【市級(jí)公開(kāi)課】高考英語(yǔ)讀后續(xù)寫(xiě)教學(xué)設(shè)計(jì)（表格式）

1、Teaching Design科目英語(yǔ)年級(jí)高三任課教師課題名稱Continuation writing課型Writing課時(shí)One period主題語(yǔ)境人與自我（個(gè)人、家庭、社區(qū)及學(xué)校生活）語(yǔ)篇類型記敘文The analysis of textbook本篇文章講述的是一個(gè)家境貧困的小男孩的故事，其母親在日常生活中辛勤勞作，雖貧困卻仍然熱愛(ài)生活，熱愛(ài)家人，小男孩為愛(ài)所觸動(dòng)，當(dāng)他看到一枚漂亮的胸針時(shí)，立馬想到他的母親，并期望通過(guò)售賣撿來(lái)的麻袋攢錢(qián)為母親購(gòu)買胸針。故事主題為“愛(ài)與回報(bào)”，課堂活動(dòng)主要圍繞解讀文章主題，主旨大意等展開(kāi)，通過(guò)引導(dǎo)學(xué)生分析人物性格與情感動(dòng)態(tài)進(jìn)行情節(jié)預(yù)測(cè)，在感受文中愛(ài)的回饋的

2、同時(shí)，能夠回想起自己生活中所擁有的愛(ài)意。學(xué)生通過(guò)閱讀文本，分析主要人物的性格，理清故事發(fā)展的情節(jié)并預(yù)測(cè)結(jié)局，品味文本的語(yǔ)言特色，使讀后續(xù)寫(xiě)在內(nèi)容上、語(yǔ)言上與前文保持一致。The analysis of students授課對(duì)象為高三學(xué)生，學(xué)生具有一定的英語(yǔ)語(yǔ)言知識(shí)儲(chǔ)備和基本的語(yǔ)言技能，大部分學(xué)生已經(jīng)對(duì)讀后續(xù)寫(xiě)這一新題型有了一定的了解，掌握了語(yǔ)篇意義下對(duì)文本基礎(chǔ)信息的解讀方式，但對(duì)基于所給信息進(jìn)行合理預(yù)測(cè)并表達(dá)的能力較為不足，同時(shí)班級(jí)整體比較不愛(ài)發(fā)言，有個(gè)別同學(xué)較為積極，整體運(yùn)用英語(yǔ)進(jìn)行交際活動(dòng)的能力較差。因此，老師應(yīng)積極調(diào)動(dòng)學(xué)生課堂熱情，通過(guò)合理的教學(xué)活動(dòng)，激發(fā)學(xué)生表達(dá)的興趣。Teaching

3、 objective 1.能通過(guò)文本分析，了解文本的主旨大意，文章主題，并能夠通過(guò)文本語(yǔ)言分析人物的性格特點(diǎn)與情感變化；2.能結(jié)合一定的寫(xiě)作微技能，合理預(yù)測(cè)情節(jié)發(fā)展，通過(guò)問(wèn)題鏈的方式確定續(xù)寫(xiě)文章框架，能夠通過(guò)模仿原文語(yǔ)言特點(diǎn)，保持續(xù)寫(xiě)段落的語(yǔ)言風(fēng)格；3.能夠結(jié)合評(píng)分標(biāo)準(zhǔn)，對(duì)不同的文章進(jìn)行點(diǎn)評(píng)，合理表達(dá)自己的觀點(diǎn)；4.能夠通過(guò)本文的小故事，對(duì)生活中家人、朋友之間的愛(ài)與回饋有進(jìn)一步的思考。Teaching important and difficult pointsTeaching important points 了解文章主旨大意，結(jié)合對(duì)人物性格特點(diǎn)的分析，預(yù)測(cè)故事發(fā)展和結(jié)局。Teaching

4、difficult points怎么完成情節(jié)合理以及語(yǔ)言豐富的續(xù)寫(xiě)。Teaching methodTask-based language teachingCommunicative language teachingTeaching aidsBlackboard, multi-mediaTeaching proceduresStudents' activitiesTeacher's activitiesThe intention of designingLead-in1. Greeting.2. Free talk1. Greeting.2.Have a free talk w

5、ith students.你在平時(shí)有給父母買過(guò)禮物嗎？有遇到過(guò)買不起的情況嗎？你又是怎么做的？通過(guò)真實(shí)語(yǔ)境的設(shè)置，讓學(xué)生明白故事發(fā)展的起因，并由此引入篇章閱讀。Reading 1. Read the passage with the following questions in mind.Who is the major character in the story? What happened to him?What was his problem?How did he solve it?2. Think about the question and give reasons.What do

6、 you think of Reuben and Dora?3. Make predictions with the given information and raise questions to establish a basic framework of the writing.1. Let students read the passage and answer the questions. 2. Ask students to summarize the characteristics of Reuben and Dora.3. Ask students to analyze the

7、 two given sentences and predict what is going to happen. Then raise questions to help enrich the contents of new paragraphs.1.通過(guò)快速閱讀掌握文章的基本信息，理清主旨大意；2.讓學(xué)生通過(guò)分析所給文本的語(yǔ)言風(fēng)格與特點(diǎn)判斷人物性格以及其他故事背景信息；3.通過(guò)分析所給的段首句，對(duì)故事情節(jié)發(fā)展進(jìn)行合理推測(cè)，并通過(guò)問(wèn)題鏈形式確立續(xù)寫(xiě)內(nèi)容框架。Writing1. Read some sentences from the passage and learn one of the

8、skills of how to describe ones feelings. Then finish writing the first paragraph.2. Select one article from the group members and make comments on it based on the given assessment criteria.1.Ask students to read some sentences from the passage and share one of the skills of how to describe ones feel

9、ings with students. Then give students some time to write the first paragraph.2. Ask students to select one article from the group members and make comments on it based on the given assessment criteria.3.Help polish the article.1.通過(guò)朗讀原文片段，讓學(xué)生了解原文風(fēng)格，以及介紹情緒描寫(xiě)微技能，幫助學(xué)生搭建一定的語(yǔ)言框架，完成寫(xiě)作；2.應(yīng)用實(shí)踐：根據(jù)評(píng)分標(biāo)準(zhǔn)在小組中選出一

10、份作文，以小組討論的形式進(jìn)行評(píng)價(jià)并向全班分享；3.結(jié)合原文語(yǔ)言風(fēng)格以及續(xù)寫(xiě)情節(jié)對(duì)作文進(jìn)行修改。Homework1.Complete the story.2.Exchange your writing with your deskmates and polish your articles. Blackboard designReuben: confident brave Dora: powerful optimisticHow to continue a storyFix the main idea of each paragraph.Ask questions based on the ru

11、le of “STEAL”Assessment criteria1. Logical plot2. Vivid language3. Natural coherence4. Neat handwritingTeaching reflection1. 文本解讀、情節(jié)預(yù)測(cè)以及第一段落寫(xiě)作的預(yù)期教學(xué)目標(biāo)基本達(dá)成，教學(xué)有效；2. 教學(xué)過(guò)程時(shí)間把握不夠緊湊，導(dǎo)致討論環(huán)節(jié)缺失；3. 學(xué)生通過(guò)對(duì)文本的學(xué)習(xí)理解，掌握主旨大意，通過(guò)賞析原文寫(xiě)作風(fēng)格模仿相關(guān)句式， 為寫(xiě)作搭建腳手架。教學(xué)點(diǎn)評(píng)閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。In 1945, a 12-year-old boy saw a

12、 beautiful brooch (胸針) in a shop window that set his heart racing. But the pricefive dollarswas too high for Reuben Earle. Five dollars would buy almost a weeks food for his family.Reuben couldnt ask his father for the money. Everything his father made through fishing went to his mother, Dora. Slim

13、and beautiful, she was the center of the home, the glue that held it together. The housework was never-ending, and she was struggled to support their five children but she was happy as her family and their well-being were all she cared about.Nevertheless, he opened the shops weathered (風(fēng)化的)door and

14、went inside. Standing proud and straight in his flour-sack（面粉袋改做的）shirt and washed-out trousers, he told the shopkeeper what he wanted, adding, “But I dont have the money right now. Can you please hold it for some time?”“Ill try,” the shopkeeper smiled. “People around here dont usually have that kin

15、d of money to spend on things. It should keep for a while.”Reuben respectfully touched his worn cap and walked out. He would raise the money and not tell anybody, for he thought Mum would get surprised when she saw that brooch. On hearing the sound of hammering from a side street, Reuben suddenly had an idea that he could raise money by selling the used nail bags. People built their own buildings in Bay Roberts, using nails bought in bags from a local factory. Sometimes the used nailbags were thrown away at the construction site, and Reuben knew he could sell them back to the f