1、以讀寫(xiě)結(jié)合方式提高閱讀、寫(xiě)作教學(xué)實(shí)效性,1,2,請(qǐng)看下面課例， 觀察并指出該閱讀課中的問(wèn)題。,文章見(jiàn)案例二,Unit 1 Great scientists,Reading,1. Skimming 1). Whats the main idea of the passage? John Snow was a well-known doctor in London. The cause of Cholera was polluted water. The source of all drinking water should be examined. How John Snow collected

2、, analyzed data and found the cause of the disease and solved it .,2.Careful reading,Read the first paragraph carefully,then answer these questions,1.What was the most deadly disease in 19th century?Why?,2.When could the cholera be controlled?,The cholera,because neither its cause,nor its cure was u

3、nderstood.,John Snow knew it would never be controlled until its cause was found.,3. What were the two theories explaining how cholera killed people?,in Para 2,Read the third paragraph then tell whether these sentences are true or false.,4.When another outbreak hit London in 1854,John snow was ready

4、 to test these two theories.,5.He found that in two tall buildings the cholera outbreak was so severe.,True or false:,tall,buildings,6. What helped John Snow find the clue about the cause of the disease? ( Para 5) 7. When was John Snow able to announce with certainty that polluted water carried dise

5、ase?,A map of London,After he found two deaths in another part of London that were linked to the Broad Street outbreak.,(Para 6) 8.What was his suggestion to defeat cholera?,He suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found.,請(qǐng)大家思考

6、閱讀教學(xué)中存在什么問(wèn)題,1、閱讀教學(xué)走流程； 2、老師替學(xué)生讀的多，真正 的閱讀少； 3、老師與學(xué)生之間沒(méi)有真交 流，學(xué)生沒(méi)有真思考。 碎片化，表面化，程序化,14,學(xué)生在寫(xiě)作中經(jīng)常出現(xiàn)的問(wèn)題有哪些？ 句子結(jié)構(gòu)性錯(cuò)誤； 時(shí)態(tài)誤用比比皆是；詞性不清； 中文式英文； 句子間缺乏邏輯； 篇章布局不合理； 7. 缺乏交際意識(shí); 8. 作文內(nèi)容貧乏，言之無(wú)物。,請(qǐng)您回答,Lily came to me ad she held my hands,15,The Power of Encouragement We often get into trouble in our life. Im glad that

7、 my best friend always encourages me when I am in trouble. The sports meeting was held. When I wasnt sure whether I would join in it or not, Lily encouraged me to take part in the running race. So, I trained hard every day. She always encouraged me when I wanted to give up. Before the race started,

8、I felt nervous. I was afraid of losing the race and making our teacher disappointed. Suddenly Lily came to me and she held my hands. Just the simple action made me feel relaxed. Finally, I won the race. I will never forget Lily because her encouragement always makes me powerful. I realize the power

9、of encouragement.,Lily came to me and she held my hands.,英語(yǔ)寫(xiě)作的座右銘：Show more than tell.即：用細(xì)節(jié)支持避免說(shuō)教。,16,從學(xué)生寫(xiě)作中出現(xiàn)的問(wèn)題 反觀我們的寫(xiě)作教學(xué),您認(rèn)為教師寫(xiě)作教學(xué)中的問(wèn)題都有哪些？ 您在課堂觀察中是否發(fā)現(xiàn)了類似問(wèn)題？ 寫(xiě)作幾乎沒(méi)有指導(dǎo)，基本上是老師布置寫(xiě)作任務(wù)，學(xué)生自己寫(xiě)，或者把寫(xiě)作當(dāng)做家庭作業(yè)布置。 忽略輸入在寫(xiě)作中的示范作用。教師布置寫(xiě)作任務(wù)時(shí)，不提供可供學(xué)生學(xué)習(xí)寫(xiě)作的范例，所以學(xué)生寫(xiě)作時(shí)無(wú)從下手。 3. 許多寫(xiě)作任務(wù)都是以準(zhǔn)備考試為目的，基本套用高考寫(xiě)作題目的模式。,17,您在課堂觀察

10、中是否發(fā)現(xiàn)了類似問(wèn)題？ 4. 要求學(xué)生背誦范文，機(jī)械套用一些不同文體的篇章結(jié)構(gòu)。因此，學(xué)生的作品千篇一律，只有空洞的框架，沒(méi)有鮮活的思想和內(nèi)容。 5. 教師只重視寫(xiě)作結(jié)果，不重視寫(xiě)作過(guò)程。評(píng)價(jià)學(xué)生作品時(shí)，過(guò)分關(guān)注某些語(yǔ)言點(diǎn)的對(duì)錯(cuò)，對(duì)寫(xiě)作內(nèi)容、文章的結(jié)構(gòu)及邏輯性等不重視。,18,您在課堂觀察中是否發(fā)現(xiàn)了類似問(wèn)題？ 6. 忽略評(píng)價(jià)和反饋，只給一個(gè)分?jǐn)?shù)。忽略同伴之間的反饋。 7. 一節(jié)寫(xiě)作課上對(duì)學(xué)生要求面面俱到，重點(diǎn)不突出，教學(xué)實(shí)效性低。,19,請(qǐng)您回答 1. 您對(duì)寫(xiě)作教學(xué)有規(guī)劃嗎？ 如果有，您是如何規(guī)劃的？ 請(qǐng)舉例說(shuō)明。 2. 在課堂上，您如何實(shí)施寫(xiě)作教學(xué)？ 請(qǐng)舉例說(shuō)明。,20,21,解決學(xué)生寫(xiě)作

11、問(wèn)題的途徑是什么？,基于課文的讀寫(xiě)結(jié)合、 以讀促寫(xiě)、以寫(xiě)促讀的探索,22,23,為什么把讀寫(xiě)結(jié)合在一起？,24,一、讀寫(xiě)結(jié)合的理論基礎(chǔ) 1. Krashen 的可理解性輸入假說(shuō),The comprehensible input hypothesis. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Krashen cal

12、led this level of input i+1, where i is the learners interlanguage and +1 is the next stage of language acquisition.,25,Interlanguage: 字面意思是中介語(yǔ)，是介于母語(yǔ)和第二 語(yǔ)言之間的一種學(xué)習(xí)者語(yǔ)言。,26,2. Swain輸出假說(shuō)的提出,27,Swain的可理解性輸出假設(shè)的三個(gè)功能 (1)注意/觸發(fā)功能:語(yǔ)言輸出促使二語(yǔ)學(xué)習(xí)者意識(shí)到自己語(yǔ)言體系中的部分語(yǔ)言問(wèn)題,進(jìn)而可以觸發(fā)對(duì)現(xiàn)有語(yǔ)言知識(shí)的鞏固或獲得新的語(yǔ)言知識(shí)的認(rèn)知過(guò)程。,28,Swain的可理解性輸出假設(shè)的三

13、個(gè)功能 (2)假設(shè)驗(yàn)證功能:學(xué)習(xí)者在語(yǔ)言的學(xué)習(xí)過(guò)程中對(duì)目的語(yǔ)做出假設(shè)，根據(jù)所得到的反饋不斷地調(diào)整自己的語(yǔ)言輸出。,29,Swain的可理解性輸出假設(shè)的三個(gè)功能 (3)輸出的反省功能:二語(yǔ)學(xué)習(xí)者使用語(yǔ)言反省他人或自己的語(yǔ)言。,30,二、如何將讀與寫(xiě)有機(jī)結(jié)合,課文的作用是什么？ 課文是體裁，題材，語(yǔ)言知識(shí)的載體,31,1、課文的話題和其中蘊(yùn)含的信息，為學(xué)生寫(xiě)作提供了豐富素材，使學(xué)生作品言之有物,32,案例一 A Student of African Wildlife,33,主要教學(xué)流程： 1. Warm up,Do you know this woman? What do you know abo

14、ut her?,34,2. 處理課文: A Student of African Wildlife,（1）第一次閱讀 回答問(wèn)題: Whats the text mainly about? （2）第二次閱讀，找出文章各段段意，并劃出 支持段落大意的細(xì)節(jié),35,2. 處理課文: A Student of African Wildlife,（3）第三次閱讀，回答下列問(wèn)題 Whats Jane Goodalls achievement? Why is Jane called a student of African wildlife? Do you think it is important to s

15、tudy chimps in the wild rather than in a zoo? Give reasons. What did Jane have to give up when she went to live in the forest? If you were her, what would you do? What are Janes qualities？,36,（4）讀后寫(xiě)作任務(wù)： What qualities do you think Jane has? Choose three important ones and give details to support you

16、r choices. You may refer to the text if necessary. 你認(rèn)為Jane Goodall具有什么品質(zhì)，選取三個(gè) 你認(rèn)為最突出的，利用課文中的信息， 給出細(xì)節(jié)，支持你對(duì)其品質(zhì)的定義。,37,案例一分析（閱讀部分）： 第二次閱讀：獲取段落大意，并劃出支持段落大意的細(xì)節(jié),課文內(nèi)容: 見(jiàn)材料,38,39,請(qǐng)思考： 下面閱讀教學(xué)設(shè)計(jì)與 您觀察到的閱讀教學(xué)有何不同？,Find the topic sentence: Text: Its 5:45 am and the sun is just rising over Gombe National Park in E

17、ast Africa. What does the first sentence tell us? It tells us when and where. Text: Following Janes way of studying chimps, our group are all going to visit them in the forest. What can you learn from the second sentence? Who and what.,40,41,Find the topic sentence: Para 1: So from sentence two we l

18、earn that our group are going to visit the chimps. Underline the sentences which show the meaning of “visit” . Then decide what “visit” means here ?,42,Find the topic sentence: Underline the sentences which show the meaning of “visit”. Watching a family of chimps wake up is our first activity. 2. We

19、 watch the mother chimp and her babies play in the tree. 3. Then we see them go to sleep together in their nest for the night. What does “visit” here mean? It means “watch” or “see”.,43,Find the topic sentence: How about the rest of the sentences? What do they tell you? 1. Most of the time, chimps e

20、ither feed or clean each other as a way of showing love in their family. 2. We realize that the bond between members of a chimp family is as strong as in a human family. The sentences tell us what our group find out about chimps.,44,Whats the topic sentence of paragraph 1? Following Janes way of stu

21、dying chimps, our group are all going to visit them in the forest. Whats a topic sentence like? A topic sentence should sum up what the paragraph is about.,45,2. 處理課文: A Student of African Wildlife,（3）第三次閱讀，回答下列問(wèn)題 Whats Jane Goodalls achievement? Why is Jane called a student of African wildlife? Do

22、you think it is important to study chimps in the wild rather than in a zoo? Give reasons. What did Jane have to give up when she went to live in the forest? If you were her, what would you do? What are Janes qualities？,歸納、概括、判斷,與個(gè)人經(jīng)驗(yàn)聯(lián)系，發(fā)表個(gè)人見(jiàn)解,總結(jié)全文得出結(jié)論，為寫(xiě)作作出鋪墊,46,案例一分析（寫(xiě)作部分）： （4）讀后寫(xiě)作任務(wù)： What qualitie

23、s do you think Jane has? Choose three important ones and give details to support your choices. You may refer to the text if necessary. 你認(rèn)為Jane Goodall具有什么品質(zhì)，選取三個(gè) 你認(rèn)為最突出的，利用課文中的信息， 給出細(xì)節(jié)，支持你對(duì)其品質(zhì)的定義。,47,學(xué)生習(xí)作1： The qualities of Jane Goodall, which impressed Me most: （1）Courageous. She had the courage to

24、 explore. Jane Goodall was the first person who fully understood chimps behavior. She spent years observing and recording their daily activities. （2）Persevering. When she first arrived in Gombe in 1960, it was unusual for a woman to live in the forest. But she kept living there and finally she has d

25、iscovered a lot of things about chimps. （3）Caring. She has been outspoken about making the rest of the world understand and respect the life of these animals for forty years. She has helped to set up special places where they can live safely. 齊思宇,48,學(xué)生作品2,Inspiring. Jane tressured the lovely chimps

26、and worked as a scientist on animal protection. No only has she spent 45 years making the rest of the world understand and respect the lives of chimps, but also sent us a clear message that a woman can achieve anything just as a man does. 2. Determined. Despite all the difficulties she had met since

27、 the moment she arrived in Gombe, she has never give up her dream, but make efforts to realize it. 3. Outspoken. She published many books and acted in a large number of movies describing the lives of chimps. Moreover, she is the founder of Jane Goodall Institute and the Roots and Shoots program, cal

28、ling on peoples attention of animal rights.,49,案例二 M5U1課件 2016-5-3.ppt,50,2. 課文本身為寫(xiě)作提供了很好的范例，可以做課文仿寫(xiě)。,51,案例三 課文仿寫(xiě) 七年級(jí)上冊(cè),課題：Unit1 Family 第四課：Communication workshop,52,教學(xué)背景介紹,單元話題是家庭成員及喜好，在第1-3課，學(xué)生通過(guò)聽(tīng)力和閱讀活動(dòng)，進(jìn)行了語(yǔ)言學(xué)習(xí)和初步應(yīng)用，即運(yùn)用be+adj., like, be good at對(duì)家庭成員外貌和喜好進(jìn)行簡(jiǎn)單描述。本課是一節(jié)讀寫(xiě)結(jié)合課， 聚焦語(yǔ)言的體驗(yàn)與應(yīng)用，側(cè)重對(duì)寫(xiě)作能力與口頭表達(dá)能力

29、的培養(yǎng)，即以書(shū)面的形式對(duì)家庭成員進(jìn)行描述，并能就此話題與同伴進(jìn)行交流。,53,教學(xué)背景介紹,本課分為兩個(gè)課時(shí)。第一課時(shí)側(cè)重對(duì)課文的理解，引導(dǎo)學(xué)生閱讀并理解Steve在博客中寫(xiě)的關(guān)于自己家庭成員的博文，提取文章的主要信息和細(xì)節(jié)信息，并在整理信息的過(guò)程中，引導(dǎo)學(xué)生關(guān)注并歸納寫(xiě)作結(jié)構(gòu)。在第一課時(shí)，學(xué)生通過(guò)閱讀范文，歸納范文結(jié)構(gòu)，列出寫(xiě)作提綱，完成關(guān)于家庭成員及其喜好介紹的寫(xiě)作準(zhǔn)備。家庭作業(yè)為使用課文中的目標(biāo)語(yǔ)言完成輸出性寫(xiě)作任務(wù)。,54,教學(xué)背景介紹,在第二課時(shí)，教師根據(jù)評(píng)價(jià)反饋表，通過(guò)在全班進(jìn)行范文點(diǎn)評(píng)，引導(dǎo)學(xué)生進(jìn)行寫(xiě)作自評(píng)及互評(píng)，引導(dǎo)學(xué)生在落實(shí)教學(xué)目標(biāo)的基礎(chǔ)上，去欣賞彼此在語(yǔ)言及內(nèi)容上的優(yōu)點(diǎn)。在

30、學(xué)生對(duì)寫(xiě)作內(nèi)容進(jìn)行修改后，進(jìn)行全班交流，由學(xué)生朗讀自己寫(xiě)的博文。最后學(xué)生能夠和同伴進(jìn)行自由交流，展開(kāi)談?wù)摷彝コ蓡T的話題。,55,教學(xué)流程： 環(huán)節(jié)一：閱讀并回答下面問(wèn)題 Q1: What does Steve talk about in his blog? Q2: What family members are mentioned? 環(huán)節(jié)二：閱讀并填寫(xiě)表格,56,環(huán)節(jié)三、整理信息，語(yǔ)言內(nèi)化 Elicit Ss to talk about Steves family members. Q: Can you find them in the pictures? Then tell us more a

31、bout each one. 環(huán)節(jié)四、引導(dǎo)學(xué)生發(fā)現(xiàn)文本結(jié)構(gòu)（總分結(jié)構(gòu)） “開(kāi)篇” 介紹個(gè)人及家庭狀況;“細(xì)節(jié)” 分三段介紹父母、姐妹和爺爺、奶奶。 引導(dǎo)學(xué)生關(guān)注每個(gè)細(xì)節(jié)文段的寫(xiě)作內(nèi)容，以及詳略安排。,57,I have a big family. 開(kāi)篇介紹 Mum and dad Emma and Linda Grandma and grandpa,細(xì)節(jié)信息,外貌，愛(ài)好,外貌，愛(ài)好，擅長(zhǎng),愛(ài)好，擅長(zhǎng)， 愛(ài)好,分析文章結(jié)構(gòu)：“開(kāi)篇”（介紹個(gè)人及家庭狀況）和“細(xì)節(jié)”（分三段介紹父母、姐妹和爺爺、奶奶）。 目的：引導(dǎo)學(xué)生關(guān)注每個(gè)細(xì)節(jié)文段的寫(xiě)作內(nèi)容，以及詳略安排。,58,環(huán)節(jié)五、挑戰(zhàn)你的記憶力,設(shè)計(jì)意

32、圖：通過(guò)記憶挑戰(zhàn)任務(wù)，鼓勵(lì)學(xué)生關(guān)注描述外貌和喜好的語(yǔ)言。,59,板書(shū)強(qiáng)化，突出語(yǔ)言： be + adj. like sth be good at sth. doing sth.,60,環(huán)節(jié)六、語(yǔ)言練習(xí),設(shè)計(jì)意圖：在新的語(yǔ)境中，運(yùn)用目標(biāo)語(yǔ)言。,61,環(huán)節(jié)七、布置寫(xiě)作任務(wù)。 Steve的blog得到了很多同學(xué)的關(guān)注和跟帖。請(qǐng)你也寫(xiě)一篇blog，介紹一下自己家庭成員的外貌及其喜好。 任務(wù)說(shuō)明：模仿課文的結(jié)構(gòu)，描述自己的家庭成員并介紹其喜好。 設(shè)計(jì)意圖：在新的語(yǔ)境中，運(yùn)用目標(biāo)語(yǔ)言。,62,環(huán)節(jié)八、呈現(xiàn)Steve的家族樹(shù),設(shè)計(jì)意圖：在寫(xiě)作前，通過(guò)呈現(xiàn)Steve的家族樹(shù)，引導(dǎo)學(xué)生思考要介紹哪些家庭成員。,

33、63,要求學(xué)生想一想并記錄下自己想介紹的家庭成員,64,環(huán)節(jié)九、展示范例表格信息,設(shè)計(jì)意圖：通過(guò)展示范例，引導(dǎo)學(xué)生填寫(xiě)自己的表格。,65,環(huán)節(jié)十、完成自己的表格,設(shè)計(jì)意圖：通過(guò)完成表格，列寫(xiě)作提綱。,66,環(huán)節(jié)十一、作業(yè) 1. 完成寫(xiě)作任務(wù)； 2. 為自己寫(xiě)的blog準(zhǔn)備2-3張家人的照片； 3. 聽(tīng)錄音并跟讀課文。,67,案例四 段落仿寫(xiě) A NIGHT THE EARTH DIDNT SLEEP,68,本課時(shí)教學(xué)背景介紹 本節(jié)課是這個(gè)單元的第三課時(shí)。第一課時(shí)教學(xué)內(nèi)容：學(xué)習(xí)了與災(zāi)難相關(guān)的詞匯，通過(guò)聽(tīng)力，了解了關(guān)于地震發(fā)生的原因以及防御措施。 第二課時(shí)教學(xué)內(nèi)容：學(xué)生能朗讀課文，粗讀了課文，課文

34、中涉及到的語(yǔ)言沒(méi)有理解障礙，能總結(jié)段落大意，能畫(huà)出課文的結(jié)構(gòu)圖。,69,教學(xué)目標(biāo)： By the end of this lesson, students will be able to: Find the topic sentences of Paragraphs 2 and 3. Find out how the author uses the details to support the topic sentences. 3. Write a passage to describe Japan Tsunami with a clear topic sentence and support

35、ing details.,70,At 3:42 am everything began to shake. It seemed as if the world was at an end! Eleven kilometres directly below the city the greatest earthquake of the 20th century had begun. It was felt in Beijing, which is more than two hundred kilometres away. One-third of the nation felt it. A h

36、uge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals. Steam burst from holes in the ground. Hard hills of rock became rivers of dirt. In fifteen terrible seconds a large city lay in ruins. The suffering of the people was extreme. Two-thirds of them died

37、 or were left without parents. The number of people who were killed or injured reached more than 400,000.,71,教學(xué)流程： Read para.2 and answer the questions. How was the earthquake? Can you use one word to describe it? terrible, frightening, horrible, shocking Can you find any of those words in the text?

38、 No.,72,教學(xué)流程： Read para.2 and answer the questions. 2. How does the writer show us that the earthquake was terrible? By giving a lot of facts. 3. Underline the topic sentence of this paragraph in your text book. It seemed as if the world was at an end.,73,Read para.2 and answer the questions. 4. In

39、which aspects does the writer describe the earthquake? The damage of the earthquake and the suffering of people. 5. How does the writer support the topic sentence? Please find out the facts one by one and set down some key words. lay in ruins, died, were injured, were killed, were left without paren

40、ts,74,教師利用課文展示給 學(xué)生而不是直接告訴學(xué)生： 好的寫(xiě)作應(yīng)該利用細(xì)節(jié)支撐觀點(diǎn)或主旨，即show more than tell。,75,Step 5: Watch a video about 2011 Japan Tsunami. Take notes while you listen.,案例二分析: 寫(xiě)作部分設(shè)計(jì),64.avi,76,Can you work out a topic sentence for those facts? The city was destroyed in the tsunami and the suffering of people was extrem

41、e.,77,Step 6: Write a passage to describe 2011 Japan Tsunami. The beginning has been given. At 2:46 pm, March 11th, 2011, the most powerful tsunami struck Japan.,78,At 2:46 pm, March 11th, 2011, the most powerful tsunami struck Japan. In a few seconds it seemed as if the world was at an end. The 33-

42、foot waves flooded the coastal area of Japan in 6 minutes and the city lay in ruins. An airport was covered by the water. Tens of thousands of cars, ships, houses and roads were washed away. A lot of buildings were gone. Many bridges fell down. The suffering of the people was extreme. The survivors

43、were trapped on the top of high buildings. More than 4 million families were left without electricity. Thousands of families were killed and a great number of children were left without parents.,79,3. 通過(guò)為課文寫(xiě)摘要，提高學(xué)生 布局謀篇能力,80,案例五 為課文寫(xiě)摘要,81,1）第一次閱讀要求學(xué)生回答問(wèn)題 Whats the passage mainly about? 2）第二次閱讀要求學(xué)生關(guān)注

44、文章結(jié)構(gòu)， 能夠按照文章大意將課文分成五部分 3）第三次閱讀，要求學(xué)生總結(jié)歸納每部 分大意 （1）第一部分：Find a problem （2）第二部分：Do research （3）第三部分：Think of a creative solution （4）第四部分：Test the solution several times （5）第五部分：Apply for a patent,82,4 ）根據(jù)文章結(jié)構(gòu)教師提問(wèn)，學(xué)生回答。 5）使用自己的語(yǔ)言，表述文章重要的idea。 6）使用恰當(dāng)?shù)倪B接詞，連接重要的idea。 7）完成文章概要寫(xiě)作。,83,案例五分析,84,1）第一次閱讀要求學(xué)生回答問(wèn)題

45、 Whats the passage mainly about? 2）第二次閱讀要求學(xué)生關(guān)注文章結(jié)構(gòu)， 能夠按照文章大意將課文分成五部分 3）第三次閱讀，要求學(xué)生總結(jié)歸納每部 分大意 4 ）根據(jù)文章結(jié)構(gòu)教師提問(wèn)，學(xué)生回答。,85,如：第一部分主旨大意是 Find a problem. 教師提問(wèn)：What problem did the writer have? 學(xué)生回答：Some snakes came to her mothers courtyard and she had to get rid of them without hurting them. 目的：幫助學(xué)生梳理文章重要細(xì)節(jié)，保證

46、學(xué)生獲取重要信息。,86,So, what did the writer do to trap them? First she did some research on the habits of the snakes. After that, she decided on three approaches to catch the snakes. Of the three, which method did she use? The third one. Was her first attempt successful? No. After three attempts, she succe

47、eded. What was the result of this successful idea? She sent the invention to the patent office to get a patent.,87,此環(huán)節(jié)的目的：引導(dǎo)學(xué)生發(fā)現(xiàn)文章中的重要點(diǎn)，并且使用自己的語(yǔ)言把這些要點(diǎn)表述出來(lái)。,88,老師要求學(xué)生將問(wèn)題答案逐一羅列下來(lái)，之后讓學(xué)生使用恰當(dāng)?shù)倪B接詞，將答案連接成一篇短文。,89,學(xué)生習(xí)作2： Snakes came near the writers mothers house and she had to get rid of them without hurti

48、ng them. In order to trap them, the writer first did some research on the habits of snakes. After that, she decided on three possible approaches. Of the three, she made up her mind to use the third method. She had tried three times before the third attempt was finally successful. At last, with the e

49、ncouragement from her relatives, she applied for a patent for her invention.,90,通過(guò)教師設(shè)計(jì)的問(wèn)答練習(xí)，教師讓學(xué)生自己體會(huì)、感悟出好的文章概要寫(xiě)作應(yīng)該包括下面幾點(diǎn)： 文章概要要客觀，即不能包含個(gè)人主觀想法。 2.文章概要要完整，即不能省略掉重要細(xì)節(jié)及思想。 3.文章概要要平衡，即對(duì)于原文中的重要觀點(diǎn)及細(xì)節(jié)給予同樣的篇幅且應(yīng)該使用自己的語(yǔ)言而非文章中本身的語(yǔ)言寫(xiě)出概要。 4.說(shuō)明文概要寫(xiě)作要求是有邏輯地概括重點(diǎn)。,91,4. 課文改寫(xiě)，提高學(xué)生語(yǔ)言運(yùn)用能力,92,案例六,93,主要教學(xué)環(huán)節(jié)： 1）完成pre-read

50、ing中問(wèn)題1和3的討論， Q1. Where would you find each robot? What does each one do? Q2. Do you think its possible for a robot to think for itself? have feelings? have it own needs and desires? look an feel like a human being? 目的：為閱讀做好熱身。,94,主要教學(xué)環(huán)節(jié)： 2）預(yù)測(cè)課文內(nèi)容 3）第一次閱讀，驗(yàn)證預(yù)測(cè)，并 歸納文章大意 4）第二次閱讀，梳理故事中的 主要人物和事件,95,主要教學(xué)

51、環(huán)節(jié)： 5）第三次閱讀，挖掘主人公Claire的 情緒變化 6）第四次閱讀，教師引導(dǎo)學(xué)生根據(jù)故事 發(fā)展，將課文分成6個(gè)場(chǎng)景，教師根據(jù) 每個(gè)場(chǎng)景設(shè)計(jì)問(wèn)題 7）復(fù)習(xí)模塊三第3單元學(xué)習(xí)過(guò)的A million pound bank-note劇本寫(xiě)作的基本要素， 如：旁白，劇目中人物話語(yǔ)特點(diǎn)等 8）將科幻小說(shuō)改寫(xiě)成一個(gè)劇本,96,案例六分析 （閱讀部分）,4）第二次閱讀，梳理故事中的主要人物和事件 5）第三次閱讀，挖掘主人公Claire的情緒變化 通過(guò)第二次和第三次閱讀，梳理故事重要信息，引導(dǎo)學(xué)生深層理解課文。,97,案例六分析 （寫(xiě)前的鋪墊）,6）第四次閱讀，引導(dǎo)學(xué)生根據(jù)事情發(fā)展將課文分成6個(gè)場(chǎng)景，教

52、師根據(jù)每個(gè)場(chǎng)景設(shè)計(jì)問(wèn)題。 此環(huán)節(jié)教學(xué)目的：引導(dǎo)學(xué)生關(guān)注故事中的重要情節(jié)，為劇本寫(xiě)作做鋪墊。,98,場(chǎng)景1.回答下列問(wèn)題 What does Tony look like? tall and handsome, speak in a deep voice, smooth black hair, facial expression never change 場(chǎng)景2 .回答下列問(wèn)題 What did Tony do to make Claire feel embarrassed? He offered to help her dress. 場(chǎng)景3 .回答下列問(wèn)題 What made Claire u

53、nhappy in her life? She thought she was overweight, not clever and her home was not elegant. Whats more, she was not like Gladys Claffern.,99,場(chǎng)景4.回答下列問(wèn)題 When Tony knew more about Claire, what did Tony do to help Claire to make her look smarter and her home elegant? He gave Claire a new haircut and c

54、hanged the makeup she wore. Also he had Claire buy some new curtains, cushions, a carpet and bedding to transform the house completely. Why did Claire call Tony “dear”? Because with his help, she won others respect.,100,場(chǎng)景5.回答下列問(wèn)題 Why did Tony suggest that Claire invite her friends to her house? He

55、tried to make Gladys and other women envy Claire. 場(chǎng)景6.回答下列問(wèn)題 Why did Tony open the curtain? He wanted Claires guests to see him and Claire together so that she would be envied by the women guests. Why should Tony be rebuilt? Because the company felt that it could not have women falling in love with

56、machines.,101,提問(wèn)：第一段的作用是什么？ 回答：背景介紹。 提問(wèn)：如何在劇中體現(xiàn)背景？ 回答：使用旁白。,102,Satisfaction Guaranteed Scene 1 in the sitting room. Narrator: Larry Belmont worked for a company that made robots. Recently it had begun experimenting with a household robot. Larry persuaded her wife Claire to test it for the company.

57、Now the robot is here. Larry: My dear, This is Tony. And Tony , this is Claire, my wife. Tony: How do you do, （He reached out his hand to Claire but） Claire:（Seeing the human-like robot and his hand, Claire stepped back.）How do you do?,學(xué)生作品,103,Scene 2 in the bedroom Tony : Good morning, Madam. Brea

58、kfast is ready. Do you need my help with the dressing? Claire: (feeling embarrassed and frightened) Get out of here!,104,Scene 3 in the sitting room Narrator: A week later, Tony and Claire got along well with each other gradually. Claire: Tony, I wish I were as smart as you. Tony : Why? What happened? Claire: I dont know how to make my house elegant. And I want to be slim. But Gladys can do everything well. Tony: Oh, my dear. I see. You must be very unhappy to say that. But wait a minute. Lets see what we can do abo