論閱讀理解教學(xué)中學(xué)習(xí)者寫作能力的培養(yǎng)分析研究 教育教學(xué)專業(yè)

AbstractTheglobalizationoftheeconomymakestheimportantpositionofEnglishincreasinglyprominent.English,asoneoftheimportantinformationcarriers,hasbecomeacommonlanguageforinternationalinformationexchange.TouseEnglishtoexchangeinformation,youmusthavecertainlistening,speaking,readingandwritingbasicskills.Theformofcommunication,thoughvaried,dependsonthebasicskillsoflistening,speaking,readingandwriting.Howtocombinethesefourbasicskillssothattheycanpromoteeachother,isthemainissuesforcurrentscholarsandforeignlanguageteacherstostudy.Englishreadingandwritingintegratedteachingmethodisanewmodel,isakindofteachingmodewhichcanimprovetheabilityofEnglishreadingandwriting.ThisarticlewillintroduceReadandwritingintegratedteachingmethod,fromthetheoryandpracticetwolevels.Combinedwiththereallesson,thisarticleanalysishowtointegratereadingandwriting,andhowreadingpromotewritingeffectively,toprovidereferenceforthefollow-upstudyontheteachingmodel.Finally,accordingtotheadvantagesanddisadvantages,givesuggestionsfortheimplementationofReadingandwritingintegratedteachingmethod.Keywords:Readingandwritingintegratedteachingmethod;teachingpractice;taskdesign中文摘要經(jīng)濟(jì)的全球化使得英語(yǔ)的重要地位日益顯著。英語(yǔ)作為重要的信息載體之一，已成為國(guó)際上信息交流的通用語(yǔ)言。要使用英語(yǔ)交流信息，就必須具備一定的聽、說(shuō)、讀、寫的基本技能。交流信息的形式盡管多種多樣，但都要依賴于聽、說(shuō)、讀、寫的基本技能。如何將這四種基本技能結(jié)合，讓它們彼此之間能夠互相促進(jìn)，是當(dāng)前學(xué)者和外語(yǔ)教師們要研究的主要問(wèn)題。英語(yǔ)讀寫整合教學(xué)是一種新的模式，是一種有效提高英語(yǔ)讀寫能力的教學(xué)模式。本文將從理論和實(shí)踐兩個(gè)層面，介紹讀寫整合教學(xué)法，并結(jié)合真實(shí)課堂分析如何整合閱讀與寫作教學(xué)，分析如何以讀促寫，以期為后續(xù)關(guān)于該教學(xué)模式的研究提供參考依據(jù)和借鑒意義。最后，根據(jù)讀寫整合法實(shí)施的不足與優(yōu)勢(shì)，給出有效建議。關(guān)鍵詞：讀寫整合教學(xué)法；教學(xué)實(shí)踐；任務(wù)設(shè)計(jì)TableofContentsAbstract ⑶Englishreadingcanprovideawiderangeofwritingmaterial.InStep2,theteacherputsforwardadiscussiontaskrelevanttothetopicofmobilephone.Thisactivitydriveseverystudenttoparticipateincommunication,guidesthestudentstocombinestudywiththeiractuallife,andletthestudentsknowhowimportantandusefulthemobilephoneis.NextplayacartoonvideoFarmerandSnakestimulatingstudents'interestandarousingstudents'studyenthusiasminEnglishreadingandwriting.ThediscussionoftwotopicinStep2laythefoundationforwritingprovidingtopicsforarticle.Theteacherestablishesbackgroundpriorandmakesagoodpreparationforthereadinglesson.Thediscussionoftopiccreatesapositivesettingintheclassroom,increasesstudents'commonsenseforlife,improvestheiradaptabilitytoaccidentsandfurtherstimulatesstudents'learningmotivation.Theteachercanalsoprovideanotheroneortwopassageswhichareaboutthesametopicasthetextmaterial.Thiscanbroadenthehorizonsofstudents,enrichstudents'knowledgeofthistopic,thustoprovideawiderangeofwritingmaterial.Thefollowingisastudent’sworkofthisclass,whichisfullyembodiesthereadingandwritingintegratedteachingeffect.5.SuggestionsforReadingandwritingintegratedTeachingmethodHowever,anykindofteachingmethodisnotperfectnomatterhowmanyadvantagesithas.Inactualapplication,Readingandwritingintegratedteachingmethoditselfalsohasmanyproblemsandareaswhereneedtobeimproved.HerearesomeproblemsexistingforReadingandwritingintegratedteachingpracticeinthereadingandwritingclass.AccordingtotheproblemsfoundintheresearchofReadingandwritingintegratedteachingmethod,theauthorthinksthatEnglishteachersasaguide,shouldpayattentiontothefollowingsuggestions:Cultivatestudents'interestinreadingandwriting,helpstudentstolearninreading,andgrowinwriting.Designthetextlead-inpartmeticulously,usingaudio-visualactivitiesandproverbsstudyingandetc.Readmoretoexpandedvocabularytoprovidewritinglanguageandsolidwritingfoundation.Throughreadingunderstandthedifferentculturesandrichwritingcontent.Concernaboutthelogicofthechapter,andputforwardthewritingframework,tolearnconvergencemeans.Dailypracticeofimitativewriting,abbreviation,andrewritingisveryimportant.Diversifytheevaluationmodeofwritingtoimprovetheefficiencyofevaluation.6.ConclusionFormoststudents,Englishwritingcanbesaidtobethemostlaboriousthingtowriteanessay,whichnotonlyneedrichideologicalcontent,masterthesolidvocabulary,grammarandrhetoricandotheraspectsoflanguagebasicskills,butalsoneedtomasterEnglish-specificchapterstructuremodelformedbydifferentthinkingandculturalbackground,cancarryoutthemosteffectivewritingcommunicationactivities.However,thecultivation,masteryandformationoftheaboveknowledgeareinseparablefromthemedium--reading.Throughreading,andtheuseofreasonablemethodscanhelpstudentslearnwritingskills,openideas,accesstowritingexperienceandmaterial,learntouseEnglishlanguagetowrite,andthenachieveunknowinglyimprovingtheabilityandlevelofEnglishwriting.Atpresent,manyjuniormiddleschoolEnglishteachershavenodeepunderstandingofReadingandwritingintegratedteachingmethod,sotheydesignreadingandwritingtasksblindly.Eitherthereadingandwritingactivityistooeasyortoodifficult,whichisnottohelpstimulatestudents’interestandmotivation,andnottohelpimprovethestudents’knowledgelevel,readingcapabilityandwritingskills.InviewoflackofReadingandwritingintegratedteachingmethodinhighschools,teachersononehandmuststudymoretheory;Ontheotherhand,theymuststartoutfromtherealitytoensureactivities’operabilitywhendesigningthereadingandwritingtasks.Theymustensurereadingactivitiescanpromotewritingeffectively.ThispaperisbasedontheconceptofReadingandwritingintegratedteachingmethod.Inthepaper，theauthorcombinestheempiricalresearchwiththeresearchers’theoreticalexplorationpositivelyandeffectively.TheresultsofthispaperhavesomeimportantenlightenmentforthecurrentEnglishclassroomteachingbetweenobtainingandtrainingacomprehensiveknowledgeofEnglish,betweenthepursuitoftestscoresandthepracticalapplicationofEnglish,betweenstudents’test-takingabilityandtheircomprehensivedevelopmenttoexploreperception,experience,practice,participationandcooperation.Fromtheresultsanalyzed，theauthorfindthatadoptingReadingandwritingintegratedteachingmethodinjuniormiddleschoolclassroomisaworthwhileattempttoimprovethestudents’abilities.Inaddition,ReadingandwritingintegratedteachingmethodisanavailableandpopularteachingapproachinEnglishclassinjuniormiddleschool.However,thepaperhasitslimitations.Firstofall,theauthoronlyputsforwardsuggestionsforteachers,anddoesnotprovideusefulsuggestionstostudentsaftertheresearch.Besides,Besides,duetothelimitoftimeandresearchobject,theresearchislackcertainscientific.Bibliography[1]Blanton,LL.AHolisticApproachtocollegeESL：IntegratingLanguageandContent[J].ELTJournal，1992，46（3）：1-24.[2]Carson,J.E.&Carrell，P.L.Reading-WritingRelationshipinFirstandSecondLanguage[J].TESOLQuarterly，1990（24）[3]Swain，M.Theoutputhypothesis：Justspeakingandwritingarentenough[J].CanadianModernLanguageReview，1993，50（1）：158-164.[4].WillsJ.,AFrameworkforTask-BasedLearning[M].London:Longman,1996.[5]陳勇，高中英語(yǔ)閱讀與寫作課型的三種模式[J],山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào),2010(2):50-55[6]羅曉杰，牟金江，項(xiàng)紙陸.高中英語(yǔ)“三段七步”讀寫整合教學(xué)法[M].福建：福建教育出版社，2015.[7]劉上扶.英語(yǔ)寫作論[M].南寧：廣西教育出版社，1998：57-58.[8]牟金江.國(guó)內(nèi)外英語(yǔ)讀寫技能綜合教學(xué)與研究述評(píng)[J].課程.教材.教法，2010，30（3）：103-107.[9]王娟娥.初中英語(yǔ)閱讀教學(xué)與寫作教學(xué)的結(jié)合[J].基礎(chǔ)英語(yǔ)教育，2012，14（2）：61-65.[10].王薔，英語(yǔ)教學(xué)法教程[M].北京：高等教育出版社，2006:5.AppendixⅠUnit2Iwastryingtopickitupwhenitbitmeagain.

【Teachinggoals】

Knowledgeobjective

1.Keyvocabulary—under,plate,bite,climb,hide,throw,fridge,prepare,hurt,pain,worse,

medicine,inpain,oneday,afewdaysearlier,thenextday,takeaphoto,climboutof,pickup2.Keystructures—patterns:when,while,so...if...,as,but,assoonas,then

Abilityobjective

1.Togetinformationabouttrafficrulesandaccidents

2.Tomasterthepastcontinuoustense、conjunctionandworddenotingtime.3.Tolearntodescribeandwriteanaccidents.

Moralobjective

1.Tohelpstudentsknowtheimportanceofdealingwiththeaccidents.

2.Toknowabouthowtodealwiththesuddenaccident.

【Teachingimportantpoints】

1.Togetinformationfromthereadingmaterialaboutaccidents.

2.Tolearnsomenewwords.

【Teachingdifficultpoints】

Tounderstandthemainideaofeachparagraphofthearticle.Tolearntodescribeandwriteanaccidents.

【Teachingmethod】

Readingandwritingintegratedteachingmethod

【Teachingaids】

Avideo,multimediaandsomepicturesTeachingProcedures:Step1:Revisionandlead-in1.Reviewthewords:checkthestatusofstudentsmasteringthewordsandphrasesingroups.Consolidatenewwords:

Lookandsay:Theteachersshowsthepicturesofnewwordsandletthestudentstosayasquicklyaspossible.Lookatthepicturesandguess“whatwashe/shedoingorwhatisthis?”

Step2:Topiclead-inTalkaboutwhatyoucandowithamobilephone

Workinpairs：TalkaboutwhatyoucanuseamobilephonetodoaccordingtothepicturesshowedonPPT

Ss：Icanuseamobilephonetocallpeopleplaymusictakephotossendtextmessagestellthetime...

2.Playacartoonvideo：Farmerandsnake.Questions:Whatdoyouknowaboutsnakes?Fillintheblankaccordingtothepictures:Snakescan______up.(climb)Snakesalways_______behindthingstokeepsafe.(hide/appear)Snakessometimes_______people.(bite)

Step3：Pre-readingactivitiesLookatthepictureandsaywhat’shappeninganddrawtheanswersfromthestudents.Questions:1.Whereistheman?Whatcanyoufindinthekitchen?Howdoyoufeelaboutsnakes?

Step4:While-readingSkimmingtogetgeneralidea:Whichparagraphisthemainideaofthepassage?(Thelastparagraph.)

Fastreading:Listenandanswerthequestions.

1.

Wheredidtheaccidenthappened?(Inarestaurant.)

2.

Whendidheleavehospital?(Thenextday.)Didthemandieatlast?Scanningtogetdetailinformation:Workinpairs.Putthesentencesinorder.ThesnakebitHenry’shand.Aboxofbananasarrived.Henrywenttohospital.Henrylefthospital.Henrytookaphoto.Thedoctorssentthephototoazoo.Thesnakeclimbedoutofthebox.ThedoctorsgaveHenrytherightmedicine.Henry’shandbegantohurt.Thesnakehidbehindthefridge.(b-g-a-e-j-i-c-f-h-d)Answerthequestions:

1.Wheredidthesnakebitehim?

2.WhendidJacksonpickuphismobilephone?

3.Whycouldn’tthedoctorhelphimatfirst?

Readthepassagecarefullyandgetthemainideaandchoosethewordsfromthebox,thenusethecorrectformtofillintheblanks.Step5:After-readingRetelltheaccidentswiththehelpofpicturesonPPT.Henry...Oneday...wascookingappeared...bithishandtookaphotoof...withshowed...to......gave......savedhislife.Describeyourstoryaboutaccidentsandsharewithyourpartner.Step6:Pre-writingLetSsmasterthemainpointsofthepassage.

Learnaboutmoreknowledgeaboutwriting.(TeachergiveastructureofwritingforSs.)Howtodescribeandwriteanaccident:Clearstructures:Beginning:afewdaysearlier,onedayDevelopment:when,whileResult:as,assoonasGoodexpressions:GoodwordsandphrasesCorrectgrammar(pastcontinuoustense)Step7:While-writng

FindthesewordsandexpressionsinthepassageinActivity3.

2.

Lookathowtheyareusedtotellthestory.

3.

Usethewordsandexpressionstowriteanewstory:climbout,pickup,biteone’shand,finishdoingsth,getworse,hurrytodosth,gettoknow,whatkindofspider,givetherightmedicine,leavethehospitalOneday,whenawomanwasgettingdinnerreadyfortheanimalsatazoo,herhandbegantohurt.Afewdaysearlier……(YoucanalsorewritetheaccidentinUnit1Whilethelightswerechangingtored,a