英語讀寫作文教學案例

邢季

1. 案例背景

江蘇高考試卷中書面表達近幾年都以讀寫作文為主，這對學生的閱讀和寫作要求都比較高。需要學生看懂文本，能夠根據(jù)要求提取所需關鍵信息并進行轉換。高二學生開始有系統(tǒng)地接觸寫作這個環(huán)節(jié)，經(jīng)過長期句子翻譯等練習，已經(jīng)有了一定的寫作基礎。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)容比較簡單，話題時髦切合學生實際，要求學生讀完文章后完成相應的寫做任務，并進行同伴互批修改潤色工作。

2. 文本分析

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

3. 教學目標

理解休學實踐年以及它的好處;學生能提取關鍵信息并轉換;學生能根據(jù)高考評分標準批改并潤色同學間的文章。

4. 教學過程

Step I. Lead-in導入

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？”鼓勵他們出去走走，見見外面的世界。并展示兩句與主題相關的名人名言。“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.”

設計依據(jù)和目的：課前音樂是關于輕裝去旅游。鼓勵學生出去走走，為下面的休學實踐年做鋪墊。

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

基于文本提問學生三個問題：“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？ ”第三個問題中啟發(fā)學生“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”

設計依據(jù)和目的：幫助學生梳理文本，提取有效信息。發(fā)散性問題有助于學生進行頭腦風暴，為寫作做準備。拔高學生的思想境界，要多考慮回報社會，實現(xiàn)人生價值。

Step III. Assessing the composition 批改作文

讓學生參考高考英語作文評分標準和常見錯誤實例來進行作文批改。錯誤實例有拼寫，詞性，主謂一致，搭配，時態(tài)，標點，邏輯，缺少要點，字數(shù)過多或過少這些方面。四個學生一個小組，批改同一份作文，本人事先挑選好值得批改的文章并復印好分發(fā)給學生。

設計依據(jù)和目的：批改同學間的文章讓學生興趣盎然，從同伴的錯誤中吸取教訓，避免以后在自己的作文中犯相似的錯誤。

Step IV. Polishing up the writing 文章潤色

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

普通句子改寫成高級句型及表達，如：“1） When they face the poor condition， the students will be ready to face challenges in the future. ?（非謂語） 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.（強調句）”

給學生段落的銜接：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.”

設計依據(jù)和目的：學生能夠知道從哪幾個方面去潤色文章，并從例子中得到啟發(fā)，所有的例子摘自同學寫的優(yōu)秀表達，這樣的表達對于學生來說更容易理解模仿。

Step V. Presenting and summarizing 展示與總結

學生四人小組討論熱烈，然后要求學生用不同顏色的筆做記號修改潤色，邀請學生上來展示，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.”

設計依據(jù)和目的：上來展示成果并讓學生講清楚為何要做這樣的修改，充分發(fā)揮學生的主動性。課堂氣氛活躍。

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

課后要求學生相互分享被修改好的文章，取長補短，共同學習進步。結束語：“One is never too late to take his gap year and perfect his writing.” 再次點到本節(jié)課的主題。

設計依據(jù)和目的：將課堂延伸到課外，真正做到同伴互助學習（learn from the peers）。

（作者單位：江蘇省海門中學）