宁波三中夏丹 思维引领读写教学

Student’s version
4 The plot hints what remains missing. The climax
?
?
The beginning A trip by car
The ending
?
思维品质解读
故事情节发展分析想象能力 Para1. The next day we remembered the brandnew tent we had brought with us.
Five aspects to achieห้องสมุดไป่ตู้e unity
1. Literary elements 2. Organization 3. Theme 4. Plot
5. Language
1 Literary elements
indicate the main idea. The title
who
what might be the function of the last paragraph? What might be talked about? How could you make the story a unified one? How could you make the ending a satisfying one?
Where When Why What How
A ____Vacation with My _____Mother A Vacation with My Mother
what
Predict
The text
2 The organization
suggests what to write.
Dramatic stories are usually organized into four parts
3. 思维品质：读的隐性心智+写的“显性“思维
《读后续写：英语学科核心素养的一种评价途径》 夏谷鸣，《中小学外语教学》（中学篇）2018年第1期
Four bases for effective writing
Unity
Discover a clearly stated point, or topic sentence, and make sure that all other information in the paragraph or essay supports that point.
1. Introduction Basic elements (wh- questions) 2. Problem
A problem that in some way changes the normal situation What the characters do to solve the problem
Support
Support the points with specific evidence, and plenty of it.
Coherence
Organize and connect supporting evidence so that paragraph and essays transit smoothly from one bit of supporting information to the next.
3. Events
人教版《英语》 选修课程之 《英语写作》
4. Ending
A good story ends in a way that will satisfy the reader (with a moral)
3 The theme reminds writers to keep to the point.
立足课堂，为思而教
The text
1. I had an interesting childhood. It was
filled with surprises and amusements, all
because of my mother---loving, sweet, yet
absent-minded and forgetful. One strange
思维品质解读
语言的鉴赏能力 模仿创新能力
Additional questions
What did she do? What did she/others feel when the problem arose ? What did she/others think? What was their surroundings? What was the tone of the writing?
5 The language draws your attention to details.
time action
emotion tone
appearance conversation
surroundings mental activities
The text
Tone
Who knew if we’d ever see them again?
Sentence skills
Revise and edit so that sentences are error-free for clearer and more effective communication.
John Langan, College Writing Skills with Reading 9/e
• “We are not going to stay in hotels anymore,” Mom suddenly said, with a firm tone, “or our tent would be of no use.” With all our objections in vain, we finally stopped on the front doorstep of a house with a big backyard. To our surprise, it turned out to be a better experience than we had imagined. David and I had a great time trying all the camping equipment while Mom was chatting happily with the kind family. Though we didn’t have the tools for cooking since Mom was so forgetful, we still had a good meal as there truly was someone who was as nice as Mom was.
思维引领读写教学
夏丹 宁波市第三中学
语言创新思维能力 （language thinking ability, LTA）
黄远振，兰春寿，黄睿. 为思而教：英语教育价值取向及实施策略[J].课程· 教材· 教法,2014(4):63-69
读后续写题型
1. 语言能力：语篇理解能力+续写表达能力 2. 文化意识：跨文化意识+文化价值取向
What problem might they have? Who might cause the problem? Was the problem finally solved? How might they solve the problem?
Para2. We drove through several states and saw lots of great sights along the way.
family trip we took when I was eleven tells a lot about her.
思维品质解读
故事结构要素梳理能力
The possible development
tent camping trouble great sights
Mom
forgetful absentminded nice
humorous
•Para2: We drove through several states and saw lots of great sights along the way. What’s more, we had many unforgettable camping nights after Mom’s decision. When we were about to reach Colorado, Mom asked: “What do you feel about our trip, my sweethearts? Is it interesting?” “Well, I can’t say it’s a perfect one, but it’s great, especially at night when we enjoy meals with others.” David giggled. The sun cast a warm golden glow on Mom’s face. She was still our childlike Mom, but I realized that she was the one who can make the most of her life. 03