熊海虹老師讀寫(xiě)示范課

熊海虹老師讀寫(xiě)示范課一、理論與教材編寫(xiě)原則二、讀寫(xiě)課堂三、冰果智能作文評(píng)閱系統(tǒng)四、拓展與總結(jié)理論與教材編寫(xiě)原則大學(xué)英語(yǔ)教學(xué)大綱變化85年-較強(qiáng)的閱讀能力、一定的寫(xiě)譯能力、初步的聽(tīng)說(shuō)能力97年-較強(qiáng)的閱讀能力、一定的聽(tīng)說(shuō)寫(xiě)譯能力03年（試行）-較強(qiáng)綜合應(yīng)用能力，尤其是聽(tīng)說(shuō)能力07年-英語(yǔ)綜合應(yīng)用能力，特別是聽(tīng)說(shuō)能力，使他們?cè)诮窈蟮膶W(xué)習(xí)、工作和社會(huì)交往中能用英語(yǔ)有效地進(jìn)行交際，同時(shí)增強(qiáng)其自主學(xué)習(xí)能力，提高綜合文化素養(yǎng)，以適應(yīng)我國(guó)社會(huì)發(fā)展和國(guó)際交流的需要理論與教材編寫(xiě)原則ThirdgenerationoflanguageteachingCommunicativecompetence

LinguisticcompetenceDiscoursecompetencePragmaticcompetence理論與教材編寫(xiě)原則learningalanguage≠learningofphonetics,grammarandvocabulary

≠learningoftheskillsofoperatingthesymbols

=acquisitionoftheability/competencetocommunicatewithothers

EIintakeoutput理論與教材編寫(xiě)原則《新編大學(xué)英語(yǔ)》的特點(diǎn)

AuthenticityCreativityVarietyRelevanceInterestUp-to-date理論與教材編寫(xiě)原則教學(xué)原則：以學(xué)生為中心；進(jìn)行語(yǔ)言綜合應(yīng)用能力的培養(yǎng)；重視培養(yǎng)學(xué)生的自學(xué)能力；課堂活動(dòng)和練習(xí)的設(shè)計(jì)應(yīng)以學(xué)生能積極參與為衡量標(biāo)準(zhǔn)。理論與教材編寫(xiě)原則教學(xué)模式以學(xué)生為中心的主題教學(xué)模式理論與教材編寫(xiě)原則課堂教學(xué)PreparationViewing-Listening-CenteredActivitiesReading-CenteredActivitiesFurtherDevelopment課外自學(xué)ListeningPracticeAfter-ClassReading讀寫(xiě)課堂LessonplanUnit1,Book2 AGoodHearttoLeanOn讀寫(xiě)課堂1.Lead-in2.Post-Reading3.LanguageStudy&Practice4.OralPractice5.WritingPractice讀寫(xiě)課堂Lead-inNowwatchavideoclipfromIAmSamaboutafatherandadaughterandtellyourpartner.Describethefatherandthedaughter.YourdescriptionshouldincludeAge,appearance,haircolor,eyecolor,thesurrounding,whattheyaredoing,etc.Whatdoyouthinkofthefather?Thedaughter?讀寫(xiě)課堂Lead-inIn-classReading:

AGoodHearttoLeanOn讀寫(xiě)課堂Lead-inPre-readingquestions:

1.Howdoyoufeelwhenyouwalkonthestreetandseeadisabledperson?2.Doyouknowanyonewhoisdisabled?Talkabouthimorher.讀寫(xiě)課堂Lead-inWritingstyleNarrative，descriptiveTensesPasttensePastprogressivePastfuturePresent讀寫(xiě)課堂Lead-inSomeimportantverbs:adjust(to)botherclingtocomplain(complaint)aboutcoordinateengageinparticipatein

讀寫(xiě)課堂Lead-inSomeadjectivesinrelationwithone’sfeelings:

contentembarrassedenvious(of)

nastyreluctantfortunatefrustrated讀寫(xiě)課堂TextReadingNowreadthetextTheGoodHearttoLeanOnintenminutes.讀寫(xiě)課堂Post-ReadingOutlineofthetext

PartI:Paras1-4 Thefather’sphysicalconditionandhowhemanagedtogettowork.PartII:Paras5-7 Theson’scommentonthefather’spersonalityPartIII:Paras8-11 Thefather’sattempttoexperiencethingsdirectlyorindirectlyPartIV:Para12 Thefather’sinfluenceonhisson讀寫(xiě)課堂Post-ReadingPartI:Paras1-4Thefather’sphysicalconditionandhowhemanagedtogettowork.1.Whatwasthefather’sphysicalconditionlike?2.Howdidhemanagetogettowork?3.Howdidthesonfeelwhenpeoplestaredathimandhisfather?讀寫(xiě)課堂Post-ReadingDescribefeeling:embarrassed,ashamed,bothered,impatient,amatterofpride,Describeappearance:short,crippled,Describeactions:leton,coordinatesteps,setthepace,adjustto,makeitto,clingtoDescribefacts:Itwasimpossibleto,despitenastyweather,讀寫(xiě)課堂Post-ReadingPartII:Paras5-7Theson’scommentonthefather’spersonality

1.Whatdoesthesonthinkofhisfather’spersonality? 2.Canyoudescribehisfather’spersonality?Pleasegiveexamples.讀寫(xiě)課堂Post-Readingmarvelat,subjectoneselfto,takecourage,showenvy,lookfor,judgepeoplebyaproperstandard,knowprecisely,engagein,indignity,stress,anobjectofpity,themorefortunateandable讀寫(xiě)課堂Post-ReadingPartIII:Paras8-11Thefather’sattempttoexperiencethingsdirectlyorindirectly1.Howdidthefatherexperiencethingsdirectly?2.Indirectly?讀寫(xiě)課堂Post-Readingtrytoparticipate,keepsth.going,findoneselfwith/without,haveagoodtimedoingsth.,breakout,standunaided,beurgedto,participatevicariously,comehomeonleave,seetoitthat,knowledgeable,memorable,讀寫(xiě)課堂Post-ReadingPartIV:Para12Thefather’sinfluenceonhissonHowdoesthesonthinkabouthisfathernow?讀寫(xiě)課堂Post-Readingsensethereluctance,regret,complainabouttrifles,regainbalance,unworthy,enviousof讀寫(xiě)課堂Post-ReadingUnderstandthechangeofthewriter’sfeelingforhisfather

Whengrowingup:embarrassed,ashamed,impatientHishandsonmyarmforbalanceSisterandIpulledhimthroughstreetonsleigh讀寫(xiě)課堂Post-ReadingLookingback:marveled,sorry,regrettedAgoodheartHelikedtogotodances&partiesProudofhisson讀寫(xiě)課堂LanguageStudy

clingtoengageinparticipatemarvelatcoordinatesubject…to…

讀寫(xiě)課堂LanguageStudyOncethere,hewouldclingtothehandrailuntilhereachedthelowerstepsthatthewarmertunnelairkeptice-free.(para.4)clingto:1)toholdsomeoneorsomethingtightly,especiallybecauseyoudonotfeelsafe

e.g.兩個(gè)迷路的孩子互相緊緊地抓住.Thetwolostchildrenclungtightlytoeachother.Theyclungtothefloatingwreckage.

2)tocontinuetobelieveordosomething,eventhoughitmaynotbetrueorusefulanylongere.g.

Heclungtothehopethatshewouldbecured.

ice-free(duty-free)讀寫(xiě)課堂LanguageStudyengagein:tobedoingortobecomeinvolvedinanactivitye.g.Inhissparetime,heengagesinvoluntarywork.Theyneverlearnedskillsto_______________________________.(吸引別人的注意）。engagetheattentionoftheothers讀寫(xiě)課堂LanguagePracticeChooseatleastonewordfromeachgroupandmakeameaningfulsentence.GroupA:leton,coordinatesteps,setthepace,adjustto,makeitto,clingto,marvelat,subjectoneselfto,takecourage,showenvy,lookfor,judgepeoplebyaproperstandard,knowprecisely,engagein,GroupB:embarrassedto,ashamed,bothered,difficult,impatient,amatterofpride,indignity,stress,anobjectofpity,themorefortunateandable讀寫(xiě)課堂OralPracticeDiscussthefollowingquestionswithyourgroupmembers.1.Whatdoyouthinkmakesagoodheartnow?2.Whathaveyoulearnedfromthisarticleabouttherelationshipbetweenthefatherandtheson?3.Howandwhydidtheson’sattitudechange?Ifyouweretheson,howwouldyoufeeltowardsthefather?讀寫(xiě)課堂OralPracticeNowimagineyourselfasthefatherandtellthestorytosomeoneyoujustmadeanacquaintancewith.讀寫(xiě)課堂WritingPractice1.Descriptivewriting--createsanimageinthemindsofitsreaders2.canbeobjectiveorsubjectivebutthedominantimpressionalwaysconveysanattitude讀寫(xiě)課堂WritingPractice(1)PerspectivesandOrderofpresentation

Spatialorder(Tothesouthofit..., highabove...,downtothepath..., etc.) Thematicorder(categories, classifications,groupingorder,etc.) Impressionisticorder(themost dominantimpression,lesssignificant impression,etc.)讀寫(xiě)課堂WritingPractice(2)Show,don'ttellIgrewtiredafterdinner.AsIleanedbackandrestedmyheadagainstthetopofthechair,myeyelidsbegantofeelheavy,andtheedgesoftheemptyplateinfrontofmeblurredwiththewhitetablecloth.(3)MetaphorsAlltheworldisastage,andallthemenandwomenaremerelyplayers.

(Shakespeare)Somebooksaretobetasted,othersswallowed,andsomefewtobechewedanddigested.Jane’sUncleisanoldfox,uptoallkindsofevils.

讀寫(xiě)課堂WritingPracticeachecklistofthefollowingessentialquestionsinmindforyourdescriptivewritingWhatorwhodoyouwanttodescribe?Whatisyourreasonforwritingyourdescription?Howcanyoushowyourreaderswhatyouaredescribing?Whataretheparticularqualitiesthatyouwanttofocuson?differenttypesofdescription1.Describingpeople2.Describingscenes3.Describingplaces4.Describingprocessesandmechanisms5.DescribingGraphsExample-AFriendlyClownOnonecornerofmydressersitsasmilingtoyclownonatinyunicycle—agiftIreceivedlastChristmasfromaveryclosefriend.Theclown'sshortyellowhair,madeofyarn,coveritsearsbutispartedabovetheeyes.Theblueeyesareoutlinedinblackwiththin,darklashesflowingfromthebrows.Ithascherry-redcheeks,nose,andlips,anditsbroadgrindisappearsintothewide,whiterufflearounditsneck.Theclownwearsafluffy,two-tonenyloncostume.Theleftsideoftheoutfitislightblue,andtherightsideisred.Thetwocolorsmergeinadarklinethatrunsdownthecenterofthesmalloutfit.Surroundingitsanklesanddisguisingitslongblackshoesarebigpinkbows.Thewhitespokesonthewheelsoftheunicyclegatherinthecenterandexpandtotheblacktiresothatthewheelsomewhatresemblestheinnerhalfofagrapefruit.Theclownandunicycletogetherstandaboutafoothigh.AsacherishedgiftfrommygoodfriendTran,thiscolorfulfiguregreetsmewithasmileeverytimeIentermyroom.讀寫(xiě)課堂WritingPracticeWritingassignment1.Writeashortparagraphdescribingsomeoneyouknowwell.2.Writeanessayon“MyFather/Mother/BestFriend”.Choosetwoorthreeaspectstofocuson.學(xué)生需大量寫(xiě)作以提高寫(xiě)作水平老師欲布置大量作文卻無(wú)力批改沖突OptionsPeerreviewandrewritingRandomsamplingTAmarking???每學(xué)期教師可以布置大量的作文題，讓學(xué)生在不斷的練習(xí)中獲得提高教師可以設(shè)置作文提交的最后期限，一天后可下載所有提交的作文（excel形式）及分?jǐn)?shù)和評(píng)語(yǔ)教師可以選擇高分作文或低分作文在課堂上通過(guò)大屏幕講解智能作文批閱系統(tǒng)不受人為因素影響，不知疲倦，評(píng)分快速（>95％)準(zhǔn)確獨(dú)立于任何一套教材冰果英語(yǔ)智能作文批閱系統(tǒng)使用網(wǎng)址：/ncewriting/index.html教師可以在系統(tǒng)里：設(shè)置帳號(hào)布置新作文，設(shè)置要求（題目，必須使用的詞匯、詞組、表達(dá)式，學(xué)生最后提交時(shí)間，作文長(zhǎng)度，期望平均分等）布置新作文后系統(tǒng)產(chǎn)生一個(gè)序列號(hào)，將序列號(hào)告訴學(xué)生；檢查學(xué)生提交情況，修改設(shè)置下載保存成績(jī)和學(xué)生作文學(xué)生可以在系統(tǒng)里 根據(jù)老師提供的序列號(hào)找到新作文題目及要求 根據(jù)要求提交作文 查看自己的作文分?jǐn)?shù)和評(píng)語(yǔ)沒(méi)有冰果學(xué)生練習(xí)不夠英語(yǔ)寫(xiě)作水平無(wú)法提高老師布置了寫(xiě)作作業(yè)沒(méi)有足夠時(shí)間批改以我為例：170個(gè)學(xué)生，每周交一篇作文，平均7.5分鐘看一篇，需要20400分鐘（合340小時(shí)）以浙大為例70個(gè)大學(xué)英語(yǔ)老師，需要1，428，000分鐘（合23800小時(shí)）拓展與總結(jié)拓展與總結(jié)

Lead-in單詞聯(lián)想視頻音頻