An Example of the Teaching Exploration of Senior High School English Continuation Writing--Open Classes of Continuation Writing in the Six-School Alliance Young Teachers’ Competition
摘要分析高考英语新题型读后续写对学生语言运用能力的要求。介绍读后续写整体教学思路。以人教版高一《英语》必修二中的文章The story of Atalanta为例,基于题型特点和学生认知水平,阐述“读、议、写、评、改”教学步骤的实施,以探索“以学生生成为中心”的课堂对学生在内容和语言上具有高协同性的续写的帮助。
2Chen X. The Role of Chinese EFL Learners' Text-based Interest in L2 Writing [ D ].广州:广东外语外贸大学,2012.
3Dobao A F. Collaborative dialogue in learner- learner and learner-native speaker interaction [J]. Applied Linguistics, 2012, 33 (3): 229- 256.
4Mandell P B. On the reliability of grammaticality judgement tests in second language acquisition research [ J ]. Second Language Research, 1999, (1) : 73-99.
5Oller J W Jr. Language Tests at School [M ]. London: Longman, 1979.
6Swain M & Lapkin S. Interaction and secondlanguage learning: Two adolescent French im- mersion students working together [ J ]. The Modern Language Journal, 1998, ( 3 ) : 320 - 327.
7Tyler A. Usage-based approaches to language and their applications .to second language learn- ing [ J ]. Annual Review of Applied Linguistics, 2010, (30) : 270-291.
8Wang C & Wang M. Effect of alignment on L2 written production [ A ]. Unpublished manu- script, 2012.
9Bachman, L. &A. Palmer. 2010. Language Assessment in the Real World : Developing Lan- guage Tests and Justifying Their Use [M]. Oxford: OUP.
10Bloomfield. L. 1933. Language [M]. New York: Holt.
