有着密切的关系，是练习写作的基础，是作文 素材和表达方式的模板和源泉。 国内外专家给一线教师指明了方向！ 三、 人教版高中英语教材中阅读文本的使用和处理 ● 解析文本特点 ● 制定读写目标 ● 阅读文本，是读写结合的基础 ● 分析文本，是读写结合的重点 ● 写作运用，是读写结合的最高追求 （一）解析文体特点 为什么？ 解析阅读文本体裁，能使学生（尤其是初级 或中级的第二外语学习者）掌握相对稳定的，可 以借鉴和依赖的语篇模式，从而增强其理解语篇 和创作语篇的信心（任玉慧，2008）。 人教版高中英语教材1-7模块中Reading部分阅读文章体裁分布统计 体裁 ? 模块 记叙文 说明文 应用文 议论文 ? ? 教 材 分 析 M1 Units 1, 3, 4 5 Unit 2 ? ? M2 Units 1, 2, 4 5 Unit 3 ? ? M3 Units 2, 3 5 Units 1 4 ? ? M4 Units 1, 2, 3 4 Unit 5 ? ? M5 Units 1 3 Units 2 5 Unit 4 ? M6 Units 3 5 Units 1 2 ? Unit 4 M7 Units 1, 2, 3, 4 5 ? ? ? 总计 24篇 9篇 1篇 1篇 Book2 Unit2 The Olympic Games the Story of Atlanta Atlanta was a princess. She was very beautiful and could run faster than any man in Greece…. 记叙文 文章使用了第三人称 叙述故事使用过去时态。 借助标题 心中有目标 From the picture , I can see that … As is shown in the first picture… According to the above pictures, I think… It can be seen /concluded from the picture that … FIRST IMPRESSIONS 借助图片 FIRST IMPRESSIONS 文章中出现人物 按空间顺序呈现 故事情节的发展 记叙文 Look at the pictures because they are beautiful and you are interested in it! 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, ca