当前位置: 首页 > 冯洁 > 名师论文案例 > 相恩萍 案例课例

相恩萍 案例课例

浏览量:895|发表日期:2019-04-29|来自:

课例/案例:读后续写在高中英语阅读教学中的实践

 

在英语教学中,听说读写是一个连贯的教学程序。学生以听促说,以读促写,在输入一定的英语语言之后,需要进行语言的输出。而读后续写是一种全新的题型。对于相当一部分考生来说,这种题型是比较陌生的,他们会产生心理上的畏惧感,甚至面对试卷,无从下手。一般情况下,读后续写类题目会提供一篇350词以内的语言材料,要求学生根据材料内容,对所给段落开头和所标的关键词进行续写(150词左右),并将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文

 

二. 读后续写在阅读课中的应用

    在阅读课教学实践中,笔者对读后续写类题型进行了一些有益的尝试与探索,主要策略如下:

2.1 读后续写阅读活动设计

在该堂阅读课中,笔者选用的是人教版必修二第二单元Using language 里的一篇阅读课文The Story of Atlanta. 在进行这节阅读课的时候,笔者进行了以下的教学设计:

Step 1: Lead – in

展示学生两幅图片,并提出问题。

T: Look at these two pictures, who they are ?

S: The first picture is a king and a girl, and a second picture is a couple of lover.

T: Can you guess what will happen to them?

S: Maybe they have a conflict.

教学设计说明: 这一步主要是为了提供图片让学生了解阅读内容。

 

Step 2: Pre- reading

经过上一步的铺垫,为了让学生了解全文的大意,故进一步进行了略读(Skimming).

T: Read for 5 minutes, tell me who is Atlanta ?

S: Atlanta is a Greek princess.

T: What is she good at?

S: she is good at running.

T: Who does she want to marry ?

S: She wants to marry someone who can run faster than her.

T: How can Hippomenes win the race?

S: Hippomenes wins the race with the help of 3 golden apples from the Goddness of love.

T: After reading the whole, who can tell me the main idea of this reading material?

S1: It is a story between Atlanta and Hippomenes. Atlanta sets the rule to marry someone who can run faster than her.

T: Any more?

S2: Although many people die, Hippomenes still takes part in the race. In order to win this race, Hippomenes asks the Goddess of Love for help.

S3:.....

教学设计说明:这一步主要是帮助学生去剖析原文的题材,并确定故事发生的背景,包括时间,地点,人物,事件。

 

Step 3: While –reading

为了加深对文本的了解,本节又进行了适当的对阅读材料的扫读(scanning )

T : Please read carefully about the reading material and find out which keys words can be used to describe Atlanta .

S1: Greek prince.

S2: not allowed to run and win glory for her

S3: in the Olympic Games

S4: so angry that

S5 : not marry anyone who could not run faster than her

S6: cannot run as fast as her, will be killed

T: Please read carefully about the reading material and find out which keys words can be used to describe Hippomenes. Pay attention to his action.

S1: Hippomenes decides to marry Atlanta.

T: Try to use attributive clause.

S2: Hippomenes is a man who wants to marry Atlanta.

T: very good. Any more ?
   S:He asks the Goddess of love for help to run faster than Atlanta.

教学设计说明:进一步了解阅读材料的故事情节,并尝试让学生用定语从句去定义Hippomenes 的行为,并对学生呈现出的定语从句进行及时的肯定。

 

Step 4: Post-reading

T: Let’s act it out. Four students as a group.  They need to respectively stand for father, princess, Hippomenes, and Goddess of love. Have a discussion in groups and I choose one group to act it out.

S1: I want to act the role of father.

S2: I want to act the role of princess.

S3: I want to act the role of Hippomenes.

S4:I want to act the role of Goddness of love.

T: Let’s start.

S2( princess): I will not marry anyone who cannot run faster than me.

S1( father): Are you kidding? You must marry.

S2( princess): I am serious. This is my run. If a man wants to marry me, he must run against me. If he cannot run as fast as me, he will be killed, and no one will be pardoned.

S1( father): OK. I will announce your rules in my kingdom.

S3( Hippomenes):  Why are these men so foolish? Hahaha... Why will they let themselves be killed because they cannot run as fast as Atlanta? I will go to have a look at this princess.

S2( princess): Are you going to run with me ?

S3( Hippomenes): Wow, so beautiful. I have changed my mind. I will marry you - or die!

S2( princess): you need to have a preparation for death.

S3 ( Hippomenes): I have to come up with a solution. Let me ask the Goddess of Love for help.  How can I run as fast as Atlanta?

S4( Goddess of Love): I promise to help you . And these are three golden apples for you.

S3( Hippomenes): How can I do with these three golden apples?

S4( Goddess of Love): Throw an apple in front of Atlanta when she is running past. When she stops to pick it up, you will be able to run past her and win.

S3( Hippomenes):Thank you for your help. I will marry Atlanta - or die!

     T : We need to give the performance of group applause. They are very excellent in presenting a dialogue for us.

教学设计说明:通过学生的角色扮演,启发学生对阅读材料进行进一步的深入了解,并真正了解这个文本。事实证明角色扮演可以让学生很快了解各个人物之间的关系和发生了什么事情。

 

2.2 读后续写写作活动设计

Step 1: Find out the key information about the story.

T: After reading this passage, tell  me what is the type of this passage, narrative , argumentative or expository?

S: Narrative.

T: Good. Who can tell me the six elements in the narrative passage.

S: When, where, what, who ,why , how.

T: Yes. Please have a look at this passage again and find out these six key elements.

S1: when : in ancient time

S2: where: Greek

S3: who: princess, the father of princess, Hippomenes, Goddess of Love

S4: what: In order to marry Atlanta, Hippomenes asks Greek Godness of Love for help to run faster than Atlanta.

S5: why: Atlanta sets a rule : if a man wants to marry her, he must ran faster than her, or he will be killed.

S6: how: Hippomenes asks the Greek Goddess of Love for help, who gives him three golden apples.

教学设计说明: 本教学环节主要目的就是在让全班学生可以对故事的大意形成一条主线,并确定记叙文的6大要素。

Step2: Focus on the 10 underlined key words ( Focus 1)

T: Now let’s look at PPT. I have underlined 10 key words for you . And these key words can be used in your following writing. Understand?

S: Yes.

   T: There is a close relationship among these 10 key words, can you find it? Have a discussion with your partner, please.

   S1: I find that the key words “ Atlanta, Hippomenes, Goddness of Love, his father”, all these words can represent the element” who”. The key words “run faster, die, marry the man, apples” represent the element” what”. The key words “ sad, amazed” represent the element “ how”.

   T: Yes, you have done a very good job. These 10 key words tell us something about the character, event and emotions. Based on these ten words, you can make up the following stories.

   教学设计说明: 本环节旨在让学生关注画线关键单词和短语,并对这些关键词进行正确地归类。

   

    Step3: Focus on the beginning of the two paragraphs and their connection( Focus 2)

T: Read on the passage again, and try to continue the writing with the beginning of the two paragraphs. The beginning of the two paragraphs are as follows:

1. Hippomenes was waiting when Atlanta came out.

2. Again he threw another apple over Atlanta’s apple.

   T: From the beginning of the first paragraph, it gives us a clue. So what will happen next and pay attention to their connection?

   S1: Maybe Atlanta would regret when he saw Hippomenes.

   S2: Maybe with the help of three gold apples, Hippomenes can win.

   S3: ……

   T: OK. You have come up with so many points of view, and now you can work out an outline for each paragraph.

教学设计说明: 这个环节是为了让学生们在合理的范围内进行想象,并进行要点的罗列。

 

Step 4: Focus on the writing requirement ( Focus 3)

T: Now it’s time to write the two paragraphs, and before we writing ,we are supposed to focus on the writing requirement. Let’s look at it together.

Words limit: 150 words.

Writing style : neat

Spelling : correct.

Structure : coherent and well- organized

Key words : at least 5 key words and phrases

教学设计说明: 此环节是为了让学生可以更清楚文章的写作要求,从而减少一些写作方面的不规范行为。

Step 5: Writing

T:Now today’s homework is to finish this writing assignment.

 

2.3 读后改写活动设计

在第2个课时中针对学生们写完的读后续写,我当场挑选了几组学生的读后续写进行展示,并分析其中的亮点作文,以及存在的一些写作方面的问题。

在此基础上,笔者再让学生们对自己的续写故事进行重新改写,并当做作业上交。