高考英语二轮复习：读后续写教学活动设计-教案

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探究型学习活动设计——以Continuationwriting读后续写设计为例一、教材及教学内容分析《普通高中英语课程标准（征求意见稿）》将英语核心素养凝练为语言能力、文化品格、思维品质和学习能力。英语学科核心素养中提出：学生应以主题意义探究为目的，以与语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，构建结构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化理解，塑造学生正确的人生观和价值观，促进英语学科核心素养的形成和发展。读后续写提供一段350词以内的语言材料，要求考生依据该材料内容和所给段落开头语进行读写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。二、教学对象分析本课的授课对象为高三学生。学生基础差异较大，在平时的考练中有获取和分析基本信息的能力，但是由于基础较差，深层次的文本解读、主题升华和语言美化方面，仍然是学生读写的薄弱环节。而教师的分析点拨就显得尤为重要。三、教学目标分析1.Learntounderstandthepassagethoroughlybyanalyzingthestructure,classifyingtheunderlinedkeywords,andsummarizingkeypointsofeachparagraph.2.Learntocontinuethestorylogically,withahappy/goodending.3.Practisewritingonyourown.4.Cooperatewithyourdeskmatetocorrectyourdraftandofferadviceonhowtoimproveit.四、探究任务第6页共6页

11.Analyzehowandwhythewriter’sfeelingschanged.2.Enablestudentstolearnhowtocontinuethestoryaccordingtotheplotsandchangeofemotion.3.Strengthentheabilityofvividwriting,anddevelopstudents’creativethinking五、教学过程Stepone：Lead-in(Purpose:inspirestudents’backgroundinformationaboutHalloweenandlearnsomecustomsandculturalaboutthewesterncountries.)ShowthemsomepicturesonthePPTandgetthemtoconnectPumpkinwiththeFestival.Steptwo:Readforstructure(Purpose:Todevelopstudents’abilitiesoforganizingstructuresbygoingthroughthepassagequicklytoorganizeits’structureanddivideitintothreepartsinlinewithparticularmainideas)Part1(para______)a.Ifinallymanagedtosqueezemyheadintothepumpkinbutgotstuck.Part2(para_______)b.Afamilytraditionwherekidspickoutthelargestpumpkinandcarryithome.Part3(para_______)c.TodefeatJason,Idecidedtoforcemyheadintothepumpkin.Stepthree:Readforinformation(purpose:havethestudentstoanalysethecharactersandplots)一、Underlinethetopicsentences:1.Inthepumpkinfield,Icompetewithmythreebrothersandsistertoseekoutthebiggestpumpkin2.Unfortunatelyweforgottoweighthembeforetakingouttheirinsides,butIwasdeterminedtoprovemypoint.3.I'munsurenowwhyIthoughtforcingmyheadinsidethepumpkinwouldsettlethematter,butitseemedtomakeperfectsenseatthetime第6页共6页

24.WhenI pulled hard,mynosegotintheway.IgotintoapanicasIpressedfirmlyagainstthetableandmovedmyheadaroundtryingtofindtherightangle,butitwasnouse.二、designthemindmapandanalysetwolinesStuckinapumpkinPlotlineEmotionallineIfeltexcited.Withsomeeffort,Isucceededandstraightenedupwiththepumpkinrestingonmyshoulders.Ifeltcurious.Whilewewerecarvingpumpkinsatthekitchentable,Idecidedtoforcemyheadintothepumpkin.Iamcompetitive.Pumpkin(南瓜）carvingatHalloweenisafamilytradition.Icompetewithmythreebrothersandsisterforthebiggestpumpkin.Thisyear,weforgottoweighthem.Igotinapanic.Iwantedtoputthepumpkindown,ButthenIrealizedIgotstuck.ButthenIrealizedIgotstuck?Ipulledhard,andtriedtofindtherightangle,butitwasnouse.第6页共6页

3??Stepfour:Writing(purpose:guidethestudentstopayattentiontothelogicofthetwogivenfirstsentencesandtherelationshipwiththegivenlearnedtexttoimprovetheircontinuationwritingability)Paragraph1:Itwasfiveorsixminutesthoughitfeltmuchlonger.Tips:lMyfeelings?Reactions?(panic,regretful,shameful)lMyfamilies’feelings?reactions(worried)lWhohelpmeandhowtohelp?lWhatwastheresult?lDon’tforgetthevideomentionedinthegivensentenceinpara2.Paragraph2:ThevideowaspostedthedaybeforeHalloween.Tips:lMyreactionstothevideo?lWhatwasthenetizen’sresponse?(support,befavourable)lMyfeelingsaccordingly?(embarrassed,delighted)lWhatwastheresult?第6页共6页

4lMyreflection?(theme)Stepfive:Homework.Finishthecontinuationwriting?六、学习资源1.《普通高中英语语课程标准》2.《灵动英语》3.多媒体教学、微课结合、校本教材七、教学反思本节课的设计初衷是一节课完成，课前提前十分钟下发文本，部分学生课前简单地浏览了内容。通过上课的情况看，三分之二左右的同学基本可以读懂文本，但是对于细节的把握不准，对于一些生词的猜测能力不够，分析文章结构能力有限，需要教师引导。另外，由于学生要在短时间内完成续写文章的构思与写作，即便分组完成不同的段落，大约一半的学生还是感觉困难，导致学生无法完整的完成读后续写写作，展示的环节效果不太理想，没有达到预期。 总体上，这个教学活动还是比较成功的，尽管参与课堂和完成续写的学生比例有限，续写部分的质量也不是很高，但是学生能够动笔写，有产出，并多练多写，相信学生的续写文章的能力会有所提升。第6页共6页

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