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視頻標簽：Ancient Chin
所屬欄目：高中英語優質課視頻
視頻課題：外研版英語必修3 Module 5 Great People and Great Inventions of Ancient China Writing through reading天津市 - 濱海新區
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讀寫課教學設計
——Writing through reading
教學年級：高中一年級
課題名稱：Writing through Reading （一）、閱讀材料和學情分析
高一學生正處于英語知識、閱讀和寫作技能積累的基礎階段，他們已有一定的詞匯量并具備了基本的閱讀和寫作能力；充滿學習熱情，渴望接觸課本之外的學習材料。因此，筆者跳出課本，選取了一篇較簡單但有代表性的閱讀文章，為2013年天津市高考英語卷閱讀理解D篇，設計了一節讀寫課。在教學設計中，筆者在對閱讀材料進行充分分析的基礎上，對文章進一步解構，設計出預測、填空、簡答、討論等不同的題型，對文章進行層層剖析，以求學生歸納總結議論文的寫作框架，為后續的議論文寫作訓練做好準備，最終通過寫作訓練，實現以讀促寫，讀寫結合的教學目標。
（二）、教學目標和重難點 教學目標：
1. 要求學生通過語料庫猜測文章話題和主旨大意。
2. 要求學生運用一些閱讀的微技能如跳讀、細讀來提高他們的理解能力。 3. 要求學生總結出議論文寫作框架。 4. 要求學生進行議論文寫作訓練。 教學重難點：
1. 利用搜索軟件（The software of Antconc3.2.1）從微型語料文本（1.TXT）中搜索詞頻表和關鍵詞詞表來猜測閱讀材料的話題和主旨大意。
2. 要求學生學會使用電子書包的拍照上傳等功能實現一對一數字化學習。 3. 通過閱讀歸納總結議論文寫作框架，并進行寫作練習。 （三）、教學方法
在教學設計中，本課共有三個教學任務。其中在閱讀環節，本課力求打破傳統的閱讀訓練，利用語料庫輔助閱讀技能訓練，力求為閱讀訓練提供嶄新的視角。因此本節課閱讀部分的特點是以學生為主體、教師為主導的數據驅動學習的教學模式。同時，為了吸引學生的注意力，將相關的語料庫教學資源—詞頻表和關鍵詞詞表通過電子書包的廣播功能在課堂教學過程中與學生同步呈現出來；為了提高課堂參與度，讓成績較好的學生幫助和帶動基礎較差的同學，采取小組討論、課堂展示的方式，以期所有學生都能積極參與到課堂中來。在寫作環節，本堂課使用了任務型教學法，全班學生分成六個學習小組，通過合作學習、小組討論的形式進行寫作訓練，最后通過電子書包的拍照上傳功能，實現成果展示。 （四）、教學過程 Step 1: Prediction
Guess the topic and main idea of the passage by using corpus. Picture1: the word frequency list(提取閱讀文本的詞頻表)
Picture2: the keyword list（提取閱讀文本的關鍵詞詞表）
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
現實生活中有悲觀者和樂觀者，請結合自己學習經歷，根據以下要點，以I believe I can fly 為題，用英語寫一篇議論文( about 100 words)，內容要點： 1. 生活中有悲觀者和樂觀者。 2. 悲觀缺乏夢想和自信，不會成功。 3. 樂觀和自信給人勇氣、使人進步。 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 |
| 表遞進、強調 | Besides, in addition, to make matters worse, indeed, certainly, above all |
| 表轉折、對比 | However, yet, instead (of), despite, in spite of, whereas, nevertheless, while |
| 表結果 | so, thus, therefore, as a result, so that |
| 表解釋、說明 | Namely, such as, for example, for instance, that is to say, in other words |
| 表普遍規律 | generally speaking，in general，all in all |
| 表總結 | in a word, in general, in short, to sum up, finally, in conclusion |
| 表時間、順序關系 | for one thing, for another, firstly, secondly, above all, first of all, then, next, at last, eventually |
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