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Swain的可理解性输出假设的三个功能
(2)假设验证功能:学习者在语言的学习过程中 对目的语做出假设，根据所得到的反馈不断 地调整自己的语言输出。
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Swain的可理解性输出假设的三个功能
(3)输出的反省功能:二语学习者使用语言反省 他人或自己的语言。
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二、如何将读与写有机结合
课文的作用是什么？ 课文是体裁，题材，语言知识的载体
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2. 处理课文: A Student of African Wildlife
（1）第一次阅读 回答问题: What’s the text mainly about? （2）第二次阅读，找出文章各段段意，并划出 支持段落大意的细节
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2. 处理课文: A Student of African Wildlife （3）第三次阅读，回答下列问题 What’s Jane Goodall’s achievement? Why is Jane called a student of African wildlife? Do you think it is important to study chimps in the wild rather than in a zoo? Give reasons. What did Jane have to give up when she went to live in the forest? If you were her, what would you do? What are Jane’s qualities？
以读写结合方式 提高阅读、写作教学效果
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Байду номын сангаас 请大家思考 您在听课观察中，是否发现阅 读教学中存在问题？
如果有问题，请具体说明存在 什么问题？
请看下面课例， 观察并指出该阅读课中的问题。
文章见案例二
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Unit 1 Great scientists
1. Skimming
1). What’s the main idea of the passage?
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Interlanguage: 字面意思是中介语，是介于母语和第二 语言之间的一种学习者语言。
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2. Swain输出假说的提出
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Swain的可理解性输出假设的三个功能 (1)注意/触发功能:语言输出促使二语学 习者意识到自己语言体系中的部分语言 问题,进而可以触发对现有语言知识的巩 固或获得新的语言知识的认知过程。
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1、课文的话题和其中蕴含的信 息，为学生写作提供了丰富素材， 使学生作品言之有物
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案例一
A Student of African Wildlife
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主要教学流程： 1. Warm up
Do you know this woman? What do you know about her?
请大家思考 阅读教学中存在什么问题
1、阅读教学走流程； 2、老师替学生读的多，真正 的阅读少； 3、老师与学生之间没有真交 流，学生没有真思考。
请您回答
学生在写作中经常出现的问题有哪些？ 1. 句子结构性错误； 2. 时态误用比比皆是；词性不清； 3. 中文式英文； 4. 句子间缺乏逻辑； 5. 篇章布局不合理； 7. 缺乏交际意识; 8. 作文内容贫乏，言之无物。
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您在课堂观察中是否发现了类似问题？ 6. 忽略评价和反馈，只给一个分数。忽 略同伴之间的反馈。
7. 一节写作课上对学生要求面面俱到， 重点不突出，教学实效性低。
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请您回答
1. 您对写作教学有规划吗？ 如果有，您是如何规划的？ 请举例说明。 2. 在课堂上，您如何实施写作教学？ 请举例说明。
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（4）读后写作任务： What qualities do you think Jane has? Choose three important ones and give details to support your choices. You may refer to the text if necessary.
A. John Snow was a well-known doctor in London.
B. The cause of Cholera was polluted water.
C. The source of all drinking water should be examined.
D. How John Snow collected, analyzed data and found the cause of the disease and solved it .
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The Power of Encouragement We often get into trouble in our life. I’m glad that my best friend always encourages me when I am in trouble. The sports meeting was held. When I wasn’t sure whether I would join in it or not, Lily encouraged me to take part in the running race. So, I trained hard every day. She always encouraged me when I wanted to give up. Before the race started, I felt nervous. I was afraid of losing the race and making our teacher disappointed. Suddenly Lily came andshe sheheld held my hands. Just the simple action Lily cameto tome me and my hands. made me feel relaxed. Finally, I won the race. Lily came to me ad she held my hands I will never forget Lily because her encouragement always makes me powerful. I realize the power of encouragement.
Text: It’s 5:45 am and the sun is just rising over Gombe National Park in East Africa. What does the first sentence tell us? It tells us when and where. Text: Following Jane’s way of studying chimps, our group are all going to visit them in the forest. What can you learn from the second sentence? Who and what.
你认为Jane Goodall具有什么品质，选取三个 你认为最突出的，利用课文中的信息， 给出细节，支持你对其品质的定义。
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案例一分析（阅读部分）：
第二次阅读：获取段落大意，并划出支持段 落大意的细节
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课文内容:
见材料
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请思考：
下面阅读教学设计与 您观察到的阅读教学有何不同？
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Find the topic sentence:
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您在课堂观察中是否发现了类似问题？ 4. 要求学生背诵范文，机械套用一些不 同文体的篇章结构。因此，学生的作品 千篇一律，只有空洞的框架，没有鲜活 的思想和内容。 5. 教师只重视写作结果，不重视写作过 程。评价学生作品时，过分关注某些语 言点的对错，对写作内容、文章的结构 及逻辑性等不重视。
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解决学生写作问题的途径是什么？
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基于课文的读写结合、
以读促写、以写促读的探索
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为什么把读写结合在一起？
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一、读写结合的理论基础
1. Krashen 的可理解性输入假说 The comprehensible input hypothesis. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Krashen called this level of input "i+1", where "i" is the learner's interlanguage and "+1" is the next stage of language acquisition.
6. What helped John Snow find the clue about the cause of the disease?
A map of London ( Para 5) 7. When was John Snow able to announce with certainty that polluted water carried disease? After he found two deaths in another part of London that were linked to the Broad Street outbreak.
True or false:
4.When another outbreak hit London in 1854,John snow was ready to test these two theories. 5.He found that in two tall buildings the cholera outbreak was so severe.