APuppyforPoppy读后续写课件-高考英语一轮复习

基于学生深度学习的读后续写教学实践TeachingPracticeofContinuationWritingBasedonStudents’DeepLearning一、深度学习Marton&Säljö（1976）在分析学生阅读成果时，发现了两种不同的学习结果，即基于简单记忆的学习结果和基于深入理解的学习结果，由此得出在学习过程中，学生加工处理信息存在浅层和深层的差异，最终提出了深度学习的概念；Marton,F.&Säljö,R.1976.Onqualitativedifferencesinlearning:I—outcomeandprocess[J].BritishJournalofEducationalPsychology,46(1):4-11.深度学习是指在教师引领下，学生围绕具有挑战性的学习主题，全身心积极参与、体验成功、获得发展的有意义的学习过程。深度学习的五个特征：联想与结构、活动与体验、本质与变式、迁移与应用、价值与评价。王蔷等（2021）从英语学科的深度学习出发，补充了“内化与交流”特征，强调学生需要围绕主题和新的知识结构开展以描述、阐释、交流等实践活动为主的内化活动，以巩固新知识结构，达到促进知识向能力、能力向素养转化的目的。王蔷、孙薇薇、蔡铭珂、汪菁.2021.指向深度学习的高中英语单元整体教学设计［J］.外语教育研究前沿，（1）：17-25.二、语篇分析What：语篇选自2020年1月浙江高考之读后续写，主要讲了男孩即将离家上大学，父母和Poppy（家里的宠物狗，也是男孩的好伙伴）送男孩到学校分别的场景。后来，父母和Poppy回到家后，父母看到Poppy郁郁寡欢、终日抑郁，非常担忧，于是想了一个办法——给Poppy带了一只小狗回家。Why:通过描写男孩和家人和Poppy分别后，家人对Poppy低落情绪的担忧，突出了陪伴的重要性以及家人之间的爱与人与动物间的爱。PoppyParentsBoyAPuppyHow：文中连续动词的运用，如“stoodup”，“hugged”，“smiled”，“tryingnottolet”等生动表现了男孩分别的不舍；以及对父母的描写，如“driven”，“hugged”，“smiledthroughmistyeyes”，“laughed”等可看出父母既欣慰儿子即将开启新征程，又流露出不舍儿子的情感。回到家后，Poppy“didn’tseeminterestedinherdinner...”，“Herownersweresad,too.”，“Theyofferedthedogsomeofherfavoritepeanutbuttertreats.Theyevenlethersitonthesofa.”等描写了家里氛围的改变，“Thehouseseemedquietasatombwithouttheboylivingthere.”，突出家人和Poppy的忧伤与思念，为故事发展埋下伏笔。三、指向深度学习的高中英语阅读教学策略1.深入研读语篇，分析主题意义2.以核心素养为导向，设置阅读教学目标3.从认知规律出发，设计多层次活动4.重视持续性评价，完善深度学习安富海、陈玉莲.2017.深度教学及其路径研究［J］.教育探索，（5）：6-10.ContinuousWriting:

Pre-writing

读后续写——人与动物程晨成都棠湖外国语学校DoyoulikedogsPre-writingThinkaboutthequestionandshareyourideas.Activity2ReadanddrawDrawyourinformationmapbasedonthestory.1.Whoarethemaincharactersandwhathappenedtothem2.Drawaninformationmapbasedonthemaincharacters’

actionsandtheirfeelings.Underlinetheverbsinthestory.Climax:Build-up:Beginning:Resolution:

Parents:

Theboy:upset;sadWhathappenedtothemHowdidtheyfeelActivity2ReadandaddmoreEnding:Parents:Theboy:Poppy:

Parents:Parents:

Poppy:Para.1:Dadopenedtheboxandasweetlittledogappeared.Para.2:Afewweekslatertheboyarrivedhomefromtheuniversity.upset;sad......bentdowntohug,stoodup,hugged,smiled,tryingdriven,hugged,smiledandlaughedContinuousWriting:

While-writingandPost-writing

读后续写——人与动物程晨成都棠湖外国语学校Bytheendofthislesson,wewillbeableto:1.summarizethemainideasaccordingtothesixelementstheory;2.analyzethecharacters’feelingsandpersonalityaccordingtotheplot;3.writeaparagraphforthecontinuouswritingandpolishitaccordingtothecriteria.

LearningobjectivesActivity1FreetalkWhatimportantinformationshouldbeincludedinastoryThinkaboutthefollowingquestionandshareyourideas.Characterwho?Settingwhen?where?Plotwhat?how?why?StoryElements

Climax(高潮)BeginningEndingPlotBuild-up:Resolution:

eventsproblemssolutionsClimax:Build-up:Beginning:Resolution:

Parents:

Theboy:Activity1FreetalkEnding:Parents:Theboy:Poppy:

Parents:Parents:

Poppy:Para.1:Dadopenedtheboxandasweetlittledogappeared.Para.2:Afewweekslatertheboyarrivedhomefromtheuniversity.......PoppyAPuppyParentsBoy1.WhoarethemaincharactersinthestoryActivity2ReviewandsharePresentyourinformationmapbasedonthestoryandshareyourideas.Activity2ReviewandsharePresentyourinformationmapbasedonthestoryandshareyourideas.WhatismainlytalkedaboutinthestoryCharacterwho?Settingwhen?where?Plotwhat?how?why?StoryElementsItmainlytalksaboutthedogPuppyandparentswhofeltupsetwhentheboylefthomeandwenttouniversity.ParentstriedtocheerPuppyupandbrouhthomealittledog.Activity3PresentandsharePresentyourinformationmapbasedonthestoryandshareyourideas.1.Whoarethemaincharactersandwhathappenedtothem2.Drawaninformationmapbasedonthemaincharacters’

actionsandtheirfeelings.Shareyourinformationmapwithingroupsandchooseonetopresent.Considerthefowlling:PoppyAPuppyParentsBoyCriteria1.Retellthestorybyusingtransitionalwordslike“atthebeginning,then,next,intheend...”2.Speakconfidentlyandincludethesixelementsandthefeelingsofthecharacters.Climax:Build-up:Beginning:Resolution:

Parents:

Theboy:upset;sadWhathappenedtothemHowdidtheyfeelActivity3ReadandaddmoreEnding:Parents:Theboy:Poppy:

Parents:Parents:

Poppy:Para.1:Dadopenedtheboxandasweetlittledogappeared.Para.2:Afewweekslatertheboyarrivedhomefromtheuniversity.upset;sad......bentdowntohug,stoodup,hugged,smiled,tryingdriven,hugged,smiledandlaughedlifted,flased,saidnodded,watched,turneddidn’tseeminterestedin...offeredthedog...evenlethersitonthesofawalked...carryingaboxwelcomed,saw,stopped,puthernoseon,waggingasenseoflosssadworriedunhappyjoyfulcheerfulActivity4ThinkandshareThinkaboutthefollowingquestionandshareyourideas.3.Whatistheconflict(problem)andwhatdoesthestorytrytoconveyThestorytellsthatthedogPoppyfeltsounhappybecausetheboywenttocollegeandtheconflictisthatsomethingshouldbedonetocheerPoppyup.TheparentstriedmanywaysanddidnotworkuntilDadbroughthomeasweetlittledogwhoPoppyliked.ThestorytriestoconveythatPoppy’sattachmenttotheboyandthelovefromtheparentstoPoppyaswellastheaffectionbetweentheboyandhisparents.themecompanionship&loveActivity4ThinkandoutlineThinkaboutthefollowingquestionanddesigntheplot.1.Whatinformationcanwegetfromthetwogivensentences注意：续写词数应为150左右。2.Whatdoyouwanttoknowbasedonthegivensentencefrompara.1andpara.2WhatwasthelittledoglikeHowdiditfeelandWhatdiditdoHowdidDadfeelwhenhesawPoppywaggingthetailHowdidothercharactersfeelandreacttothesceneActivity5ThinkandoutlineThinkaboutthefollowingquestionanddesigntheplot.DidPoppystilllovetheboyHowwouldhereactHowdidtheboyfeelwhenhesawPoppywhatdidhedoHowdidparentsfeelandreacttothesceneActivity5ThinkandoutlineThinkaboutthefollowingquestionandshareyourideas.reactionsfromDad,MomandPoppyfeelingsactionsenvironmentdialoguesPara.1appearanceactions...1.apairoflargewatery

eyes2.twobiground

eyes3.beady/sparkling/twinkling

eyes4.anoselikeasmallblackgem5.long/muscular/skinny/spindlylegs6.furisaswhiteassnow/othercolors7.along/shortlittletail8.littleearsonthetopofthehead1.wagthetail2.bark3.puttheearsup4.shakethewholebody5.rubtheirnecksandbackswiththeirpaws6.runaroundme7.keepscratchingmewithhisfrontpaws8.keepitsforelegsdoubleduphappilyjoyfullycheerfullywithjoy/happinessWhatdoesthestorytrytoconvey?Theendingofanstoryusuallyhasthefunctionofsummarizingtheentirestory,echoingthebeginninganddeepeningthetheme.pullendingsublimationopen-endedunexpectedquote；rhetoricdevice；happysadActivity6AssignmentWritethesecondparagraphbasedontheplotyouhavedesigned.HowtowriteanimpressiveendingSimile明喻1.Iwanderedlonelyasastaydog.2.Einsteinlikestoputacloakon,asifhehadjustwalkedoutofafairytale.Somecommonlyusedrhetoricdevices明喻是将存在于人们的心里的具有共性的不同事物作对比。标志词常用：like,as,seem,asif,asthough,similarto,suchas等。metaphor隐喻，暗喻1.Hopeisagoodbreakfast,butitisabadsupper.2.Somebooksaretobetasted,othersswallowed,andsomefewtobechewedanddigested.隐喻是简缩了的明喻，是将某一事物的名称用于另一事物，通过比较形成。metonymy借喻，转喻1.Thekettleboils.2.Theroomsatsilent.以容器代替内容3.Lendmeyourears,please.4.acompleteShakespeare5.Ihadthemuscle,andtheymademoneyoutofit.借喻不直接说出所要说的事物，而使用另一个与之相关的事物名称。synesthesia通感、联觉、移觉1.Thebirdssatuponatreeandpouredforththeirlilylikevoice.2.TastethemusicofMozart.这种修辞法是以视、听、触、嗅、味等感觉直接描写事物。1.自然式结尾：自然式结尾的篇章一般故事情节完整，从开头能直接推测出结尾2.首尾呼应式结尾：通过重复标志性词汇实现。例如，采用关键词词性或词形变化的方式进行重复，3.议论式结尾（Theme）：以议论的形式总结全文的主旨作为结尾4.留白式结尾（Theme）：这种结尾是一种加深主题的手法，通过描写一个画面（动作、变化等），给读者留下遐想的空间。5.反思式结尾：以人物心理活动的描写为结尾。6.对话式结尾：以人物的对话为结尾。7.以景结情式结尾：以景结情及借景抒情，在续写结束时看可以寓情于景，呼应主题。EvaluationforContinuousWritingAspectsDetailsPointsSelf-evaluationPeer-assessmentTeacher’sfeedbackPlot1.Istheplotdevelopmentappropriate?42.Istheplotdevelopmentcomplete?43.Isthethemeappropriate？2Language4.Isthereanyvividdescriptionsonappearance,actions,environment,feelingsordialogue?45.Isthereanysentencestructurelikeclauses,metaphors,orothers?46.Isthegrammarcorrect?4Coherence8.Isthewholestorycoherernt?(meaning,logic,theme)3

总分：Activity4WriteadraftWriteadraftbasedontheoutlineyouhaveanduseasmanysentencestructuresaspossible.注意：续写词数应为150左右。reactionsfromDad,MomandPoppyfeelingsactionsenvironmentdialoguesPara.1appearanceactions...Para.2reactionsfromDad,MomandPoppyandtheboyfeelingsactionsenvironmentdialoguesthemeWhatdoesthestorytrytoconveyEvaluationforContinuousWritingAspectsDetailsPointsSelf-evaluationPeer-assessmentTeacher’sfeedbackPlot1.Istheplotdevelopmentappropriate?42.Istheplotdevelopmentcomplete?43.Isthethemeappropriate？2Language4.Isthereanyvividdescriptionsonappearance,actions,environment,feelingsordialogue?45.Isthereanysentencestructurelikeclauses,metaphors,orothers?46.Isthegrammarcorrect?4Coherence8.Isthewholestorycoherernt?(meaning,logic,theme)3

总分：determinedtoActivity5EvaluateandpolishEvaluationforContinuousWritingAspectsDetailsPointsSelf-evaluationPeer-assessmentTeache