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视频标签：Ancient Chin
所属栏目：高中英语优质课视频
视频课题：外研版英语必修3 Module 5 Great People and Great Inventions of Ancient China Writing through reading天津市 - 滨海新区
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
读写课教学设计
——Writing through reading
教学年级：高中一年级
课题名称：Writing through Reading （一）、阅读材料和学情分析
高一学生正处于英语知识、阅读和写作技能积累的基础阶段，他们已有一定的词汇量并具备了基本的阅读和写作能力；充满学习热情，渴望接触课本之外的学习材料。因此，笔者跳出课本，选取了一篇较简单但有代表性的阅读文章，为2013年天津市高考英语卷阅读理解D篇，设计了一节读写课。在教学设计中，笔者在对阅读材料进行充分分析的基础上，对文章进一步解构，设计出预测、填空、简答、讨论等不同的题型，对文章进行层层剖析，以求学生归纳总结议论文的写作框架，为后续的议论文写作训练做好准备，最终通过写作训练，实现以读促写，读写结合的教学目标。
（二）、教学目标和重难点 教学目标：
1. 要求学生通过语料库猜测文章话题和主旨大意。
2. 要求学生运用一些阅读的微技能如跳读、细读来提高他们的理解能力。 3. 要求学生总结出议论文写作框架。 4. 要求学生进行议论文写作训练。 教学重难点：
1. 利用搜索软件（The software of Antconc3.2.1）从微型语料文本（1.TXT）中搜索词频表和关键词词表来猜测阅读材料的话题和主旨大意。
2. 要求学生学会使用电子书包的拍照上传等功能实现一对一数字化学习。 3. 通过阅读归纳总结议论文写作框架，并进行写作练习。 （三）、教学方法
在教学设计中，本课共有三个教学任务。其中在阅读环节，本课力求打破传统的阅读训练，利用语料库辅助阅读技能训练，力求为阅读训练提供崭新的视角。因此本节课阅读部分的特点是以学生为主体、教师为主导的数据驱动学习的教学模式。同时，为了吸引学生的注意力，将相关的语料库教学资源—词频表和关键词词表通过电子书包的广播功能在课堂教学过程中与学生同步呈现出来；为了提高课堂参与度，让成绩较好的学生帮助和带动基础较差的同学，采取小组讨论、课堂展示的方式，以期所有学生都能积极参与到课堂中来。在写作环节，本堂课使用了任务型教学法，全班学生分成六个学习小组，通过合作学习、小组讨论的形式进行写作训练，最后通过电子书包的拍照上传功能，实现成果展示。 （四）、教学过程 Step 1: Prediction
Guess the topic and main idea of the passage by using corpus. Picture1: the word frequency list(提取阅读文本的词频表)
Picture2: the keyword list（提取阅读文本的关键词词表）
Step II: Reading
Task1: Read para.2-4 and fill in the blanks. Stages Happiness
Features Kids A magical quality
Teenagers conditional
Adults
complicated Task2: Read para.5-7 and answer the questions. Q1: What is the definition for happiness?
_____________________________________________________________________ Q2: What things did the author enjoy?
1____________________________________________________________________ 2____________________________________________________________________ 3____________________________________________________________________ Q3: What things made the grandmother happy?
_____________________________________________________________________ Task3: Read para.8&9 and answer the questions. Q1: What are the wrong attitudes towards happiness?
1____________________________________________________________________ 2____________________________________________________________________ Q2: What are the right attitudes towards happiness?
1____________________________________________________________________ 2____________________________________________________________________ 3____________________________________________________________________ Task4: Discussion
Discuss about how we can be happy, using your own examples. Step III: Writing practice
Your task is to find out which sentence serves as the point, the sub-points, examples and conclusion, and then put them in a correct order to make an argumentation.
1. When you choose to be a victim, you may blame yourself for all your problems, then internalizing your victimization.
2. However those who choose to be creators look at life quite differently.
3. They know they have their weaknesses, yet they don’t blame themselves when they fail.
4. For example, one person, on losing a job or a special relationship, may feel as if it is the end of the world and go into terrible suffering for months, years, or even a lifetime.
5. In every moment and every situation, you can choose to have fuller, richer life by setting a clear goal to change the victim within, and by inviting into your life the powerful creator that you are.
6. You are given many chances in life to choose to be a victim or creator.
7. Compared with the victims, the one with the same misfortune may choose to first experience the sadness, then accept the loss and soon move on to be a powerful creative strength in his life.
Step IV: Writing homework
现实生活中有悲观者和乐观者，请结合自己学习经历，根据以下要点，以I believe I can fly 为题，用英语写一篇议论文( about 100 words)，内容要点： 1. 生活中有悲观者和乐观者。 2. 悲观缺乏梦想和自信，不会成功。 3. 乐观和自信给人勇气、使人进步。 4. 你的感悟。
Writing through Reading
| Stages | Happiness | Features |
| Kids | A magical quality | |
| Teenagers |
|
conditional |
| Adults |
|
complicated |
|
@ Pessimist or optimist @ When you choose to be a pessimist,… @ While those who choose to be creators…, @ Examples and sound arguments to support your views @ Conclusion: Your choice |
| 表递进、强调 | Besides, in addition, to make matters worse, indeed, certainly, above all |
| 表转折、对比 | However, yet, instead (of), despite, in spite of, whereas, nevertheless, while |
| 表结果 | so, thus, therefore, as a result, so that |
| 表解释、说明 | Namely, such as, for example, for instance, that is to say, in other words |
| 表普遍规律 | generally speaking，in general，all in all |
| 表总结 | in a word, in general, in short, to sum up, finally, in conclusion |
| 表时间、顺序关系 | for one thing, for another, firstly, secondly, above all, first of all, then, next, at last, eventually |
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