基于核心素養的高中英語讀寫結合課例

尤文嫻

閱讀和寫作分別為英語學習過程中輸入和輸出的途徑，是對學生各方面素質能力研究的重要載體，讀寫結合模式整合了輸入和輸出的過程，優化了閱讀和寫作分離的教學模式。為此，筆者提出閱讀與寫作相結合的教學模式，即在閱讀活動中積累詞匯和句式，理解篇章結構、各種寫作技巧及如何借助已有的知識并圍繞主題進行寫作。而在寫作教學中，系統地講授篇章結構知識及寫作技巧能有效地提高學生的語篇分析能力，進而提高閱讀速度和效率。以下為高一的讀寫課《野生動物保護》，選用的是人教版選修模塊2 Unit 4 Using language部分。

Step 1 Pre-task

Teacher shows some pictures to remind the students of the importance of wildlife protection.

Step 2 Reading

1. What is the passage mainly about？

2. Read the passage and answer the following questions.①What did dinosaurs live？ ②When did dinosaurs die out？ ③How did dinosaurs die out？

Step 3 Speaking & Discussing

Q：What has happened to many wild plants and animals according to the passage？

Discussion：Why are so many animals in danger of dying out？

Reasons：Their habitat is threatened or destroyed. They cant find enough food. They are hunted too much. The environment where they live is being polluted.

Solutions to the problems： build a nature park or nature reserve，stop hunting endangered animals

Solutions：protect the environment where they live， collect money to help protect wildlife

Step 4 While-writing

Task①：Write a letter to WPO （野生動物保護組織） based on what you have discussed， giving them suggestions on how to save an endangered animals （golden monkey）.

第一段介紹金絲猴的現狀及原因，說明寫信目的。They are endangered because of... There are very few left because... I am writing to...

第二段提建議。I suggest doing... I suggest that we should do... In this way... By doing this... Suggestions： build a nature park or nature reserve，stop hunting endangered animals， protect the environment where they live， collect money to help protect wildlife.

第三段結束語，希望建議得到采納，希望能做些事情幫助金絲猴。I hope my suggestions are helpful/ are of some help. I hope you will take good consideration of my suggestions. I do hope good things will be done to help the monkeys.

Task②：Students finish the writing in class. Teacher chooses two students randomly to write on the blackboard.

Task③：Students are encouraged to use the words and structures above， then adding linking words.

Step 5 After-writing

①Students swap writing with partner and give a mark to each other according to the evaluation form.

②Presentation. Teacher gives comments on the advantages and disadvantages of the samples writing on the blackboard.

Step 6 Homework

Students rewrite the passage carefully after correcting， and give self-evaluation before handing it in. The best ones will be selected and exhibited on the back wall.

本課例以英語核心素養為導向，充分考慮讀寫結合教學的元素，精心設計，以期能最大限度地在教學過程中體現英語核心素養。誠然，要在一個課例的設計中全部體現英語核心素養四個能力的培養，難度較大，但是如果每個教師都能本著堅定的目標，并在此指導下設計與之相符合的教學模式，必定有助于學生素養的提高。

責任編輯 魏文琦