如何教学高中英语阅读和写作-4页精选文档

如何教学高中英语阅读与写作

随着教育事业不断发展，新课程标准推出，教师教育理念也得不断更新。在新课程标准中，高中英语阅读与写作占了相当重要地位。然而目前状况是，虽然教师也提供阅读材料，但是学生却无兴趣阅读，即使阅读也是完成任务，收不到应有效果。写作更是无人问津，为了应付高考，在高三第二学期背诵一些范文了事。而形成性评价与合作学习则有助于激发学生兴趣，增强学生自信心与自主能力，提高学生英语阅读与写作。

在以往阅读教学中，教师把阅读材料交与学生自己阅读，做几个选择题，之后教师给出答案，学生做错，教师给予解释。教师不关注学生阅读过程，学生没有自我评价，教师也不给予及时评价。而且，阅读是阅读，写作是写作，都是孤立进行。在阅读写作时，教师对学生阅读、写作时情感体验、态度、价值观不予关注，学生处于被动地位，主观能动性得不到很好发挥，对阅读、写作缺乏兴趣。

形成性评价重视学生在学习中体验，强调人与人之间相互作用，重视师生交流，生生交流，这就要求师生之间，学生之间相互合作。在这个过程中，教师职责是：确定任务、收集资料与学生共同讨论，在讨论过程中渗透教师指导作用，以及学生共同参与评价。形成性评价所适应教学模式可以概括为：以学生为中心，在整个教学过程中教师发挥组织者、指导者、帮助者与促进者作用,利用情景、协作等环境充分发挥学生主动性、积极性，最终实现建构知识目。合作学习是形成性评价所适应教学模式一部分。

基于以上所论，我们将形成性评价、合作学习贯穿于阅读与写作中，并把阅读与写作有机地结合起来。具体方式如下：（以下面一篇文章为例）

Two years ago, when world-class surfer Bethany Hamilton was attacked by a shark, the incident made news around the world. The 13-year-old was lying on her surfboard in the calm waters off Kauai， Hawaii. Then， a 15-foot tiger shark appeared without any warning，grabbing Bethany’s left arm and tearing it off. Just as suddenly，the shark disappeared.Bethany swam to a shore with one arm， losing 70 percent of the blood in her body. By the time she reached the hospital， she was nearly dead. Bethany's story is incredible.Why did the shark let go， they wonder， when it could have easily eaten the young surfer?

The answer，according to many scientists， is that the shark attacked Bethany by mistake. Sharks， even"man-eaters" like great whites and tigers， usually feast on fat，fleshy seals and sea lions. Humans， by comparison, are lean and bony. Many researchers believe that some sharks―especially the young and inexperienced ones―make mistakes when they hunt. When the shark catches hold of a swimmer or surfer， it quickly realizes that it's not a satisfying meal. So it let go， as the tiger shark did when it attacked Bethany.

Bolstering this theory is the fact that shark attacks are rare， even in the waters off the coast of California， which are teeming with sharks. Hundreds of thousands of people surf and play in those waters each year， yet there have been fewer than 80 shark attacks there in the last 50 years. Only seven of those attacks have been fatal. "If people were a natural prey of sharks， we'd be getting 10 attacks an hour，" says biologist Steve Kaiser， a leading shark researcher.

Bethany agrees that sharks are not especially interested in humans. Since her accident， she has encountered three sharks， including a 5-foot one that swam directly under her board without even looking at her.

第一步：Lead in. Get students to say something about sharks. Introduce the following words: garb， incredible， bony, teem.

The purpose of this step is to get students familiar with sharks and deal with some new words that may be the obstacles for students in reading. The purpose may be achieved by group discussing.

第二步：Fast reading by students for 2 minutes. Dealing with the following questions after reading. If there is any disagreement, ask the students to discuss in pairs.

Question1：How old was she when she was attacked by a shark?

Question 2：Are there many sharks in the waters off the coast of California?

第三步：Careful reading. Ask the students to read the text carefully and do True or False questions. Answers willbe checked by the teacher and students. Whether or not the student agrees the statement, he / she must give his / her supporting sentences.

a. The shark disappeared because it was afraid of humans.

b. After the shark tore her left arm off, it found that Hamilton was not what it wanted.

c. The author agrees that the shark attacked Bethany by mistake.

d. Sharks do not like eating humans because humans are lean and bony.

e. There have been only 80 shark attacks in the waters off the coat of California in the last 50 years.

f. Bethany has met with sharks four times altogether.

当学生给出答案与理由时，教师给予一些鼓励性评价。如果答案正确，理由充足，教师可以这样评价：You are great. You have given a perfect reason.如果答案部分正确，教师可以说：I agree to some of what you have said. If you can think it over, I think you can give a perfect answer.如果离题很远，教师可以说：I know you have read it through and want to give a satisfying answer. If you can read it more carefully, I believe you'll make it.

第四步：Discuss the main idea and the author's attitude in groups of four. In this way students can be given a chance studying cooperatively. Students may have different ideas. Discuss and get the main idea.

在这一过程中，学生如果想支持自己观点，就必须寻找支持自己观点论据。同样在这一过程中要给予一定评价。

第五步：Communicate in one's own words. In this step, ask the students to answer the following questions in groups of four. One student acts interviewer, and the others act Bethany.

1. Why do you think the shark didn't eat you?

2. Many people say the shark attacked you by mistake, do you think so? Why?

3. Fleshy seals, sea lions and humans are all animals. Why are sharks not interested in humans?

在这一过程中，学生通过一步步参与，逐步地对文章有了一个透彻理解。他们对文章论点、论据已经明明白白，已懂得了怎样用有力论据来支持自己观点。

第六步：Discourse analysis （篇章剖析）。篇章剖析帮助学生更好地了解文章是怎样写。通过前边步骤，学生已经明白这是一篇议论文。通过篇章剖析，学生知道议论文可以有这样模式：剖析（论据）――论点――剖析（论据）。在此基础上，教师可以告诉学生议论文也可以有以下模式：论点――剖析――论点（扣题）。