【高中英语读后续写】教学设计2个

阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。Itwassomewherebetweenspringandsummer,mymomandIweredrivingthroughthecountryside.Backthen,Iwas13yearsold,andalwaysfeltunhappywithmom.ButlittledidIknowthatthistripwasgoingtobeaspecialone.Apotofflowerssatinthebackseat,whoseheavenlyscentfilledthecar.Suddenly,inthemiddleofnowhere,mymompulledover.“Whatareyoudoing?”Icried,fearingthatthecarhadbrokendownandwe,dbestuckthere,sofarfromhome.Butthatwasn,tthecase.Mymomhoppedoutofthecar,grabbingtheflowersfromthebackseat.“It,lljustbeaminute,”shecalledbackthroughtheopenwindows.Myeyesimpatientlyskimmedtheedgeoftheroadbeforesettlingonalittlesignshowingthatitwasanursinghome.Ilookedbacktothebuilding，somewhatannoyed，asmymomreappeared-empty-handed.Beforeshestartedthecar,curiositydrovemetoask,“Doyouknowsomeonethere?”Sheshookherhead.“Thenwhatdidyoudowiththeflowers?”Shesmiledslightly,“Igavethemtothereceptionist.”“What?”Shelaughedatmyconfusion.“Itoldthereceptionisttogivetheflowerstowhoeverneededthem,especiallywhohasn,tgottenanyinawhile.”Ikeptsilentforamoment.Notlongafterwecontinuedourdriving,Ispokeagain,“Didyouleaveyourname?”Tothissheansweredinstantly,“No.Leavingflowersthereforsomeonewhowillappreciatethemmakesmefeelgood,whichisenoughofathankforme.”Suddenly,stillthinkingaboutMom,sdeeds,Iheardsomethingburstloudly.Itwasourcarthatbrokedown!Nothingcouldbeworse,becauseneithermymomnorIunderstoodhowtorepairit,andwedidn'tknowwherethegaragewas.Italsoseemedimpossibletowaitforanypasser-by，sincewehadseensofewalongtheway.注意：1.所续写的短文的词数应为150左右；2.至少使用5个短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。Paragraph1：Wewereworryingaboutwhatcouldbedone.Paragraph2：Aswedrovealong,aflowershopcameintosight整体设计思路.理论依据《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。.教材分析及设计思路本文所提供的阅读材料是一篇记叙文。本次的设计关注内容、思维和语言三者的有机融合，从文本解读、课堂目标、信息加工、写作策略等多个方面，落实读写过程。该文本主要讲述了处于青春叛逆期的我和妈妈在开车路途中，妈妈突然下车把后座的花送给经过的老人院，并且没有留下姓名。我对妈妈此行为极度不理解，产生了丰富的情感变化。试题中给出两个续写段落的首句分别是：（1）Wewereworriedaboutwhatcouldbedone.（2）Aswedrovealong,aflowershopcameintosight.试题中要求学生在写作中使用的10个关键词分别是：mom,driving,trip,flowers,car,road,receptionist,silent,name,repair。故事情节简单清楚，人物关系简单，主人公“我”的情绪发展线索清晰，细节描写丰富。文本可读性强，阅读难度不高，有助于激发学生的想象力，也能让学生提笔进行续写。根据该文本的特点，教师让学生通过文本细节解读，更好理解文本，通过问题链的形式帮助学生开拓思维。学生续写时根据首句，情感线建立情节与内容支架，让想象力更有合理性和融洽性。.学情分析本课的授课对象为高二学生。在平时的考练中有获取和分析基本信息的能力，但深层次的文本解读、主题升华和语言美化方面显然是薄弱环节。由于一节课的课上时间有限，课前学生会被要求提前对文章做简单阅读，已节省课上阅读环节的时间！二、教学目标Bytheendoftheclass,studentswillbeabletoobtainagoodunderstandingofthewholetext;applytheskillsoncontinuationwritingtocontinuethestory;三、教学重难点Analyzehowandwhywriter,sfeelingschanged;Enablestudentstolearnhowtocontinuethestoryaccordingtotheplotsandchangeofemotion;Strengthentheabilityofcriticalreading,thereforedevelopingstudents,criticalandcreativethinking.四、教学过程Step1LeadinShowashortvideo.Q:Whatwillyoudotocelebratethespecialday?【设计意图】通过观看短片聊天的形式，能让学生在轻松的氛围中进入本节课。Step2ReadformainideaAskstudentstoconcludethemainideabyfilingthekeywords.【设计意图】使学生关注文章主题。Step3ReadforplotsAskSstocompletethedevelopmentofthestorythroughachainofquestionsQ1:Whatdidhappenduringthetrip?Q2:Beforemomsenttheflowers,whatdidIfeel?Q3:Whenmomsenttheflowers,whatdidIfeel?Q4:Afterthat,whatdidIfeel?Q5:Whathappenedafterwerestartedthecar?Q6：Whatwouldhappennext?Q7:Wouldmyfeelingtowardsmom,sdeedschangeafterthat?Andhow?【设计意图】使学生通过回答有关故事发展的问题链回顾文章，理清文章主要情节，梳理语篇内容的推进方向并关注作者情感变，思考原文作者写作意图，以此来判断续写的方向。。Step4Prediction(discussingroupof4)Askstudentstodiscussthedevelopmentofpara.1andpara.2accordingtothegivensentenceofeachparaand10underlinedwords.Para1Q1:Whorepairedtheircar?(Whyisitthereceptionistbutapasser-bywhorepairedtheircar?)Q2:Inpara1,theywereworryingaboutwhatcouldbedone,sohowtoshowtheworries?Q3:Whydidyouthinktheircarwasrepaired?Q3：Whichunderlinedwordscanbeusedinthispara?Para2Q1:Whydidthewriterbuytheflowers?Q2:Backtothenbeforeourcarbrokedown,thewriterwasthinkingaboutmom,sdeeds,sodidsheunderstandhermom,sdeedsatlast?Q3：Howtoshowherunderstandingofhermom,sdeeds?【设计意图】通过读续写段落的首句，抓住关键信息以及10个给出的划线单词，推断续写段落之间的逻辑关系，以及各段的主要内容，通过教师追问使学生关注续写的依据及写作技巧，就学生分享的故事发展设置问题链，使学生一步步深入理解故事的发展脉络。教师精心搭建的支架对学生“读后续写”的思路有一定的导向性，有助于学生与原文的作者产生共鸣并对段落中情感的表达进行举例，让学生更加容易下笔。Step5Continuethestory【设计意图】根据前面写作内容、语言和逻辑的铺垫，学生课堂实践。Step7Assessthewriting【设计意图】通过分享评价学生作品，学生能更深刻理解读后续写要注意的写作要点。同时，这也有助于学生改进自己的续写作品。通过一起评价习作，进一步总结和指导续写的写作技巧。Step8Assignment：1.Continuetherestpartofthestory.2.Polishyourwritingwithpartners.新高考英语•记叙文的读后续写执教者:授课班级:时间:I.Learningobjectives（学习目标）Throughthisperiod,thestudentswillbeableto:masterhowtocompleteanarrativearticle.analyseagivennarrativepassageandclassifythetengivenwords.plotlogicallyareasonableendingontheunderlinedwordsandthegiventwosentences.learnthewaystowritevividly.Learnthecriteriaofcontinuationwriting.II.Learningprocedures（学习步骤）Step1.Leadin:Whatfiveelementsarethereinanarrativearticle?Step2.Analysethegivenpassage.Step3.LogicalplottingStep4.VividwritingStep5.Groupcreationworkfortheendingofthegivenpassage.Step6.Presentationofvolunteeringgroups.Step7.Sumup附1：阅读下面短文，根据所给情节进行续写，使之构成一个完整故事。AfunnythinghappenedtoArthurwhenhewasonthewaytoworkoneday.AshewalkedalongParkAvenueneartheFirstNationalBank,heheardthesoundofsomeonetryingtostartacar.Hetriedagainandagainbutcouldn,tgetthecarmoving.Arthurturnedandlookedinsideatthefaceofayoungmanwholookedworried.Arthurstoppedandasked,“Itlookslikeyou,vegotaproblem,”Arthursaid.“I’mafraidso.I,minabighurryandIcan,tstartmycar.”“IstheresomethingIcandotohelp?Arthurasked.Theyoungmanlookedatthetwosuitcasesinthebackseatandthensaid,“Thanks.Ifyou,resureitwouldn,tbetoomuchtrouble,youcouldhelpmegetthesesuitcasesintoataxi.”“Notroubleatall.I'dbegladtohelp.”Theyoungmangotoutandtookoneofthesuitcasesfromthebackseat.Afterplacingitontheground,heturnedtogettheotherone.JustasArthurpickedupthefirstsuitcaseandstartedwalking,heheardthe10ngloudnoiseofanalarm^报）.Itwasfromthebank.Therehadbeenarobbery!ParkAvenuehadbeenquietamomentbefore.Nowtheairwasfilledwiththesoundofthealarmandtheshoutsofpeoplerunningfromalldirections.Carsstoppedandthepassengersjoinedthecrowdinfrontofthebank.Peopleaskedeachother,“Whathappened?”Buteveryonehadadifferentanswer.Arthur,stillcarryingthesuitcase,turnedtolookatthebankandwalkedrightintotheyoungwomaninfrontofhim.Shelookedatthesuitcaseandthenathim.Arthurwassurprised.“Whyisshelookingatmelikethat?”Hethought.“Thesuitcase!ShethinksI,mthebankthief!”Arthurlookedaroundatt