【教案】Unit 2 Continuation Writing人教版（2019）必修第三冊

學(xué)校年級高二年級執(zhí)教教師授課班級科目英語課題ContinuationWritingTheStoneintheRoad解讀學(xué)生學(xué)情分析授課對象為高二（7）班的學(xué)生，本班學(xué)生英語基礎(chǔ)中等，學(xué)習(xí)態(tài)度較認(rèn)真，學(xué)習(xí)熱情較高。他們有一定的閱讀理解能力、從文本中獲取和處理信息的能力以及邏輯思維能力。但對他們面言，續(xù)寫是全新的挑戰(zhàn)，他們?nèi)狈ο到y(tǒng)性的訓(xùn)練,在語言表達(dá)、人物品格提煉和情節(jié)創(chuàng)設(shè)方面仍需教師的指導(dǎo)和幫助。因此,本節(jié)課教學(xué)將基于故事基本信息,在提取語言特點及人物品格以及提煉文章主題大面給予學(xué)生指導(dǎo)和幫助。在寫作方面,學(xué)生仍需要教師搭建更多的語言支架。簡言之,學(xué)生能夠在教師的指導(dǎo)下,完成本課學(xué)習(xí),在閱讀和寫作中實現(xiàn)思維和語言的提升。解讀教材教材分析主題語境：“人與社會”主題語境下“道德與美德”語篇類型：寓言故事【what】閱讀文本是一個寓言故事，講述了一位國王為了試探民眾面對問題的態(tài)度，將一塊大石頭放在路中央，并將金幣藏在石頭下方，然后觀察人們的反應(yīng)。雖然很多人對石頭帶來的麻煩和個人的損失有諸多抱怨，但都對此石頭置之不理。最后，一個善良誠實的年輕女孩搬走了石頭，獲得了國王的金幣和贊揚?！緒hy】學(xué)生在閱讀淺顯易懂、生動有趣的寓言故事時能體會文章蘊含的深刻道理，進(jìn)而認(rèn)識自我、認(rèn)知世界、樹立正確的道德觀念和社會責(zé)任感?！緃ow】本文是一篇寓言故事。第一、二段介紹了故事發(fā)生的背景（Background）和主題（Theme）；第三至第七段描述了故事的發(fā)展過程，即大眾對石頭的反應(yīng)。本文語言生動豐富。作者用恰到好處的動作描寫、語言描寫和心理描寫,在推動情節(jié)發(fā)展的同時凸顯各個角色的性格特征。作者采用對比的寫作技法,先抑后揚推動清節(jié)發(fā)展。人物動作、語言、心理描寫的手法為續(xù)寫提供了可模仿的語言支架,為學(xué)生預(yù)測后文和續(xù)寫做好鋪墊。教學(xué)目標(biāo)Attheendofthislesson,studentswillbeableto:1.getthemainideaandtheimpliedmeaningofthestoryTheStoneIntheRoad；2.learntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting；3.developproperlifeattitudeandvaluebygettinginspiredbythevirtueofthecharacterinthestory；4.drawreasonableconclusionsoftheyounggirl’svirtuesbasedonfactsanddetailsfromreadingthestory.教學(xué)重點1.SscangetthemainideaandtheimpliedmeaningofthestoryTheStoneIntheRoad.2.Sscanlearntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting.教學(xué)難點Sscanlearntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting.解讀方法教學(xué)方法Activity-basedmethod.學(xué)習(xí)方法1.Self-inquirymethod.2.Cooperativelearningmethod.教學(xué)手段PPT,multimedia,video,handout教學(xué)過程教學(xué)環(huán)節(jié)教學(xué)活動活動層次及設(shè)計意圖效果評價Activity1Leadin(1min)TpresentsapictureandasksSs.toanswerthefollowingquestion.Whatwillyoudoifyoucomeacrossabigstoneinthemiddleoftheroad?T:Lookatthepicture.Whatwillyoudoifyoucomeacrossabigstoneinthemiddleoftheroad?感知與注意活動。圖片的導(dǎo)入能夠激發(fā)學(xué)生的學(xué)習(xí)興趣，直觀地呈現(xiàn)本課的主題。圖片的導(dǎo)入能激發(fā)學(xué)生的學(xué)習(xí)興趣，激活背景知識。Activity2Readforplot(9mins)Tasksstudentstoreadparagraphs1-2carefullyandfillinthetable.Theking’sideaT:Pleasepayattentiontotheverbsinthispart.becausetheycanshowyouavividpictureaboutwhatthekingdid.Thenwhatdidthekingsee?Whomovedthestoneaway?NowpleasereadParagraphs3to7tofindmoreinformationaboutthestory.獲取與梳理活動。幫助學(xué)生了解故事發(fā)生背景,同時初步強調(diào)豐富的動詞在第二段中的使用。讓學(xué)生養(yǎng)成用5W1H去分析故事背景。Tasksstudentstoreadparagraphs3-7carefullyandanswerthequestions.People’sresponsetotheroadinthestone(Para.3&5)Mostpeople’sresponse(Para.3&5)Howdidthesepeopleexpresstheiremotions?Howdidthekingfeelafteraday’swatch?Whatdidthekingthinkabout?Theclimax(Para.6&7)Whoappearedandchangedhisthought?T:Let'ssharemoredetailsofthestoryS1:Themilkmancrashedintothestone.Hefeltveryangryandjustwentaway.S2:Thewomantrippedoverthestone,pickedherselfupandlimpedawayintears.Shefeltverysad.S3:Othervillagerscomplainedaboutthestone.Nobodymadeanattempttomovethestone,thoughtheyfeltupset.T:Again,weseevividverbscantellusthecharacters’differentactions.Besides,didtheysayorthinkaboutsomething?S1:Themilkmanshouted,“Whatfoolputthisstonehere?”T:Actually,whatwashedoingbysayingso?Ss:Hewascomplaining.T:Howdidthekingfeelafteraday'swatch?Ss:HewasindespairT:Howdoyouknow?Ss:Thekingthought."lstherenooneinthevillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?”T:Whoappearedandchangedhisthought?Ss:Ayounggirl.Ss:Thoughshewasverytired,shesucceededinmovingthestone.Shewassurprisedtofindthegoldcoinsunderit.描述與闡述活動分析路過的幾個人的不同反應(yīng)。讓學(xué)生深入了解每個人的反應(yīng)，并對他們的人物品質(zhì)有深入的了解。Activity3Drawconclusions(3mins)Tguidesstudentstodrawconclusionsoftheyounggirl’sgoodqualities.(Pairwork)T:Wonderful!Andthisistheclimaxoftheplot,becauseit'stheturningpointofthewholestory.Asweknow,thegirlsolvedtheproblem.Whatkindofpersonwasshe?Howdoyouknow?S1:Ithinkshewaskind-heartedanddetermined.Beforeshesawthestone,shehadbeenworkingalldayandwasverytired”.“Thegirlpushedthestonewithhermight."and“Afteragreatdealofeffort,shefinallysucceededinmovingitthesideofthestreet."T:Ican'tagreewithyoumore.Anyotheropinions?S2:Ithinkshewasconsiderateandselfless.T:Whydoyouthinkso?S2:Whenshesawthestone,shesaidtoherself“Thisstoneisadangertoanyonewhocomesdownthestreetafterdark.I'llmoveitoutoftheway.”分析與判斷活動學(xué)生結(jié)合故事情節(jié)和語言描寫，發(fā)現(xiàn)并提練theyounggirl身上的優(yōu)秀品格。為續(xù)寫人物設(shè)定提供協(xié)同可能。Activity4Tastethewritingskill(4mins)Tguidesstudentstotastethewritingskill.T:Great.Differentdescriptionmethodsareusedheretogiveusvividpicturesofwhathappenedtothesepeople.Whenwewriteastory,it'sagoodideatodescribethecharacters’actions,wordsandfeelings.(Tip1:Createavividimagebydescribingthecharacters'actions,wordsandfeelings.)T:Soweknowtheotherpassers-bycomplainedthestonewhilethegirlmadeanattempttomoveitaway.Whyweresomanyotherpeoplementionedinthepassage?What'sthewritingskillhere?Ss:Tomakeacontrast.T:What'sitsfunction?Ss:Tostressthegirl'skindness.T:Excellent!Theauthorusedthewritingtechniqueofcontrast.Contrastcanhighlighttheimageofthemaincharacter.(Tip2:Contrastcanhighlighttheimageofthemaincharacter.)分析與判斷活動；描述與闡述活動。通過讓學(xué)生找出不同人物對于石頭的做法、心情、反應(yīng)讓學(xué)生進(jìn)一步感知故事情節(jié)的同時，引導(dǎo)他們學(xué)會運用生動形象的動作、語言和心理描寫來使人物形象飽滿。同時,讓學(xué)生體會對比的寫作手法,它不僅推動了情節(jié)的發(fā)展,也使學(xué)生可以展開想象,預(yù)測下文情節(jié)。學(xué)生學(xué)會運用生動形象的動作、語言和心理描寫來塑造人物形象,同時讓學(xué)生在續(xù)寫中協(xié)同對比的寫作手法。Activity5Explorethetheme(2mins)TguidesSstoexplorethetheme.T:Whatistheimpliedmeaningofthestoneintheroad?Ss:Socialproblem.T:Whatcanyoulearnfromthisstory?S1:Icanlearnsomegoodvirtuesfromthegirl,suchasbeingconsiderate,selflessandsoon.S2:We'dbettersolveproblemsinsteadofcomplaining.S3:Weshouldbearoursocialresponsibility.T:So,whatwillyoudowhenmeetingalargestoneinthemiddleoftheroadnexttime?Ss:Moveitaway!T:Afterlearningthestory,Ihopethatallofyoucanhavethesenseofsocialresponsibilityandthat'salsothethemeofthisstory.Plotandcharactersshouldbewrittentoservethethemeinastory..T:Let’swatchashortvideotohaveabetterunderstandingofthestory.概括與整合活動。探究“語境義”，揭示故事主題，領(lǐng)會故事所蘊含的深刻道理。學(xué)生領(lǐng)會故事所蘊含的深刻道理，同時讓學(xué)生在續(xù)寫中達(dá)到主題協(xié)同。Activity6Designtheplot(5mins)1.TasksSstoworkingroupstodesignthePlot.T:Howwouldthekingfeelafterseeingthegirl'sdeeds?S1:Amazed.T:Whatwouldtheysay,doandthink?Pleasehaveabrainstormandcompletethetableaccordingtoyourownwritingplan.Ss:...2.TaskssomeSstopresenttheirideatotheclass.T:Whowouldliketoshareyourideawithus?S1:..S2:..遷移與創(chuàng)新活動。指導(dǎo)學(xué)生模仿原文對人物動作、語言、心理的指寫手段,培養(yǎng)他們?nèi)宋锩鑼懙奈⒓寄?。搭建輸出的橋?為寫作做好語言鋪墊。Activity7Writing(10mins)Sswritesindividually.讓學(xué)生將課堂所學(xué)運用到實踐創(chuàng)新中去,從而真正實現(xiàn)讀后續(xù)寫的目的。學(xué)生能運用所學(xué)（語言、修辭、寫作技巧）完成讀后續(xù)寫。Activity8Evaluationandappreciation(4mins)Tgivesanevaluationtostudents’writing.TinvitessomeSstoevaluatetheirclassmates’writing.師生互評,生生互評，更好地實現(xiàn)教學(xué)評一體化。師生互評,生生互評，更好地實現(xiàn)教學(xué)評一體化。Self-assessment(1min)Tasksstudentstoevaluatetheirperformanceintheclass.通過讓學(xué)生從語言能力、學(xué)習(xí)能力、文化意識和思維品質(zhì)這四個方面進(jìn)行自我評價來反饋本節(jié)課的教學(xué)，聚焦核心素養(yǎng)，讀懂學(xué)生，做到以評促教，以評促學(xué)，達(dá)到教學(xué)評一體化的效果。學(xué)生通過完成自我評價表，記錄自己在課上的收獲與思考，幫助學(xué)生自我反思，促進(jìn)學(xué)生的自我監(jiān)督，樹立自信心，提高英語學(xué)習(xí)自主能力。Homework(1min)Compulsoryhomework(amust):1.Polishyourwriting,basedonthetheme,plot,languageandwritingstyleofthestory.2.Finishparagraph2.Optionalhomework:Actoutthescenebetweenthekingandthegirl.分層作業(yè)充分尊重學(xué)生的差異性。將寫作轉(zhuǎn)變出表演，提高學(xué)生學(xué)習(xí)英語的興趣和運用英語的能力。板書設(shè)計ContinuationWritingTheStoneintheRoad