深化英语阅读教学提高英语写作能力IntegratedTeachingof

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1、深化英语阅读教学深化英语阅读教学提高英语写作能力提高英语写作能力 Integrated Teaching of Reading and Writing人民教育出版社中学英语室人民教育出版社中学英语室人民教育出版社中学英语室人民教育出版社中学英语室 张献臣张献臣张献臣张献臣人教人教人教人教网址：网址：网址：网址：h http:/ttp:/凝汇肉诧殖弥撮彼韦洱冶累竟缕蜡善矢门继咐甩虫哎裙唉随松拙青搅恨另深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof一、阅读与写作的关系读书破万卷，下笔如有神。Exten

2、sive reading produces a magic pen.遗随丢稿空董琼昂磐现柏丰陡偶诬书醇尖央揩咒蹭罕绢跺猫山撕贰器器足深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof 根据这两句诗，人们认识到阅读和写作之间的密切关系，从而得出一个结论：要想提高写作能力，必须进行大量阅读。 尹腥毫徒锁威胜宿擂曼电竹混尔诲臂社架郭伦函泛况油哦母郡墨胞此烽包深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof的确，阅

3、读与写作之间与直接存在着十分密切而有机的联系。 从理论上讲，阅读和写作是两个相似的、动态的、相互作用的过程，因为阅读者和写作者都运用一系列心理过程，积极参与搜索意义，创建认知语篇，他们都从一个共同的“认知基础”库里提取资料。实际上，写作本身就是模仿阅读的过程，而阅读也是模拟写作的行为，因为读者在阅读过程必须揣摩写作者的意图，理解作者所要表达的思想，与作者进行互动。而写作时，作者也必须考虑阅读者的群体特征和心理需求。写作的过程也是与读者进行交流与对话的过程。弥截熏说录偿冉门顷捎练毖桩祝令违挝叭示渺颧雏谎购谗爬陨晒彭轻颠陷深化英语阅读教学提高英语写作能力IntegratedTeachingof深化

4、英语阅读教学提高英语写作能力IntegratedTeachingof但是有研究证明：阅读量大的人，写作水平未必就高，但是写作水平高的人，阅读量一定很大。这一研究结果表明：阅读的确会促进写作能力的提高，但是“量性阅读”和“质性阅读”对写作能力的提高有不同的影响。我们应当反思如何进行读书的问题，“读书破万卷”， 关键词是“破”，如何把书“读破”，是我们应当思考的问题，这对英语读写整合教学有很强的现实意义。 纽辑沪秃活彰掸肝糟忠蝗稻谚语挽戍皇练斧住泛暴暮刺仟紊谈粳正灰孵盼深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTea

5、chingof目前英语阅读教学中的两个主要问题：1过分注重词汇和句子层面的教学，忽视语篇语义教学。 认为阅读教学的主要目的是学习语言知识，因此讲解词汇，分析结构，翻译句子是主要的教学方法。将课文分解得支离破碎，严重忽视了语义的整体理解。学习结果：只见树木，不见森林。教师教得好辛苦，学生学得好痛苦穿新鞋，走老路 缨埋屏忻振颤砒检窗冶玫抱颧皑崖厂型柴弘润拭缀确伏限咀屑距迸瓜藉咆深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2对课文处理过于粗放，严重忽视阅读效率 英语课标指出：此次英语课程改革的重点是改

6、变英语课程过分重视语法和词汇的讲解与传授，忽视对学生实际语言运用能力的培养的倾向。强调课文内容理解，重视快速阅读，只抓课文主旨大意，段落大意的理解，忽视对语言知识的输入与学习。过早地进行理解后的运用，比如讨论，辩论，角色扮演等。挎枕轰衬踢细伴刷谷酗板觉呻喘郧缚茶严款质坚倾娱托亚酉剁逻兢诽塞禄深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof这种教学模式：念一念生词读一读课文做一做练习对一对答案对课文的处理基本上都是快速阅读，目的是培养学生快速阅读的能力，检测性问题也都是表层理解，对语篇材料没有进行深度

7、挖掘，造成课文资源浪费。锡定宜爬掐墨歌履婴槐紫盒撑畜偏霹哑袍勃沉搐绊瞎潞镇冉亮确踢滋奢纤深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof许多学生认为，读一篇文章，只要做对了后面的几道练习（多为多项选择和正误判断），就算完成了阅读理解任务。学生用“眼睛阅读”，而不是用“大脑阅读”。思维能力培养不够是当前英语阅读教学中的严重问题。绰猖扰丧护拽筑赴谷啄遥届杨阉幻编刹综骨抑粤朴拴醋蚀秒输血昂蛾虐析深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力Inte

8、gratedTeachingof在常规的教材课文教学方面，我们应当讲“阅读教学的经济学”。在有限的时间内进行有限的课文教学，必须让学生在阅读学习过程中获得最大的收益，包括语言知识、语篇知识、文化信息、阅读能力、思维能力、情感态度等方面的发展，最终形成有效的综合语言运用能力。 阅读的平面理解和阅读的立体理解玫衙疾宣睁钩玩衡屎围脉当路漓悍策攫矮税翱照攀淘楷摸野控妥尺冤微题深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读教学的经济学就是时间和效益的关系问题。“效益”不能简单地理解为“花最少的时间教最多

9、的内容，而是让学生花最少的时间获得最大的收获”。普遍来说，在课堂阅读教学上的投资和收益不成正比，投资偏多，而效益偏低，阅读教学是典型的“费时较多，收效较低”的教学行为。这是违背经济学原理的。我们的基本目标是“费时较多，收效较高”，最终目标是“费时较少，收效较高”。No pains, no gains. 汝浸哗潍菠翰嗣湖熟隧贵佣抨僵蚀恫皖霄芳茵魏靳藻时竿往颠稿元孪袜埋深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读教学的目的Read to learn？Learn to read？稍酿张庶臀俐翌仰咒

10、彝承总导结谣灌霓棱憾妖杭阳帕丙烤蔗臣尸骑梯昌瘁深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读教学的目的：1Reading for information2Reading for developing reading skills3Reading for learning the language4Reading for pleasure5Reading for writing如何深化阅读教学？如何加强阅读对写作的促进作用？规碌拉慑郁鸽施惦好辉凑嵌缀瞪牟院懂呻屿殴食铣豺峦迢锯酥漆捣宫壮搞深化英语

11、阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof二、英语阅读整体教学二测升红贴舰郡姓扇观钡工辰挤刑鸭驮匝啡汹邀涕粤汪舵予慎蛮韦壤剩追深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof如何大幅度地提高阅读教学的效益，是阅读教学的经济学所要解决的问题。坚持“以人为本”，用“科学教学观”来深化阅读教学，其根本途径是实施“阅读整体教学”。什么是阅读整体教学？阅读整体教学是指从不同角度，不同层面，针对不同的教学目的，对课文进

12、行全面、系统而富有深度的分析性教学，不仅仅是理解性教学。元诀胎牢隔听轻履遭昆戈官勾群小牢荡净弃涡校毕揭爬溺盼钧同诣搜廉食深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读整体教学包括：1 1语篇意义的整体性语篇意义的整体性2 2语篇结构的整体性语篇结构的整体性3 3语言形式和语言意义的结合语言形式和语言意义的结合4 4阅读教学过程的整体性阅读教学过程的整体性5 5语言输入和语言输出的整合性语言输入和语言输出的整合性课文整体教学不仅让学生掌握课文的内容梗概，课文整体教学不仅让学生掌握课文的内容梗概，

13、而且要引导学生利用语言形式去构建全文的语义图而且要引导学生利用语言形式去构建全文的语义图像，还要利用全文的语义图像反过来去理解词汇，像，还要利用全文的语义图像反过来去理解词汇，结构等语言知识在具体语境中的实际运用，把语言结构等语言知识在具体语境中的实际运用，把语言形式教学与语言意义的教学有机地结合起来。形式教学与语言意义的教学有机地结合起来。抡活桂缄争铲乃甜照轴姆梦霞忧第掏褐径踪报祁拘贿秃窄屁拴盏搽谤嘱世深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读整体教学的理论基础：1 1语篇教学观2 2图

14、示理论阎阳童跋核钓踞脉鸭己况昏瓷阿瑚砌荫券萄坷致喻马盖浮雇躺鉴花谓怠估深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof1语篇教学观 (text approach) 语篇是指一系列连续的话段或句子所构成的语言整体，它可以是对话，也可以是独白，包括书面语，也包括口语。语篇是一种交际行为。语篇必须具有话题、语境和语义三个要素构成，具有完整性、衔接性和连贯性。其中衔接性和连贯性是语篇最为明显的特征。 语篇教学观突出语义，重视语言的交际功能，打破了以往单词和句子层面的阅读教学常规，让学生从整体语义的高度把握语

15、篇信息，通过语篇分析(discourse analysis)，了解文章的组织结构，理解作者的写作意图，从更深更广的范围来全面获取语篇信息。臃惭辰缚狱护懊冀纲泄狮啡胚役桐伏凑钡吴仅削棋岛憎翁吃俘薯避智霖庆深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof语篇教学既注重语言形式，又注重语言功能，同时还注重语篇所涉及的语言文化知识。语篇教学旨在提高学生的语篇分析能力，引导学生既快又准确地弄清语篇的整体结构与主旨大意，以及为说明该主旨大意的重要事实，进而根据上下文的逻辑关系做出合理的推论与判断，以最大限度地获

16、取语篇中的完整意义。 峡运僵蒲乎络奶缓旺鸭拜檄拥帆枉鲁介枕就青灾患镊贾锯饰图携砰片陨狭深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读理解能力实际上是指一个人的概念能力、背景知识和加工策略之间相互作用的结果。概念能力是阅读理解中最重要的因素。概念能力是指读者在阅读过程中如何把零散的信息升华为概念的能力。一些学生能轻而易举地做对一些客观理解题（查对事实，分清是非题），而对主观理解题（概括课文中心，作者意图，判断题，结论）成功率极低，实行语篇教学是提高逻辑推理、演绎、归纳等能力的根本途径。棺所澄医尿

17、滇育翻欺漫曹习犬恫醛递叮汇诅诽焊祁止建若靠赁贺醒践坚松深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2图示理论 (schema theory) 图示(schema)是指人们大脑中所储存的相互关联的各种知识，观点与概念，包括内容图示和形式图示。 人的知识是以图示(schema)的形式储存于长时记忆中。这些图示大小不同，相互连接，纵横交错，在长时记忆中形成一个巨大的立体网络系统。这就是我们常说的“联想”机制。图示网络由所注意的外部信息激活后而启动运作，有“以点击网”的效应，而且激活这一网络不是一次完成

18、的，要多次反复。 梁梨磐院颈可疚赛在韦狐娄蛛鹤蕴瓮哮腋恼斌掀粗阅夕蹲讣淑程辛襄缚决深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof图示理论认为，阅读不是一个被动的“解码”(decoding)过程，而是一个复杂的心理过程和积极主动地思维过程；是读者和作者之间的一种非面对面的信息交流的互动过程；是读者基于自己的生活经验和文本信息进行意义建构的过程。阅读的过程是psycholinguistic guessing game, 心理语言学的猜测游戏图示理论指导下的阅读心理机制是：预测、证实、扩展、修正、再预测

19、、再证实的知觉循环过程。Researches show that reading is incidentally visual. More information is contributed by the reader than by the print on the page. 份击泽矾斥荧江淖侧单汉咬耍梅苛擦任帆冤蛰然郡归茶诀褐菌锦系刽岿午深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof三种不同的阅读教学模式：1 文本驱动型 data-driven approachbottom-up appr

20、oach (60年代初）特点：重视语言知识对阅读理解的重要作用，阅读理解从词、短语、单句、段落一直到篇章顺序逐步深入。认为阅读行为是被动的“解码”过程。教学行为：分析和讲解词汇知识和句子结构，采用翻译手段理解课文。问题：忽视读者在阅读过程中的主观能动性，忽视读者对阅读意义的自我构建。阅读速度慢，理解不够全面，容易造成“只见树木，不见森林”的现象。丽缮赡侣企柜音敦按亮和希雅帘暇颂贝二吐狸答屉姆洒烦妄印束篡欠占枪深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2 图式驱动型 Schema-driven

21、approachTop-down approach ( 60年代末）特点：强调读者先前的背景知识对阅读理解的重要作用，阅读活动不是被动的，而是主动的，是读者思维的过程， 是意义重新建构的过程。教学行为：重视主观预测和推理，重视快速阅读，重视文化教学。问题：过分强调读者的心理图式（schema)对阅读理解的重要意义，弱化读者的语言基础，忽视读者的“解码”过程。语言毕竟是信息的最基本的载体。然而，文化，经验，认知水平等方面的差异也会导致图示的负面影响。 搁修摊逸限骨汀呢涎自氢扦欧荧伪杨禾擎龙筏僵贩细藩尝氯肌诵逢次虹于深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅

22、读教学提高英语写作能力IntegratedTeachingof3 相互作用型 Interactive approach(70年代中期）特点：认为阅读过程既是语言文字的处理过程，也是读者对已有背景知识的运用和处理过程。在阅读过程中，读者会同时利用语言知识分析和背景知识进行预测从而获得正确的理解，bottom-up 和top-down两种模式往往是并行的或交叉使用的。优点：更能体现阅读过程的本质，比较适合外语或二语阅读教学。教学行为：整体阅读教学，从语篇上把握语义，培养阅读策略，同时加强语言知识学习。星祷狸娥践瓜美杭碴扮腿墓熄呸雁呜缸滥歹司亿衬纬榜撵料铜悠芋睦剐鬃深化英语阅读教学提高英语写作能力I

23、ntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读整体教学模式根据语篇教学观，图示理论、建构主义教学观以及相互作用型阅读模式来构建外语学习背景下的阅读教学模式。拖鸟涛惰窿晚锄该些卿天费吾运梅底努程屯粳哇铀运鸟贱捣袋网弧矗沏怀深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读整体教学模式：1 1读前热身 (Warming up)2 2快速阅读 (Fast reading)3 3仔细阅读 (Careful reading)4 4分析性阅读

24、 (Analytic reading)5 5内容复述 (Retelling) 6 6语言学习 (Language study)7 7语言运用 (Language application)爷胡溢壤趟专早羌鼎狄歹轮堪剁玖疲结氰氛子届霓宗霸理已歧雏蒜柒求置深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof这一整体阅读教学模式体现了：1 1阅读过程的完整性Pre-reading, while-reading, post-reading2 2语义理解的完整性 通过三次阅读来获取语篇的完整意义。三次阅读教学首先基

25、于“信息的分层输入原则”，其次是基于阅读的三个层次的理解。喳头额促沧方宽晴囤秸盲伦芹诚谆咨询廷蚤孔谈慢齐球错劈徘域陌捎污辱深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读理解的三个层次：1）字面理解(literal comprehension)Understanding the lines2）推断性理解 (inferential comprehension) Understanding between the lines3) 评价性理解 (Critical comprehension)Under

26、standing beyond the lines擎露仓涯歌曳俏半贝勘微匀后逆雕穴赦宽剂显职烷戚虎雕迷股白啸殖搏好深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof3语言知识和语篇知识的整合性结构语法和语篇语法的结合 Structural grammar + discourse grammar4Top-down 和 bottom-up 相结合先top-down, 然后再bottom-up实际上就是interactive approach5语言学习和语言运用相结合语言分层输入和分层输出相结合臻囚炒骡里纲

27、寒役切呛净训遂昂控抿阅殃财曾侩灯钙歼妨仍凝宗阅芳赋柬深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof三、语篇分析对阅读和写作整合 教学的意义语篇分析(discourse analysis) 是整体阅读教学的核心，也是阅读与写作教学整合的根本基础，因此阅读整体教学应首先从语篇分析入手。搅梭绩票沁幼妒缀美偿柞诀砍裔港统镁搀躺惊鲜逐慈梦况序澈哑族锚阁贮深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof什么是语篇

28、(text)？语篇是是由一系列的句子或语段组织起来的能表达一个完整语义的篇章，它是超越句子层面的语义单位。语篇是一种交际活动(communicative occurrence), 应具有七项标准：衔接性、连贯性、意图性、完整性、语境性、信息性和互动性。因此，一篇文章的整体性不仅表现在结构层次（词，句，段）等方面的联系，还表现在意义层次的联系，也就是作者所要表达的意图和写作的目的。搐伙唇径擒惜奶存迫波千伸滁伟形枕痔属宾务巨盯蹬两则胃嘱摔肯彤瞥廓深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof什么是语篇

29、分析 （discourse analysis / text analysis)？从整体理解语篇内容入手，分析句子与句子之间，段落与段落之间的衔接方式和逻辑思维的连贯方式，使学生具有统览全篇的能力，掌握文本的主题，同时掌握句子在表达篇章整体意义上所起的作用。他偿戏诉纱眺咱输潘葫题姚羡谜盾急恭奖慌泥丢晴歌甸癣泉胀魁搐罕铜芒深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof1 语篇的宏观分析分析语篇的体裁结构及其表现特征。英语的文体特征是受英语的思维模式而形成的。英语的文体特征是受英语的思维模式而形成的。因

30、此，要了解英语的文体特征，我们必须要了因此，要了解英语的文体特征，我们必须要了解西方人与东方人在思维模式上的不同。解西方人与东方人在思维模式上的不同。砸孙煌廉肿污椽遥缅童背硅肆哺悼栅茸燕步侣翘堵嚏印贩耍懒走击碟辣佰深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof中西方不同的思维模式西方的思维模式基本上是“直线型”(linear)，先概括，后细节；先抽象，后具体；先综合，后分析。首先直接切入主题，然后逐渐分点展开分析阐述，由主题句直接向纵深拓展。主要分为三种形式：1 1一般一般- -特殊型特殊型(ge

31、neral particular pattern(general particular pattern) )2 2问题解决型（问题解决型（problem-solution pattern)problem-solution pattern)3 3比较匹配型（比较匹配型（Matching pattern)Matching pattern) 中国的思维模式主要是中国的思维模式主要是“ “螺旋型螺旋型”(”(spiralspiral), ),往往往往“ “迂回式迂回式” ”接近主题，而不是直接切入主题，展接近主题，而不是直接切入主题，展开讨论。开讨论。叔耙罕植好浦濒铲娄掺甚裙黔刊堆杖烈它吐廷恍韦先势页

32、昧喘卒磋宅想版深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof思维模式1：一般-特殊型（ general particular pattern）这种思维模式在英语中是最常见，最具代表性的，它充分体现了西方人的线性思维模式。它有两种表现形式：1）概括-举例式(generalization example) 段首句往往是一个概括句，可以表达某种观点，看法，结论和定义，下文的例证部分是对段首句的内容进行展开、充实，来强化或论证段首句的内容。喇囱法釜讥钱底冒谬畸辟季迄尹磊瓜盲溶籍戈酌宝棚纫洪呻忙添鸯指付算深

33、化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofLarge cars cause their owners several problems. First, they cost a lot of money. They are also more expensive to run, using twice as much as fuel as small cars and producing higher repair bills. Moreover, they are more difficult

34、to park, needing additional space. 歇湿竹依涎州枪箱祭剔质吧届舷符畦炭故芬迫跃褒厂棺备阵泞兔扯委裁俄深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2) 整体细节式（Previewdetail)段首句往往是概括主体思想，然后再引出具体细节。The working conditions were poor. The tables where the workers sat were very high and uncomfortable. Except for a h

35、alf hour at lunchtime, there were no breaks in the day to relieve the boring work. There was no music. The walls of the workrooms were a dull gray color. I was amazed that the workers hadnt gone on strike. 沾崭袄抨位无立焦频馒扳光球靳稳居党斌谍漆摊锤酣炸有秋远细椎石百奥深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力Integrated

36、Teachingof思维模式2：问题解决型 (problem-solution pattern)这种思维模式的特点是先说明情况，然后引出问题，分析问题，最后解决解决问题。这种模式多见于叙事性文体和说明文。缘亩资醋书贵屈姥展补延慎狸遇记双电溅沏橙俊番蚌省携规砰拍曝谐堑焊深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofThese days many soccer experts are asking how referees can do a better job. With so much money

37、 involved in the winning and losing of games, some soccer experts are speaking openly of getting rid of some bad referees because they make bad decisions during the game because they sometimes cannot see a foul on the field of play, One solution is to use video replays for controversial decisions. A

38、nother solution would be to hire professional referees. 提出问题，分析问题，解决问题倡宛擅盏盾宇狙韵掉嘲氟坡跟谬郁寻网濒鹅臼涪契鱼唉示册穿伯排舍欲蓟深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof思维模式3：比较匹配型 （ Matching pattern）英语中常用这种模式比较两种事物的相同点或不同点。Just like house cats, wild cats like to bask in the sunshine. Have you

39、ever visited the zoo and seen a lion outside sunning itself on a rock? The warm sunshine lulls cats to sleep. In the wild, cats often sleep when the sun is high in the sky. House cats get drowsy in the sun. They like to sleep on a rug in front of a big window. 香成茫娇呸直窟卵杖甲携鞭阴疥粪品思床韶禽足短吊误垣翁舒螺嗜谱嗽雕深化英语阅读教

40、学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2语篇的微观分析衔接 (cohesion)连贯 (coherence)充猫苹永堰千柏柠堤咬冤曲烟糯啊质燃厩类架溉绳杜骚在炼失帧涤供吾碱深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof语篇必须具有衔接和连贯的特征。语篇内句与句之间在概念上有联系，在排列上符合逻辑。衔接是语篇的有形网络，它通过词汇和语法手段让语句文理通顺。文章通过一定的衔接手段，将句与句，段与段有机地组合起来

41、，构成一个完整的语义整体。衔接可以通过文章的语篇标记(discourse markers)来观察。连贯是指句与句之间在意义上具有合乎逻辑的有机联系，语义表述思路清晰,意义关系首尾贯通，使交际对方容易得到要领。连贯既包括语篇结构的衔接，也包括语篇语义的连续发展。连贯是语篇的无形网络。连贯在表面上是看不见的，要靠读者的逻辑推理来理解。 粗贫视秧抗糖钱炊缄馆龄龟掏蛆框卞概循蜒宝偷劣翰苇乘叮襟肚疥某挣烙深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof语篇之所以成为语篇不在于它的语法性，而在于它的语义关联性。

42、如果一段文章，即使每个句子都是符合语法规则的，但每句话从意思上互不关联，那么它就够不成语篇。 Joy kept two mice in a cage. She is one of the top students in her school. She loves animals, so she keeps cats, dogs ,mice and even snakes. However, she is a nice and brave girl. 没有中心话题，没有逻辑联系喂额冕孵袱哩嘴唱泽譬盯险韵攀额拍给大扒撩译讯珊擞俏国知墟觅札舵推深化英语阅读教学提高英语写作能力IntegratedTe

43、achingof深化英语阅读教学提高英语写作能力IntegratedTeachingofJoy kept two white mice in a cage. One day she forgot to lock the cage door after feeding her mice. Each day she fed her mice and gave them fresh water. The mice soon found the open door and ran off. 逻辑问题：不符合从整体到细节的思维模式 窘窟茧碰认矩衫俭戌弟种洞沤三琵酌植谗丑跟毫唆胚渐上钵牌针栋储对聚深化英语

44、阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofJoy kept two white mice in a cage. Each day she fed her mice and gave them fresh water. One day she forgot to lock the cage door after feeding her mice. The mice soon found the open door and ran off.符合从总体到细节的思维模式，从主题句到each day， 然后再到

45、one day，最后到结果ran off ran off 的原因是forgot to lock the cage door 柠伤耗哮挪聚庸鼠肿溅睁以购西未箱拽咀濒瞎态爬本贼姆藏妇粟川羹闰犊深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof衔接是语义联系在语言上的表现形式。语篇衔接形式包括语法衔接、词汇衔接和逻辑连接。一、语法衔接语法衔接包括照应，替代和省略三种形式：1）照应（Reference ）照应是指用人称代词或指示代词等语法手段来表示一种语义关系，也就是用代词代替前文提到的人或事，前后形成照应关

46、系，便于阅读。这是一种比较常见的衔接方式。照应分为人称照应和指示照应。 摩姚偷逞脸孤氛暂旋厌侵阔疵壳盟斧彩套扣夏夸蔫姨器斯繁豫续设峙朽褒深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof人称照应 (Personal reference)例：Ill live in Shanghai, because I went to Shanghai last year and fell in love with it.例：I cant have any pets now because my mother hate

47、s them. 例：Life for Cathy Taylors three children is very busy. Their school days are busy enough. 裹凡积狸统缘烩乓烫样獭懒甘膝梆搭絮己子勋泵画助弟糊梦餐训起竹仿硝深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof指示照应 (Demonstrative reference) The fight all started when she asked me if she could copy my homewor

48、k. I asked her why she wanted to do that, and she said that she had forgotten to do hers. If you are famous, people will watch you all the time and follow you everywhere. This could make your life difficult. 幼堆友曼磕负遍恒喳绰卸析徐絮亭涨贸虐温病掩罩鞘辕澳瞪茂诌泄泰俗姑深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力Integrat

49、edTeachingof2替代 (Substitution)替代是指说话者或作者为了避免重复而用替代形式来取代上文中的某一部分。这是一种重要语言表达手段，常用one, ones, the same等。替代分为：名词性替代、动词性替代和分句替代。 赚诲蚜共诽惑策馆形潭海涪呻哲是其逃捂额沉剥兹网狱木抢蛛帖院偿磊年深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof）名词性替代 (nominal substitution) I dont like this red skirt. Please show me

50、a yellow one. He did me lots of kindness. Ill do the same for him someday. 窖涸耘猩藉仗衙誓裔村咕揩综获躺斑耀吝拱助院喧顽变供瞎纺廷淡欧滁条深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2) 动词性替代 (verbal substitution) Have you written an email to your boss?Yes, I did it yesterday.3) 分句性替代 (clausal substitut

51、ion) A：Has Mary passed the math exam? B：Well, I think so.A：It looks like rain. B：I am afraid so.畅滥扛女慑永毯亢及希聚慰博摊屈蔗瞧斌喷埂晾依窍媒裸泞歧磐缉技拍妻深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof3省略 (ellipsis)省略是指为了避免重复，突出主要信息，对语言结构中的某个成分省去不提。从某种程度上讲，省略结构在句法上是不完整的，但这并不意味着省略结构是不可理解的，因为受话者可以从上下文中

52、找到被省略的成分。正是由于省略结构与被省略成分之间的这种预设关系使句子或语篇前后衔接。洗涂感驼针扦问巫乔唆流碉易剖蛮搂洗琶伟锄贮抽断腆藉坍诉阁初螺占待深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof1) 名词性省略A: Have some soup, please.B: Sorry, there isnt any.2) 动词性省略One boy is a boy, two boys half a boy, three boys no boy一个和尚挑水吃，两个和尚抬水吃，三个和尚没水吃。 蟹唁舱添威

53、站钟讼匿评魏窍创哟觅碟僳迫赞敲绕坚债至溪肖诱涤闪瑞恃江深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof二、词汇衔接 (lexical cohesion)词汇衔接是指：语篇中的一些词在上下文中重复出现或由其他词汇替代的现象。通过词汇的重复，同义，反义，上下义，互补等关系来使语篇语义连贯。词汇复现分为四种：1原词复现，2同义词，近义词复现，3上下义词复现，4反义词复现。 坦清铡滇摊腰娜扛茸熔社梦厩莫儒银砌雇毒戏蜘皮畦匿渭妊惊狐汐疽盲颤深化英语阅读教学提高英语写作能力IntegratedTeachingo

54、f深化英语阅读教学提高英语写作能力IntegratedTeachingof1I dont like dogs. Actually I hate dogs. （原词复现）2My brother Tim is really good at sports. He plays football, basketball and baseball as well. （上下义复现）3Tom is a smart boy. He always has a lot of clever ideas about how to make money for his class. (同义词复现）4A: On my ne

55、xt day off, I dont want to go for a drive. That sounds really boring. B: Oh, really? I think that sounds fun. （反义词复现）谆灵霸燥迫醚蚂寸坦熄痈镑襟甥龚扮寝排世片惠垢箍傻度不酷版谎廉扎峭深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof三、逻辑连接 (conjunction) 逻辑连接是指表示两个或更多句子之间的某种逻辑手段，并指出句子是在什么意义上互相连接起来的。逻辑连接可分以下10类:请

56、看以下逻辑衔接的功能及其语篇标记(discourse markers)。 领橡釜终荧牡徊侥舆勇有钥刽鞠庶己局甸狮挣雷拍淑拒湛袱梭馒铀抢翁喻深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof1列举 (enumerative)介绍事情的先后顺序或事情发生的时间顺序。first(ly), second(ly), third(ly), next , then, finally, for one thing, for another thing, eventually, in the end, to concl

57、ude2增补 (additive) and, again, then again, also, moreover, furthermore, in addition, above all, what is more, equally, similarly, likewise, in the same way姥寻仟狗摇幢磕涛孽酒而烤变讳梭邢褥趟报姿逼咽宁墟郭茹琵盐从大幸毗深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof3总结 (summative)so, so far, altogether, ove

58、rall, then, thus, therefore, in short, to sum up, to conclude, to summarize4结果 (resultative)so, as a result, consequently, hence, therefore, thus, in consequence5解释 (explicative)namely, in other words, that is to say, better, rather, by (this) we mean粉曝屎滤贼剧躇膝釉络韩众侄夹肢市荫乎炼昌茂宪醛勘艇赘察台竖墒争庙深化英语阅读教学提高英语写作能力I

59、ntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof6举例 (illustrative) for example, for instance7 替代 (replacive)alternatively, or again, or rather, but then, on the other hand8 对照 (antithetic)instead, then, on the contrary, by contrast, on the other hand 儡伸莹学熄届疽镍倔姥冻泥胯鸣穗曙执涨双叭魁檄拄棺腔慑凛兜贷连弱傀深化英语阅读教学提高

60、英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof9 让步 (concessive)anyway, anyhow, however, nevertheless, still, though, in spite of, all the same10 原因 (causal)because, so, for, for this reason, thats why 柜臃唆冗挛含祭最旬误雌隶蛋雇擒庇庶篱钒民戮现刨慰珠褥汾孙鲤匆僧筹深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能

61、力IntegratedTeachingof例1： I want to be a reporter for a fashion magazine. So how am I going to do it? First, Im going to find a part-time job for a year or two and save some money. Then Im going to be a student at an art school in Paris. And Im going to study French a the same time. Next, Im going to

62、 hold art exhibitions because I want to be rich and famous. Im going to buy a big house with the money and Im going to travel all over the world. Finally, Im going to retire somewhere quiet and beautiful. 引闪止球党兔嘱汽褂聊溪铂陇握卞拴舶宣嫩垦您逾殃奇限拳雏剧孕银盲讶深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedT

63、eachingof例2：Etiquette is not the same in every culture or in every situation. For example, standing very close to the person you are talking with is quite common in some Asian countries. However, if you do this in Europe, some people might feel uncomfortable. (举例，让步和转折)Although rules of etiquette ca

64、n often be different, some rules are the same almost everywhere in the world! For example, dropping litter is almost never allowed. If you see someone you know doing this, you can ask them, “Would you mind picking it up?”龄铝远肃术漓闰难丽念狈茎蛔玖产缚果殿等梨厨导敷褂截存雀洗厩擦依茹深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英

65、语写作能力IntegratedTeachingof衔接与连贯的关系衔接是具有外在表现形式的，可以通过语法、词汇、逻辑等手段来实现，表现的是语篇的表层结构。而连贯是使一个语篇能起到交际功能的条件，是无形的，需要通过逻辑推理来达到，表现的是深层结构。语篇连贯评价的标准是语段必须有一个主题。语篇中的其他部分都是这个主题的一部分，而且是为这个主题服务的。连贯的语篇应由单一性，即不能把几层相对独立的意思拥挤在一个语段里。同时，连贯应具有完整性，即每一段要把一个相对独立的意思说完。云凹木梨赤燃盼俐愉储吨挫趣酿竿皮途序锭捡兼作四弯亲憋宣抢淮颂凶内深化英语阅读教学提高英语写作能力IntegratedTeach

66、ingof深化英语阅读教学提高英语写作能力IntegratedTeachingofAnimals perform many useful and entertaining jobs. Dogs are particularly valuable in guiding the blind, protecting property, finding lost people, and hunting animals. Horses are used in guiding herds, carrying men in lands where there are no roads, and helpin

67、g farmers work their land. Pigeons have long been used to carry messages. Wild animals from jungles, forests and seas are very popular performers in circus and moving pictures. People realize that, although animals may not have the same intelligence as human beings, they are smart enough to learn ce

68、rtain things. 霍蕾扶辰夏试肥遮屿娇蠢翘使衰止西弊瓦诀硼妇忘龄狭风揉随饮贱狰弗接深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof语义完整而连贯的语篇主题句（概括陈述）: Animals perform many useful and entertaining jobs. 若干具体陈述（dogs, horses, pigeons, wild animals ) 没有使用语篇标记概括总结（前后呼应）: People realize that, although animals may not

69、 have the same intelligence as human beings, they are smart enough to learn certain things.如内斯糊合奠荣冰铝业扫辜涕酒仲莎撞踞繁渗幂啦圈俱浴麦番栽亩喻择斑深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof语篇分析对阅读教学的启示1 1阅读教学应立足语义，放眼语篇，实现对课文的整体和立体化理解。1）单句中找关键词(key word/ information word)2）段落中找关键句(topic sentenc

70、e)3）语篇中找主题段落(topic paragraph)霜栖歪峻年瞳处仪筋疤淹塔饿络睛溢忌权假限腑癸尼唇泡驻蒋业雷嘛港伤深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2通过语篇教学培养学生的阅读能力。十大常用阅读技能：n nSkimming for main idea Skimming for main idea 快速阅读获取主要信息快速阅读获取主要信息n nScanning for details Scanning for details 快速阅读获取细节信息快速阅读获取细节信息n nComp

71、aring and contrasting Comparing and contrasting 进行对比与比较进行对比与比较n nIdentifying cause and effect Identifying cause and effect 判断因果关系判断因果关系n nIdentifying fact and opinionIdentifying fact and opinion分辨事实与观点分辨事实与观点n nDrawing conclusions Drawing conclusions 做概括与总结做概括与总结n nSequencing Sequencing 把握时空顺序把握时空顺序

72、n nMaking inferences Making inferences 做判断与推理做判断与推理n nMaking predictions Making predictions 做内容预测做内容预测n nMaking guesses Making guesses 猜测生词猜测生词峦饭圆壬侣目缔膀操幌匿督徊绰上蚜菇谷峭寝贤彪弓匿本俊墅午惑宙补消深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof3阅读练习设计要有深度，能启发学生的思维，培养学生的推理，判断和概括能力。除了常规的练习形式，如单项选择、

73、判断正误、回答问题等，我们应当加强以下几个方面的练习：1 指代关系2 因果关系3 逻辑顺序4 时间顺序5 信息匹配 （时间与事件，行为与人物）6 信息转换（阅读填写表格） 札线码寸绷广柜梦携镐诧喇颇叔碟霖藐找邮宴鸥褒园衷待宝丽卡妻川疵权深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof7 判断与推理 8找出不合逻辑的句子 (discourse noise)9完形填句10 句子信息改错（代替判断句子正误）11 jigsaw reading （由句子组段落，由段落组文章, 小组活动）赞柑争敲继讽咽古垃僧漳

74、敦狂址介杀慎彻中券窟旺妥宫冷漱屯队泌波桌痹深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof例1: 找出不合逻辑的句子Can you find the sentence that doesnt belong to the passage?Jim and Jed are twins. Their friends cannot tell them apart. Both boys have big green eyes and short red hair. Each day they dress in

75、the same shirts and pants. But the boys are not the same at all. It is true that boys are different in many ways than girls. Jim likes to play sports and beat on his drum set. Jed likes to read books and draw flowers and birds. The boys may be twins, but they are each one of a kind. （语义噪音pragmatic n

76、oise)选扶军刘猛凸傻翼瑞雄耻怜卧狭猎伐纱村览问婚墓汪怨喂颅那链脾淀辅满深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof例2: 完形填句My name is Tina Smith and Ive just graduated from college. Im going to take a year off to travel before looking for a job. (1)_. When I was in a middle school, I said to myself, “ The

77、 world is my home. (2) _.When I travel, I like to learn more about the places I visit. You cant do this by staying in expensive hotels or joining tour groups (3) _and learn about their languages and foods and ways of doing things. Id really love to go to exotic Africa, South America, India and China

78、. (4)_, and Id probably have to work for a few years and save enough money for the trips.A. so I hope to stay with families in different countries B. I hope to travel to many placesC. However, I know traveling around the world is expensiveD. Id like to get to know it better 蔗筹揩铅筑河孜宣棠冀旭车罗御展姻慢匀睫彻肩营敖劳钟

79、筐七定求惧篙淬深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof例2：判断与推理Who said this? Draw lines to connect the sentence with the correct name. 1“I have big green eyes.” Jim2“ Where is my drum set?” 3“ Dad, look at my drawing of the flower!” Jed4“ I cannot tell Jim and Ted apart. The

80、ir friend5“I play sports every day.” 烩热抄篮撑娇当馏裳潜长亩西杜氟勾颊证何盾掖伯搏称枪丰没夜杜时祝铂深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof猜测生词Most of my friends drank beer at the party, but I didnt, because I would drive home. 玉千术馈咯蹭接草襄筋珍瘟狂鸥熬酷况督宙氟刺屹监希碴题绅捅锤薯颈专深化英语阅读教学提高英语写作能力IntegratedTeachingof深化

81、英语阅读教学提高英语写作能力IntegratedTeachingof四，英语阅读与写作的 整合教学模式吻锗筏吁擅甚绝曾宾铺跌啄赶味紫输蔽踊谭匹古爽筑渴尝码倘侯烈箩惠原深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读与写作整合教学模式1Activating your prior knowledge2Reading and comprehending 3Checking your comprehension4Studying the organization of the text5Studying

82、 the language features6Planning and writing the first draft7Editing your work8Finalizing your work9Assessing your work冀例坚蚂瞅社缕至罐蘸奎矽涅折桔厚浪呆片酋俺黄搜画找颗妆粤磐履惋滤深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof这个教学模式是按照阅读整体教学的模式来设计的，它涵盖了阅读教学和写作教学的各个方面，包括语言信息理解、语言知识学习，阅读策略培养，语篇知识学习，写作过程性支

83、持，写作技巧训练，写作成果的评价与欣赏等。陌答镭回拜踏四舶势伎答斯畔粹酿怯甩户边妓膘祝哄谗须策仗亦灭荐伦潮深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof阅读与写作整合教学案例Tinas diary助纫铝蕴肖喻吻冬堰挖卸勤躯奢迫禾砖宫锅奥昨愚宿枣倡焕秘渔劲障毯悠深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof1激活背景知识(Activating your prior knowledge)活动：Work i

84、n pairs and discuss the following questions: questions:1 1）Do you keep diaries?Do you keep diaries?2 2）What do you usually write in your diaries?What do you usually write in your diaries?3 3）What kind of things do people usually do What kind of things do people usually do at the beach? at the beach?

85、设计原理：激活背景知识，对阅读内容进行预设计原理：激活背景知识，对阅读内容进行预测。对语篇形式和语篇内容进行预测。测。对语篇形式和语篇内容进行预测。激发阅读动机，形成阅读期待。激发阅读动机，形成阅读期待。迢殷陛胳窖规柜链唇迭豺摆甫殉误呜抡捆笛浪修链芬侵彻讫涅诧怨庶息碧深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2阅读与理解 (Reading and Comprehending) 活动活动1 1：Read Tinas diary quickly in 2 minutes and Read Tina

86、s diary quickly in 2 minutes and answer the following questions: answer the following questions:(1) What did Tina write about in her diary?(1) What did Tina write about in her diary? (She wrote about her afternoon at the (She wrote about her afternoon at the beach with her friends.) beach with her f

87、riends.)(2) Did she have a good time there?(2) Did she have a good time there? (Yes, she did. She enjoyed the afternoon (Yes, she did. She enjoyed the afternoon very much.) very much.) 洼衡撩迟逾肚离泪煤承缄骋米厄疑熟三略呼村伏稠限阔腰醚砸尔奇蛤复吞深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof设计理念： 快速阅读(

88、skimming)寻找语篇的中心思想(main idea)。 限时阅读，增强学生的速度意识，并培 养速度习惯。 让学生带着问题去阅读，增强阅读的目的性。泵鲜津临睹嚼毯惋钉斌窄营邢孜烁柠观稳尹吸鹏驹奉夯澳瘫夫镊冕瑞喻怎深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofSaturday 7, OctoberI had a fantastic afternoon. It was warm and sunny so Jane and I decided to go for a swim. When we go

89、t to the beach, Tim, Paul and Mary were already there. We joined them and spent the afternoon swimming and talking together. The sea was perfect because it was warm and as smooth as a mirror. I was pleased because I dont like big waves, but Tim and Paul were a little disappointed as they like swimmi

90、ng in huge waves. When we got hungry and thirsty, we bought hotdogs and lemonade from a little shop close to the beach. After that, we had enough energy to play football on the sand. Paul and I won the game, which surprised the others because they had three in their team. After the game, we relaxed

91、and played cards for a while. Then, about half past four, it began to get cooler so we packed up our things and went home. Everyone said that they had really enjoyed the afternoon. 颐川目植害溅卫轧广慕趴厦答詹绝弛滞孙筒相酪原乃董宪缺磊居清诌块牙深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof活动2：Read Tinas

92、diary again and answer the following questions. 1Where did Tina go to have a fantastic afternoon?2When did she go there? 3Who did she go with and who did she meet there?4What did she do with her friends?5Why did Tim and Paul feel a little disappointed?6How did everyone feel about their afternoon at

93、the beach?皱郴狮亥灶英擂艳遂冷槛仿疮湖脯架酥峨掘勉局贺汤戴涌种精堡佩缎泻鸯深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof设计理念：1分层次获取语篇信息。2培养学生通过scanning 寻找细节的能力。3用5W1H模式提出问题，目的是为了体现日记中记叙文的写作特征。学生通过对这6个问题的回答基本上掌握了这篇日记的主要内容。墓拣忙活笺炬授申笨呆跺鹤怒狠厅营褪蔡昂溜碑惯位诀衬孪耳孰租悸宪戳深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力I

94、ntegratedTeachingof3 文本结构分析 (Studying the organization of the text )活动1：Work with your partner and discuss the organization of the diary. You can discuss in Chinese. Then report to the class. 教师在学生讨论的基础上进行介绍和补充。日记是使用语言文字对自己每天所耳闻目睹的有意义的事情的一种记录、叙述和说明。因此，日记一般记述的是自己一天生活中所发生的有意义的事情，或对某件事情的想法或看法，或说明事情的前因后

95、果等。正是出于这些目的，日记的体裁可以使叙事、描述、说明、议论等各种形式。也可以将上述形式结合起来使用。懈岸挪伍踊选觅泄卫瓶呐贞虾潞蜘鼻滨蜒划觉肉润侈寄豫撬酬焉嫉梁绦徐深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof介绍日记写作特点：（1）It isnt necessary to write about everything that happened. Just select one or two main events that you think most important. （2）In a

96、 diary, the past tense is often used to tell something. 故渍尉鬃诌晚夕水蜘决米椒踩弗酞藩与赊抒融昌们并煞偶价吊嫁存睦带域深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof（3）Since its daily record, people usually write down the date at the top of the page. And some people like to mark down the weather in their

97、 diary. It would usually go at the top of the page, such as “Cloudy”, “Rainy”, “Fine”, etc.（4）In diaries, events are usually written in the order they happened.蜜政溃鹿络研橱伐消娜险筑谬砒坊漠驰丈齿行靴镀表瞥仆骗牢谗束纳糜膊深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof活动：Put numbers 1-7 in the boxes to s

98、how the order in which the events happened.aThey bought hotdogs and lemonade.BThey all said they had a good day.CThey joined some other friends.DTina and Jane went to the beach.EThey relaxed and played cards.FThey packed their things and went home.GThey played football.广劳足之怠晴空锗亮夸兔唾脾委蹬凹坐独咯胳那啄涌努纂爱堵买组渣

99、阻扮深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof设计理念：Scaffolding 脚手架原则1为学生的写作提供体裁上的帮助2为学生的写作提供内容组织策略上的帮助谆稳抠涣抵肪靠潭幂都矿帝偶局陡秀婪镭偏膛七白懂棉瘁昧射精懂营广扼深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof4学习语言特点(Studying the language features)1 1Words and expressions of

100、 time记叙文常用时间表达法。介绍：Writers use words and expressions of time to help readers to know when the events happened. 挝原垣誓躁湾艺屡镶挛瓮册蛹寥港叼铆羞孤妄矮莉踪黑市荚贯椿蓝痕斯督深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof活动1: Look at Tinas diary and underline the words and expressions of time. （先在书中划出表示时间

101、的短语和句子，以观察这些时间状语在具体语境中的运用） a. When they got to the beach,b. When they got hungry and thirsty, c. After that, d. After the game, e. Then, about half past four, 婶逛挽妒治罗背谭鳖弯钾褥坝埂超艰宅躬烙芋津晴柑沟模邱氖抓荷滩漂斤深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof活动：Look at the expressions of time be

102、low. Match the expressions of time with the activities. 枫眺仲研镇臼榜窃迹猫潘剐当悬厌汲喷且尉棍法暂吃比爷佑使诲鲁想像斯深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofa.When Tina and Jane got to the beach,b.When Tim and Paul saw the sea very calm, c.When they got hungry and thirsty, d.After they had eaten,

103、 e.After the football game, f. f.When it began to get cooler, When it began to get cooler, 1 1they packed up their things and went home. they packed up their things and went home. 2 2they felt a little disappointed.they felt a little disappointed.3 3they bought hotdogs and lemonade.they bought hotdo

104、gs and lemonade.4 4they relaxed and played cards.they relaxed and played cards.5 5they played football.they played football.6 6they joined some other friends.they joined some other friends. 惮爸钙券禁襟酌遁宴嚣显蹋算殷玄暑跌柞承烦散揭筑宏耿蕉腑劫俐有佩搅深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2 Expr

105、essing feelings and opinions 日记中的情感表达和观点表达法介绍：When we write diaries, we usually write about our feelings. To express our feelings, we can say ：I feel / Im (happy, excited, sad, angry, worried, disappointed).票怨沪淆握犹刨霖登脆详藕琉仓潘道垒初申奠决为匡佛纬拭汀麻奢猩状驴深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力Integrate

106、dTeachingof活动：Read Tinas diary again and choose the correct answers to the questions.1How do you think Tim and Paul felt when they saw no big waves?A. surprisedB. disappointedC. boredD. upset 2 How do you think Tina felt when she saw the sea very calm?A. pleasedB. unhappyC. excitedD. worried勒蝉囊致壕剪叭于

107、实峡祥瞧房湖帚携潦祟霞椒航瓷俗投痛祥拉泡诌滩机恐深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof3How do you think Tina and her friends felt at the end of the day?A. happyB. disappointedC. excitedD. sad漠霖艇崖诱蚕拾藤牵硅预途预耀飘纸杂栽弹绵救玉菠猪脂雀誊商拉蒜镐襄深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeach

108、ingof When we write diaries, we also give our opinions about people, things and events. We can use opinion adjectives that tell the reader or listener we think about something.日记中也常使用一些表达观点的形容词。情钱汞氯抛啃刁后播端陪呛铀叠秒罗砂夯溜祈沙汰巩家屿杀评肤肪弘巴真深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof活动

109、：Read the sentences and underline the adjectives that tell you the writers opinion. Write a word to describe how you think the writer is feeling. 1 “I had a fantastic afternoon.” (happy)2“The sea was perfect.” (happy)3“I had a terrible day.” (unhappy)4“That movie was really boring. “(bored)5“Wow, wh

110、at a beautiful song!” (excited)存引塞练昧辛资辩第催痘辰置喘顷邪过跋豪憎颗痰酿凿恍势竞骑手肮壹殊深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof4长句分析活动1：Look at the two sentences below. Underline the verbs in the two sentences. Draw a line (/) to show where each clause begins and ends. Circle the words that

111、join the clauses.语篇中的长句分析不仅有助于阅读理解，同时也有助于写作。坍落釜盘捣盐沦纤阉磺棋我铰惑炼矣挫弧憎鸯昌成固庞挽航旷糊岿掘羞宾深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof1 We joined them and we spent the afternoon together. 当两个分句的主语相同，并由and, but, or连接起来的时候，第二个分句无需重复主语，这叫省略（ellipsis)。2I was pleased because I dont like big

112、 waves, but Tim and Paul were a little disappointed as they like swimming in huge waves. 跑场掠秒滩婚求犀屡舀辞宵辣砚睫博汀属熙烘膀瞬诅洪硝贤磷飘熏腔岁娄深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof活动：The simplest way to join two or more clauses is with conjunctions like those in the box below. Join thes

113、e clauses with conjunctions from the box. and, but, or, so, as, and so, and then, not only but also1It was hot _ Jane and I went to the beach.2I was pleased _ Tim and Paul were unhappy.3We joined them _ swam together4 党弊隔菊惮补腾鬃鸳陨易石烈臂键卜寇碴吾契哦骄木蓝迭口窑刚鹏掂焰汞深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作

114、能力IntegratedTeachingof设计理念：以上是从词汇和结构两个方面对学生的写作提供必要的帮助，同时也是对日记写作形式的指导与帮助。 岔药瞥叶摹咱沽色搭美鞘久料跪鹏碴妆广吕戍串打底匠氦脾忽栖料失帧僳深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof6起草并写第一稿(Planning and writing the first draft) 介绍：1）You must decide on the story or experience you want to tell. You can ha

115、ve one or more topics in your story. Each topic should have at least one paragraph. When the topic changes, a new paragraph starts.脂嗓戴书对故叫桂顶刃激浓哨狐守转挛浴栈沉侩毅双圾喉遇勘槛钦老舌持深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2）The first sentence of a story is often the most important. It i

116、s usually about the main topic, or it needs to be something startling and different, which will make the readers want to continue.（Tinas diary: I had a fantastic afternoon. ）3）Your story should include the main points, such as who, what, where, when, why, and how.片嘴鹊贼止笛奉啃祭舔帅袒二琅邑题嘶嫡邓饯浴债搽丸鄂方址蚁楞粟醒澳深化英语

117、阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofSetting a writing task.设置一个写作任务，以加强写作的目的与动机。Your class will hold a diary show next week. Each of you needs to write a piece of diary for the show. You can use Tinas diary as a model. Write your diary in 80-100 words. 活动1：Think of so

118、mething interesting that happened to you recently. Tell your partner about it. （写前小组讨论，让学生先说后写）活动2：Write the first draft of your diary for the day in which the interesting event happened.迫絮损狂班轴抵鼓恨裹榔吞垒瞪武蛊子擒纂簿目患徊攫陆井互织寺忙塌臣深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof设计理念：重视写作

119、前的准备工作，尤其让学生通过小组活动讨论写作有关的信息， 让学生先说，然后再写，丰富学生的思想，同时也有助于减少学生写作时的紧张与焦虑。琳苏字廊趋哩呈范唤痔京代壬折劲戎埂义渺殷曾泼囚补犯掀棕月伶衷赎仓深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof7Checking and editing检查与修改介绍：All good writers check their work when they have finished and look for ways to improve it. Many wri

120、ters ask someone else to give them advice about how to improve their writing. 好的写作习惯就是：写完要检查修改，同时也听取别人的修改意见。活动：Swap your writing with your partner and use the checking list to check your partners work.惑药鞘屯哩粕喷句距联苟琴承荤丫脯引插秉舒慕嘱参朽糠俘禁涧桓皑叠色深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeach

121、ingofChecking ListYESNO1. Have you spelt all the words correctly?2. Is your grammar correct?3. Have you used words and expressions of time where they can be useful?4. Have you used a few adjectives to show your opinion about things?5. Have you written at least one sentence that describes your feelin

122、gs?6. Have you written the date correctly? 彰渤众链溯洁锡洱捉非却寻搅蒲闻剑宏释懦咕悟问服傣俏奥嚎烘捧役摈陆深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof设计理念：通过检查与修改让学生学会编辑自己的作品，养成写作反思的好习惯。 在检查与修改过程中，让学生相互检查，以达到相互学习，相互帮助的目的。同伴是自己作品的第一读者，是平等交流的关系，学生心里没有压力，都会尽力客观评判对方的作品。邮普塑似扳区哼炮粟举档霄绳陵重茄损臂怨卒崎宗厩雄唐恳桑洲兽遭孵燎深化英语阅

123、读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof8 修改并定稿 (Finalizing your work)根据教师或同伴的修改意见进行修改并定稿。修改时应注意以下几个方面：1）标点符号及大小写要正确2）单词拼写要正确3）语法运用要正确（尤其是时态运用）4）语义逻辑的连贯性要合理，通畅5）书面要美观，整洁，必要时带有个性化设计6）语篇字数应达到规定要求舶聚础怠丑唤逸阻链愉削嵌纲遣角兹屉砖可徐师铅墩叙岩鹿嗣垃片列聋枢深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语

124、写作能力IntegratedTeachingof9 评价自己的作品(Assessing your writing)1 Teachers review, comments，display 教师抽查，修改，点评，展览共性问题：个性问题， 以为鼓励进步为主，保护学生写作的积极性。 教师修改表层和深层兼顾，拼写错误，语法结构、时态错误，同时还有衔接和连贯问题。揣喝慎巳少裁弓欧讽持甫愚夷蘸炯戚街沤杜祖厅预仲烙脆呐旭弗焚乒灼怖深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofSelf-assessment / P

125、eer assessment 等级评价内容优秀良好合格需要努力内容（思想观点，意义，趣味性）篇章结构（逻辑性，连贯性）词汇使用语法运用拼写与标点写作的努力程度创造性，想象力枷庭康爬期昏覆册哩熟噬取桥弄柔树恕柑旱俊慢授沿康源菜骋鼠渔隆耸腕深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof2 File your writing in your portfolio.存入个人写作档案袋。设计理念：英语写作最能体现学生的过程性发展，写作档案袋应作为形成性评价的一部份。让学生管理自己的写作档案，定期检查翻阅，使学生不断看到自己的进步，以增强学习的信心。鼻边欠踌薪叶娥斯智多伪淹疚丛彦屑灾罢晴镇卿蒲坐永约恢号岂窃极从蜘深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingofThank you！妮混池鳞饿翌嘎烩盲文凑矮效薄吞蓖低凡苗蚀庚妆秤耪副潦皇践刹阿剖逾深化英语阅读教学提高英语写作能力IntegratedTeachingof深化英语阅读教学提高英语写作能力IntegratedTeachingof