阅读与写作整合教学案例.docVIP

阅读与写作整合教学案例 Tina’s diary 激活背景知识 (Activating your prior knowledge) 活动：Work in pairs and discuss the following questions: 1）Do you keep diaries? 2）What do you usually write in your diaries? 3）What kind of things do people usually do at the beach? 设计原理：激活背景知识，对阅读内容进行预测。对语篇形式和语篇内容进行预测。 激发阅读动机，形成阅读期待。 阅读与理解 (Reading and Comprehending) 活动1：Read Tina’s diary quickly in 2 minutes and answer the following questions: (1) What did Tina write about in her diary? (She wrote about her afternoon at the beach with her friends.) (2) Did she have a good time there? (Yes, she did. She enjoyed the afternoon very much.) 设计理念： １ 快速阅读(skimming)寻找语篇的中心思 想(main idea)。 ２ 限时阅读，增强学生的速度意识，并培 养速度习惯。 ３ 让学生带着问题去阅读，增强阅读的目 的性。 活动2：Read Tina’s diary again and answer the following questions. 1 Where did Tina go to have a fantastic afternoon? 2 When did she go there? 3 Who did she go with and who did she meet there? 4 What did she do with her friends? 5 Why did Tim and Paul feel a little disappointed? 6 How did everyone feel about their afternoon at the beach? 设计理念： 1 分层次获取语篇信息。 2 培养学生通过scanning 寻找细节的能 力。 3 用5W1H模式提出问题，目的是为了体 现日记中记叙文的写作特征。学生通过 对这6个问题的回答基本上掌握了这篇日 记的主要内容。 3 文本结构分析 (Studying the organization of the text ) 活动1：Work with your partner and discuss the organization of the diary. You can discuss in Chinese. Then report to the class. 教师在学生讨论的基础上进行介绍和补充。 日记是使用语言文字对自己每天所耳闻目睹的有意义的事情的一种记录、叙述和说明。因此，日记一般记述的是自己一天生活中所发生的有意义的事情，或对某件事情的想法或看法，或说明事情的前因后果等。正是出于这些目的，日记的体裁可以使叙事、描述、说明、议论等各种形式。也可以将上述形式结合起来使用。 介绍日记写作特点： （1）It isn’t necessary to write about everything that happened. Just select one or two main events that you think most important. （2）In a diary, the past tense is often used to tell something 3）Since it’s daily record, people usually write down the date at the top of the page. And some people like to mark down the weather in their diary. It would usually go at the top of the page, such as “Cloudy”, “Rai