英語(yǔ)讀寫作文教學(xué)案例

邢季

1. 案例背景

江蘇高考試卷中書面表達(dá)近幾年都以讀寫作文為主，這對(duì)學(xué)生的閱讀和寫作要求都比較高。需要學(xué)生看懂文本，能夠根據(jù)要求提取所需關(guān)鍵信息并進(jìn)行轉(zhuǎn)換。高二學(xué)生開始有系統(tǒng)地接觸寫作這個(gè)環(huán)節(jié)，經(jīng)過長(zhǎng)期句子翻譯等練習(xí)，已經(jīng)有了一定的寫作基礎(chǔ)。本人利用牛津教材模塊十一第二單元的project“Mind the gap”， 這篇文章文本雖然是高三階段的，但文章內(nèi)容比較簡(jiǎn)單，話題時(shí)髦切合學(xué)生實(shí)際，要求學(xué)生讀完文章后完成相應(yīng)的寫做任務(wù)，并進(jìn)行同伴互批修改潤(rùn)色工作。

2. 文本分析

本節(jié)課讀寫內(nèi)容為“Mind the gap”，話題是關(guān)于“休學(xué)實(shí)踐年”。要求有四個(gè)層次的表達(dá)：一，部分大學(xué)生現(xiàn)狀;二，修學(xué)實(shí)踐年的好處;三，一些可操作的案例（休學(xué)時(shí)間年做些什么）;四，你的建議。學(xué)生基本都能寫出四段式完整的表達(dá)，不足之處在于閱讀中部分信息的轉(zhuǎn)化不太到位，寫作語(yǔ)言的表達(dá)比較平淡。

3. 教學(xué)目標(biāo)

理解休學(xué)實(shí)踐年以及它的好處;學(xué)生能提取關(guān)鍵信息并轉(zhuǎn)換;學(xué)生能根據(jù)高考評(píng)分標(biāo)準(zhǔn)批改并潤(rùn)色同學(xué)間的文章。

4. 教學(xué)過程

Step I. Lead-in導(dǎo)入

播放課前音樂“Travelling Light”， 問他們“A teacher quit her job because she thought ‘The world is so big that I wanna take a look. Do you wanna pack your bag and step out？”鼓勵(lì)他們出去走走，見見外面的世界。并展示兩句與主題相關(guān)的名人名言。“The

world is big and I want to have a good look at it before it gets dark.—Jonn Muir;The world is your oyster.—William Shakespeare.”

設(shè)計(jì)依據(jù)和目的：課前音樂是關(guān)于輕裝去旅游。鼓勵(lì)學(xué)生出去走走，為下面的休學(xué)實(shí)踐年做鋪墊。

Step II. Reading comprehension and extracting閱讀理解與提取

基于文本提問學(xué)生三個(gè)問題：“What is a gap year？ Why do the students need to take a gap year？ What will you do when youre on a gap year？ ”第三個(gè)問題中啟發(fā)學(xué)生“give a helping hand to others”配以名人名言“The fragrance always stays in the hand that gives the rose.—George William Curtis”

設(shè)計(jì)依據(jù)和目的：幫助學(xué)生梳理文本，提取有效信息。發(fā)散性問題有助于學(xué)生進(jìn)行頭腦風(fēng)暴，為寫作做準(zhǔn)備。拔高學(xué)生的思想境界，要多考慮回報(bào)社會(huì)，實(shí)現(xiàn)人生價(jià)值。

Step III. Assessing the composition 批改作文

讓學(xué)生參考高考英語(yǔ)作文評(píng)分標(biāo)準(zhǔn)和常見錯(cuò)誤實(shí)例來進(jìn)行作文批改。錯(cuò)誤實(shí)例有拼寫，詞性，主謂一致，搭配，時(shí)態(tài)，標(biāo)點(diǎn)，邏輯，缺少要點(diǎn)，字?jǐn)?shù)過多或過少這些方面。四個(gè)學(xué)生一個(gè)小組，批改同一份作文，本人事先挑選好值得批改的文章并復(fù)印好分發(fā)給學(xué)生。

設(shè)計(jì)依據(jù)和目的：批改同學(xué)間的文章讓學(xué)生興趣盎然，從同伴的錯(cuò)誤中吸取教訓(xùn)，避免以后在自己的作文中犯相似的錯(cuò)誤。

Step IV. Polishing up the writing 文章潤(rùn)色

讓學(xué)生說出一些普通詞的高級(jí)替換詞，如“get”，“finish”，“l(fā)ike”，“care”，“consider”，“use”，“important”。

普通句子改寫成高級(jí)句型及表達(dá)，如：“1） When they face the poor condition， the students will be ready to face challenges in the future. ?（非謂語(yǔ)） 2） A gap year can give us sufficient experience.（名從）3） Travelling around the world is a brilliant option. It gives them a chance to relax themselves and broaden their horizons.（定從）4） Last but not least， the gap year gives us time to prepare ourselves for the university.（強(qiáng)調(diào)句）”

給學(xué)生段落的銜接：第一段向第二段的過渡：

“a. To solve the problem， I suggest China plan a gap year./a gap year may be a good choice.

b. So it is high time that something should be done to improve the situation.”

第二段向第三段的過渡：

“a. Since the gap year is important， we should know how to manage the year well.

b. As to concrete things to do in this gap year， my suggestions are as follows.”

設(shè)計(jì)依據(jù)和目的：學(xué)生能夠知道從哪幾個(gè)方面去潤(rùn)色文章，并從例子中得到啟發(fā)，所有的例子摘自同學(xué)寫的優(yōu)秀表達(dá)，這樣的表達(dá)對(duì)于學(xué)生來說更容易理解模仿。

Step V. Presenting and summarizing 展示與總結(jié)

學(xué)生四人小組討論熱烈，然后要求學(xué)生用不同顏色的筆做記號(hào)修改潤(rùn)色，邀請(qǐng)學(xué)生上來展示，用幻燈片投影成果。其中一篇修改好的文章如下：

“It is not uncommon that students dont make the best of the time when they are admitted to university. This condition is worrying in that they waste the precious time on something unimportant.

Taking a gap year， however， can avoid the problem in some ways. There is no denying that a gap year exposes us students who have been staying in school for over a decade to society， which not only helps broaden our horizons， but also enables us to realize our disadvantages and weaknesses. On top of that， companies now prefer applicants with social experience to those who possess academic qualifications.

On a gap year， we can travel around the world， teach in a mountainous area， or do some other meaningful things. We can do whatever we like as long as it is beneficial to our growth， along with the capability of fitting better in a future environment.

I cant speak too highly of a gap year and， therefore， would cherish the hope that you take that into account so that we Chinese students can someday have the chance to take a gap year.”

設(shè)計(jì)依據(jù)和目的：上來展示成果并讓學(xué)生講清楚為何要做這樣的修改，充分發(fā)揮學(xué)生的主動(dòng)性。課堂氣氛活躍。

Step VI. Assignment and sharing作業(yè)與分享

課后要求學(xué)生相互分享被修改好的文章，取長(zhǎng)補(bǔ)短，共同學(xué)習(xí)進(jìn)步。結(jié)束語(yǔ)：“One is never too late to take his gap year and perfect his writing.” 再次點(diǎn)到本節(jié)課的主題。

設(shè)計(jì)依據(jù)和目的：將課堂延伸到課外，真正做到同伴互助學(xué)習(xí)（learn from the peers）。

（作者單位：江蘇省海門中學(xué)）