英语读写作文教学案例

邢季

1. 案例背景

江苏高考试卷中书面表达近几年都以读写作文为主，这对学生的阅读和写作要求都比较高。需要学生看懂文本，能够根据要求提取所需关键信息并进行转换。高二学生开始有系统地接触写作这个环节，经过长期句子翻译等练习，已经有了一定的写作基础。本人利用牛津教材模块十一第二单元的project“Mind the gap”， 这篇文章文本虽然是高三阶段的，但文章内容比较简单，话题时髦切合学生实际，要求学生读完文章后完成相应的写做任务，并进行同伴互批修改润色工作。

2. 文本分析

本节课读写内容为“Mind the gap”，话题是关于“休学实践年”。要求有四个层次的表达：一，部分大学生现状;二，修学实践年的好处;三，一些可操作的案例（休学时间年做些什么）;四，你的建议。学生基本都能写出四段式完整的表达，不足之处在于阅读中部分信息的转化不太到位，写作语言的表达比较平淡。

3. 教学目标

理解休学实践年以及它的好处;学生能提取关键信息并转换;学生能根据高考评分标准批改并润色同学间的文章。

4. 教学过程

Step I. Lead-in导入

播放课前音乐“Travelling Light”， 问他们“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？”鼓励他们出去走走，见见外面的世界。并展示两句与主题相关的名人名言。“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.”

设计依据和目的：课前音乐是关于轻装去旅游。鼓励学生出去走走，为下面的休学实践年做铺垫。

Step II. Reading comprehension and extracting阅读理解与提取

基于文本提問学生三个问题：“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？ ”第三个问题中启发学生“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”

设计依据和目的：帮助学生梳理文本，提取有效信息。发散性问题有助于学生进行头脑风暴，为写作做准备。拔高学生的思想境界，要多考虑回报社会，实现人生价值。

Step III. Assessing the composition 批改作文

让学生参考高考英语作文评分标准和常见错误实例来进行作文批改。错误实例有拼写，词性，主谓一致，搭配，时态，标点，逻辑，缺少要点，字数过多或过少这些方面。四个学生一个小组，批改同一份作文，本人事先挑选好值得批改的文章并复印好分发给学生。

设计依据和目的：批改同学间的文章让学生兴趣盎然，从同伴的错误中吸取教训，避免以后在自己的作文中犯相似的错误。

Step IV. Polishing up the writing 文章润色

让学生说出一些普通词的高级替换词，如“get”，“finish”，“like”，“care”，“consider”，“use”，“important”。

普通句子改写成高级句型及表达，如：“1） When they face the poor condition， the students will be ready to face challenges in the future.  （非谓语） 2） A gap year can give us sufficient experience.（名从）3） Travelling around the world is a brilliant option. It gives them a chance to relax themselves and broaden their horizons.（定从）4） Last but not least， the gap year gives us time to prepare ourselves for the university.（强调句）”

给学生段落的衔接：第一段向第二段的过渡：

“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.”

第二段向第三段的过渡：

“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.”

设计依据和目的：学生能够知道从哪几个方面去润色文章，并从例子中得到启发，所有的例子摘自同学写的优秀表达，这样的表达对于学生来说更容易理解模仿。

Step V. Presenting and summarizing 展示与总结

学生四人小组讨论热烈，然后要求学生用不同颜色的笔做记号修改润色，邀请学生上来展示，用幻灯片投影成果。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.”

設计依据和目的：上来展示成果并让学生讲清楚为何要做这样的修改，充分发挥学生的主动性。课堂气氛活跃。

Step VI. Assignment and sharing作业与分享

课后要求学生相互分享被修改好的文章，取长补短，共同学习进步。结束语：“One is never too late to take his gap year and perfect his writing.” 再次点到本节课的主题。

设计依据和目的：将课堂延伸到课外，真正做到同伴互助学习（learn from the peers）。

（作者单位：江苏省海门中学）