英語作文閲讀解析：Following in hero’s footsteps

英語閲讀核心素養，就是運用合適的`閲讀策略，解讀文本內容，發展思維能力，提升語言水平的素養，設計內容思維，語言和策略四個方面。從閲讀內容到閲讀素養的，自我問詢過程中，教師應樹立綜合閲讀教學觀，即學生通過對文本的學習，精讀或者，泛讀，獲取話題信息，體驗文本內涵，獲得語言技能，人之始，豐富語言知識，提升文化意識，體驗文本價值，應用學習策略，提高思維能力。

而我們在實際教學中，應該遵循學生的，遵循文本特點，學生的學情特點以及教師的個人特點，靈活運用。個人實踐觀點中認為，首先應該解讀教學文本，定位清晰教學目標，根據學生實際情況設計教學活動，。

現把昨日文本重新梳理，加上今日教學實踐，再次自我剖析。

The 2011 death of Redwall series author Brian Jacques was a turning point for Matthew Newman: It made him realize that he wanted to be an author.

Newman, a recent graduate of Hough High School in Cornelius, North Carolina, US, was introduced to Jacques’ work when he began reading the Redwall novels in fifth grade. “I fell in love with them. Brian Jacques is my hero.”

At that time, Newman was having a hard time making friends, and the books were a comfort. Even after he developed a group of friends, Newman always appreciated how the stories got him through a tough time, and they became a big influence on his own writing.

In 2011, he was surprised with how upset he was to hear of the author’s death. “I burst into tears,” Newman recalled

“If this man I’d never met had this impact on me by writing words on a page, imagine the impact I could have if I could do that and make the world a better place. My life would be completely fulfilled (圓滿的).”

And so Newman, now 18, has written two novels and is enthusiastic about a lifetime of writing. He eagerly talks about writing and his passion for it, and about his desire to learn and improve.

“I’ve got this kid who is so exuberant (非凡的), but not in a kind of, ‘Oh, I know this,’ way,” said Eric Whiteside, who taught him creative writing at Hough. “He’s like, ‘Teach me, I want to learn to be a better writer’.”

【本文作者：徐州七中彭向梅。(公眾號：草根英語行思教)】

本文為原創文章，版權歸作者所有，未經授權不得轉載!