鷹潭市田家炳中學(xué)高級教師方錚ppt課件

1、 鷹潭市田家炳中學(xué) 高級教師 方錚1促進學(xué)生自動學(xué)習(xí)，提高學(xué)生學(xué)習(xí)促進學(xué)生自動學(xué)習(xí)，提高學(xué)生學(xué)習(xí)寫作的興趣和參與度，讓各類學(xué)生都能寫作的興趣和參與度，讓各類學(xué)生都能親身閱歷協(xié)作學(xué)習(xí)和知識構(gòu)建的過程。親身閱歷協(xié)作學(xué)習(xí)和知識構(gòu)建的過程。2更新寫作教學(xué)觀念，優(yōu)化寫作教學(xué)更新寫作教學(xué)觀念，優(yōu)化寫作教學(xué)過程，促進學(xué)生有效的學(xué)習(xí)。過程，促進學(xué)生有效的學(xué)習(xí)。 一、以課文內(nèi)容指點書面表達一、以課文內(nèi)容指點書面表達 二、注重寫作教學(xué)的根本訓(xùn)練與簡單句型的練二、注重寫作教學(xué)的根本訓(xùn)練與簡單句型的練習(xí)習(xí) 三、培育學(xué)生寫作訓(xùn)練的規(guī)范化三、培育學(xué)生寫作訓(xùn)練的規(guī)范化 四、注重指點寫作過程四、注重指點寫作過程 五、抓住教學(xué)

2、環(huán)境的制約要素五、抓住教學(xué)環(huán)境的制約要素 注重課文整體及段落的表達方法和 技巧的教學(xué)，協(xié)助學(xué)生分析、領(lǐng)會課文整體 構(gòu)造的謀篇及段落展開的方式，來開辟學(xué)生 的寫作思緒 英語短文寫得好，關(guān)鍵在單句。單句要寫得英語短文寫得好，關(guān)鍵在單句。單句要寫得 好，句型、時態(tài)、語法的綜合運用是關(guān)鍵。好，句型、時態(tài)、語法的綜合運用是關(guān)鍵。 英語中的時態(tài)和語態(tài)的變化是有規(guī)律的。英語中的時態(tài)和語態(tài)的變化是有規(guī)律的。 學(xué)生只需記住了時態(tài)和語態(tài)的根本定義、根本方學(xué)生只需記住了時態(tài)和語態(tài)的根本定義、根本方式和標(biāo)志，再輔之以大量的相關(guān)練習(xí)，就能隨心式和標(biāo)志，再輔之以大量的相關(guān)練習(xí)，就能隨心所欲地運用。所欲地運用。 英語屬于構(gòu)

3、造言語，它有本人的根本句型、固定英語屬于構(gòu)造言語，它有本人的根本句型、固定搭配、固定短語等。著重抓住五個根本句型：搭配、固定短語等。著重抓住五個根本句型： 1S+V 2S+V+O 3S+V+P4S+V+INO+DO 5S+V+O+OC以及一個以及一個“there be句型的練習(xí)。句型的練習(xí)。 加強句型教學(xué)，進展句子分析。加強句型教學(xué)，進展句子分析。漢語里同一句話，英語中可以用不同的方式表達。漢語里同一句話，英語中可以用不同的方式表達。例如：例如：“他們努力去完成這項義務(wù)他們努力去完成這項義務(wù) 可翻譯為：可翻譯為：They tried their best to finish the work.

4、 (簡單句簡單句)They did their best to finish the work. (簡單句簡單句)They attempted to finish the work. (簡單句簡單句)They did what they could to finish the work. (復(fù)合句復(fù)合句)They did everything they could to finish the work. (復(fù)合句復(fù)合句)例如：例如：“他太累了，不能繼續(xù)前進?？煞g為：他太累了，不能繼續(xù)前進?？煞g為：He was too tired to walk any farther. (簡單句簡單句)H

5、e was so tired that he couldnt walk any farther. (復(fù)合句復(fù)合句)He was too tired, so he couldnt walk any farther. (并列句并列句)Since he was too tired, he couldnt walk any farther. (復(fù)合句復(fù)合句)Tired as he was, he couldnt walk any farther. (復(fù)合句復(fù)合句) 中學(xué)階段，常見的句型改寫或轉(zhuǎn)換有以下幾個類型：中學(xué)階段，常見的句型改寫或轉(zhuǎn)換有以下幾個類型： 1. 不定式短語與從句間的改寫。例如：不定式

6、短語與從句間的改寫。例如： Now the question is how to raise enough money. Now the question is how we can raise enough money. 2. 動名詞短語與從句間的改寫。例如：動名詞短語與從句間的改寫。例如： I suggest leaving early for the airport. I suggest we (should) leave early for the airport. 3. 分詞短語與從句間的改寫。例如：分詞短語與從句間的改寫。例如： Are you in favor of the su

7、ggestion put forward by Peter? Are you in favor of the suggestion Peter put forward? Are you in favor of the suggestion which was put forward by Peter? 4. 4.其他短語與從句間的改寫。例如：其他短語與從句間的改寫。例如： Mary, a girl of strong character, Mary, a girl of strong character, refused to answer this question.refused to a

8、nswer this question. Mary, who was a girl of strong Mary, who was a girl of strong character, refused to answer this character, refused to answer this question.question. 5. 5.同義句式間的改寫。同義句式間的改寫。 例如：例如： Tom is clever. He is also hard-working. Tom is clever. He is also hard-working. Tom is both clever

9、and hard-working. Tom is both clever and hard-working. Tom is not only clever but also hard- Tom is not only clever but also hard-working.working. 下面就這方面引見幾種方法：下面就這方面引見幾種方法： 1由簡單句到并列句，實現(xiàn)根本擴展由簡單句到并列句，實現(xiàn)根本擴展Tom is our monitor now. He came to our school last year. Tom came to our school last year and h

10、e is our monitor.(把意義松散的兩把意義松散的兩個句子合為一體，句意銜接性更強了個句子合為一體，句意銜接性更強了) Tom came to our school last year; he is our monitor now(經(jīng)過標(biāo)點符號也能經(jīng)過標(biāo)點符號也能到達異曲同工之效到達異曲同工之效) 2由簡單句到復(fù)合句，實現(xiàn)過渡擴展由簡單句到復(fù)合句，實現(xiàn)過渡擴展 例如：例如：The meeting came to an end. 我們試加一個定語從句：我們試加一個定語從句：The meeting that they held in our classroom came to an e

11、nd. 我們試加一個狀語從句：我們試加一個狀語從句：When we arrived, the meeting came to an end. 或：或：The meeting came to an end though it was still early. 或：或： Before I could speak anything, the meeting came to an end. 3、著意添加成分，實現(xiàn)高級擴展、著意添加成分，實現(xiàn)高級擴展我們以我們以“他上學(xué)來晚了為中心句，便可嘗試添他上學(xué)來晚了為中心句，便可嘗試添加附加信息：他昨晚熬夜了；他沒趕上車。加附加信息：他昨晚熬夜了；他沒趕上車。H

12、e stayed up last night, so he came to school late.He came to school late because he stayed up late last night.He missed the bus, so he came to school late. 4 運用修辭手段，實現(xiàn)自在擴展運用修辭手段，實現(xiàn)自在擴展 并列：并列：and, as well as, also, both.and等；等； 選擇：選擇：or, eitheror, neither.nor, otherwise 等；等； 緣由：緣由：because, for, as, s

13、ince, owing to, due to 等；等； 結(jié)果：結(jié)果：so, therefore, thus, as a result 等；等； 時間：時間：when, before, later, first, and then, next 等；等； 比較：比較：on the contrary, for another thing 等；等； 轉(zhuǎn)機：轉(zhuǎn)機：but, yet, however, although, in spite of 等；等； 遞進：遞進：besides, even, whats more, in addition等；等； 舉例：舉例：for example, such as,

14、 like, namely 等；等； 總結(jié)：總結(jié)：in short, in general, in a word, to sum up等。等。 Tom saw a wounded bird, so he took the zoo. The workers in the zoo praised him. Though he came home late, he was happy.例如：例如： Tom saw a bird. The bird was wounded. He took the bird to the zoo. The workers in the zoo praised him.

15、 He arrived home late. He was happy. On the way home, Tom, our monitor, saw a wounded bird that seemed to be dying. Without the slightest hesitation, he took the bird to the zoo nearby as soon as possible. Having known what had happened, all the workers in the zoo praised Tom for his deep love for b

16、irds .Tom didnt go home until the bird was saved and treated properly in the zoo. It was very late when he arrived home, but he was happy indeed. 1. 規(guī)范言語，抑制漢式表達規(guī)范言語，抑制漢式表達 3. 限時表達限時表達 2. 規(guī)范表達訓(xùn)練清楚規(guī)范表達訓(xùn)練清楚 四、注重指點寫作過程四、注重指點寫作過程 指點學(xué)生：審題指點學(xué)生：審題-搜集信息搜集信息-撰寫撰寫 草草 稿稿-修正錯誤修正錯誤-定稿定稿-仔細謄寫仔細謄寫 1. 審題審題 審題是寫作中的一個非常重要的環(huán)節(jié)。審題是寫作中的一個非常重要的環(huán)節(jié)。 2. 搜集信息搜集信息 在平常的練習(xí)中教師可以用“頭腦風(fēng)暴法brainstorm來搜集有用的信息及表達方式，留意思索運用曾經(jīng)學(xué)習(xí)過，且掌握的很結(jié)實的句式，有助于防止出現(xiàn)漢式英語。 3. 撰寫草稿撰寫草稿 1.處置好修正與講評的關(guān)系處置好修正與講評的關(guān)系 點評可采用以下方法：點評可采用以下方法： 個人寫，同桌點評個人寫，同桌點評 集體寫，教師點評集體寫，教師點評 借助多媒體手段，師生共同點評借助多媒體手段，師生共