高中英语读写教学微技能

高中英语读写教学微技能
一、读写教学微技能专题
1）读的时候引导学生关注并学习写的技能（脑中有“写”字）。

2）利用（结合）文本带领学生进行写的训练。

3）写作专题（或一项/几项微技能）指导/训练。

4）写作讲评反促学生写作微技能提升。

二、读写教学微技能实施建议
1.研读文本，依据文本特征设计
文本解读是做好微技能教学的关键。

任何一个文本都有文章可做。

例1. M3U4 Using: A visit to the moon
Para2:
Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful. Then we were off. As the rocket rose into the air, we were pushed back into our seats because we were trying to escape the pull of the earth's gravity. It was so hard that we could not say anything to each other. Gradually the weight lessened and I was able to talk to him. "Why is the space ship not falling back to the earth? On the earth if I fall from a tree I will fall to the ground.” I asked. "We are too far from the earth now to feel its pull,” he explained, “So we feel as if there is no gravity at all. When we get closer to the moon, we shall feel its gravity pulling us, but it will not be as strong a pull as the earth's." I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.
技能1: Use transitional words to make the passage coherent.
My mass will be less than on the earth because the moon is smaller and I will be able to move more freely.
I might even grow taller if I stay here long enough.
I shall certainly weigh less.
But when I tried to step forward, I found I was carried twice as far as on the earth and fell over.
Leaving the moon's gravity was not as painful KS leaving the earth's.
技能2: Use comparison to make the passage vivid.
Leaving the moon's gravity was not as painful as leaving the earth's. But returning to the earth was very frightening. We watched, amazed as fire broke out on the outside of the spaceship as the earth's gravity increased. Again we were pushed hard into our seats as we came back to land. “That was very exhausting but very exciting too；I said. "Now I know much morn about gravity! Do you think we could visit some stars next time?" “Of course,” he smiled, “which star would you like to go to?"
技能3: Write about what you do, how you feel and what you say to reproduce the scene
--达到情景再现的效果（作者在月球上所做、所见、所感、所思），即内容丰富性。

例2. M3U2 Healthy Eating
Using: Come and eat here（2）
续写？概要？
主题：健康饮食
应用文写作：
假如你是李昌，你的Jack -家人要来你家乡游玩，特别来信询问当地有名餐厅，请你给他
回复一封电子邮件，内容包括：
1.推荐餐厅
2.说明推荐的理由。

（要点：食谱及对身体健康的益处
次要点：折扣、低价、服务、环境等）
2.解读高考，分项突破各项技能
研究《考试说明》和《课标》
思考：新高考读后续写、概要写作及应用文要求学生具备哪些细微的技能？
阅读课及其它课型
写作指导课、讲评课
渗透、学习、训练--分项突破，循环提升。

3.关注逻辑，培养学生分析能力
续写：梳理人物关系、故事情节
概要：段与段之间、句与句之间的逻辑关系
4.精读勤练，助力学生提升技能
The proper solution has popped out like a piece of bread popping out from an electric toaster.
She put her arms round my neck, and rested her head quietly on my bosom....I bent over her and saw that she was looking at it while her head lay on my breast.
she sighed,and put her back in its old position on my bosom.
5.阅读为重，整合核心素养要求
1）读后续写、概要写作…阅读+构思+表达
2）英语学科核心素养：语言能力、思维品质、学习能力、文化品格
--阅读是培养核心素养的主要载体
3）阅读仍是教学首重
2017年省优质课评比评分参考：
1.课堂教学目标的设置符合教学材料特点,陈述清晰。

2.教师的教学基本功（口语、应变能力、教态等）较好。

3.围绕教学目标组织教学活动。

4.教学材料的处理，基于文本信息加工培养思维能力，促进语言学习，兼顾阅读策略
的运用，平衡信息加工与语言学习,综合而有侧重。

（概括，转述，拓展。

）
5.为目标任务搭建支架，关注教学活动实施的实效性、灵活性和整合性等。

6.根据课堂教学反馈及时调整教学内容和方法。

7.思维密度、深度、广度与教学材料和教学目标相符。

8.布置合适的作业。

读与写本身是一个综合的、一致的过程。

Micro skills in reading and writing。