年高考全国II卷读后续写说课教学设计课件-高三英语一轮复习专项()

ContinuationWriting2025年高考全国II卷CulturalIdentityRecognition:TheInnerJourneyofInternationalStudent“Qiuyu”Contents

2.Analysisofteachingmaterial3.Analysis

of

students4.Teaching

objectives5.Teaching

keyanddifficultpoints6.Teachingmethods&LearningStrategies1.Analysisoftheoreticalbasis7.Teaching

procedures点击此处添加章节的描述内容，言简意赅，字数不超过50字，20号字。Part1Analysisoftheoreticalbasis

NewgeneralseniorhighschoolcurriculumstandardsTheactivity-basedapproachtoEnglishlearningEnglishsubjectcorecompetencies点击添加标题点击此处添加章节的描述内容，言简意赅，字数不超过50字，20号字。点击添加标题点击此处添加章节的描述内容，言简意赅，字数不超过50字，20号字。点击添加标题Part2

Analysisofteachingmaterial1.Category:

ManandSelf2.Theme:

CulturalIdentityRecognition:TheInnerJourneyofInternationalStudent“Qiuyu”3.Mainidea:ItmainlytalkedaboutaninternationalstudentinIrelandfacedchallengesduetothedifficultyinpronouncingherChinesename.Later,duringalecture,shewasinvitedtosharethemeaningofhername,realizedtheimportanceofsharingherculturalidentity,andtherebyenhancedculturalunderstandingwithherclassmates.

Part3

Analysis

of

students

StudentGroupStrengths&WeaknessesStudentswithweakfoundationsHardtograspthetext’smainidea;

struggletosortoutthe5W1Helementsofnarratives.StudentswithgreatfoundationsHavebasicreadingandwritingskillsfornarratives.Butfaceshortages:1.Failtofollowthe“consistencywiththeoriginaltext”principle.2.Plotdesignlackstwists;cannothighlightthethemethroughdetailedconflicts.3.Superficialculturalexpression;failtoconnect“Qiuyu’smeaning”with“culturalidentity”.AllstudentsPoorself-evaluationandpeerevaluationabilities;cannotaccuratelyidentifylogicalorlinguisticproblemsafterfinishingthefirstdraft.Part4

Teaching

objectives

Languageability:Understandthemainidea,structure,andplotsofthegivenpassage.Learningability:Getthestudentstoexchangetheirideaswithothersfreelyanddeveloptheabilityofunderstandingandcooperating.Thinkingquality:Understandthemeaningofthethemeandimprovetheirlogical,criticalandcreativethinkingqualities.Culturalawareness:Helptocultivatestudents’understandingthepowerofculturalidentity.

Part5

Teaching

keyanddifficultpoints

KeypointsGuidestudentstouselearnedknowledgetofinishthewritingcontinuationanddeveloptheircreativethinking.Difficultpoints1.Howtoaccuratelyinterpretthegiventext.2.Howtoorganizesubsequentplotsbasedontheprovidedopeningsentences.3.Howtodeeplyexplaintheculturalmeaningof“Qiuyu”.Part6

Teachingmethods&Learningstrategies▶SituationalMethod▶Task-basedMethod▶ObservationMethod▶InductiveMethod▶Inquirystudy

▶

Cooperativelearning

Part7

Teaching

procedures

Leadin1.Whenothersmispronounceyourname,howdoyoufeel?2.Whatdoesyournamemeantoyou?”Readforsearch"What'syourname?"isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasanintenationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfront

ofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimormyself.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn'tstop,theentirelecturewouldberuined."It'sokay,professor,Ishrugged(耸肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtostopfurther.

Afterthatincident,Istoppedactingasa"Chineseteacher."Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.Para1:Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Para2:Manyofmyclassmatesgotinterestedandcameuptomeafterclass.TimeContemporary(present-day).Thecontextofbeinganinternationalstudent,universitylectures,andthespecificculturalinteractionpointtoamodernsetting.PlaceIreland(explicitlystated:"internationalstudentinIreland").Specifically,withinauniversitysetting(lectures,classdiscussions,classmates,professor).CharactersMainCharacter/Narrator:"I"--AChineseinternationalstudentstudyinginIreland.Sensitivetoculturaldifferences,initiallyeagertoteachthecorrectpronunciationoftheirname(QiuYu/秋雨),becomesself-consciousandwithdrawsafteranawkwardpubliccorrectionattempt,thenfeelsconflictedaboutlosingachancetosharetheirculture.SupportingCharacters:TheProfessorClassmates(General)SpecificClassmates记叙文要素Contradiction（冲突）PrimaryContradiction:Thenarrator'sdesirefortheirname(acorepartoftheirculturalidentity)tobepronouncedcorrectlyandunderstoodvs.thepracticaldifficultynativeEnglishspeakersfaceinpronouncingitandthesocialawkwardness/embarrassmentcausedbypersistentcorrectionattempts,especiallyinpublicsettings.SecondaryContradiction(Emerging):Thenarrator'schoicetoavoiddiscomfortbynolongercorrectingmispronunciationsvs.theirrealizationthatthismeanssacrificingtheopportunitytoshareapartoftheirculturalidentity.Manifestation:Thepivotalscenewiththeprofessorpubliclystrugglinghighlightsthecoreconflict:correctingpronunciationcausesdisruptionandembarrassment,butnotcorrectingfeelslikealossofself.记叙文要素主要矛盾：

叙述者希望自己的名字（作为其文化身份的核心组成部分）能被正确发音和理解，与英语母语者实际发音困难以及持续纠正行为（尤其在公开场合）引发的社交尴尬/窘迫之间的矛盾。次要矛盾（显现中）：

叙述者为避免不适而选择不再纠正错误发音，与其意识到这意味着主动放弃分享自身文化身份机会之间的矛盾。矛盾体现：教授在公开场合费力拼读名字的关键场景，集中暴露了核心冲突：纠正发音会引发尴尬与秩序中断，但放任错误又仿佛经历着自我迷失。ThemeThecentralthemerevolvesaroundculturalidentity,belonging,andthenegotiationofselfinacross-culturalenvironment.Specifically:Thechallengeofmaintainingone'sculturalidentity(symbolizedbythename)inanewculturalcontext.Theemotionalcostofculturalmisunderstandingsandthedesireforauthenticrecognition.记叙文要素具体而言：在异质文化语境中守护以姓名为象征的文化身份所面临的挑战。核心主题聚焦于文化身份、归属感以及跨文化环境中的自我调适。文化误解酿成的情感代价，以及对本真性承认的深切渴求。背景与问题：

MygivennameQiuyu...happenedtobeagreatchallenge...Everytime...Ihadtoexplain...fivetimes,yettheystillcouldnotsayit...关键事件(高潮/转折点)：theprofessortriedrepeatingmyname...overandover...IreallydidnotknowwhetherIshouldcontinuecorrectinghimormyself."It'sokay,professor,"Ishrugged.Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile...决定与行为改变：Afterthatincident,Istoppedactingasa"Chineseteacher."Instead...Ijustsmiledandnoddedapprovingly.新行为的结果(表面)：Thisapproachsparedmethediscomfort...核心冲突揭示(主题)：

Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.情节搭建的主要行为动作句式(驱动故事发展的骨架):细节描写Readforwrite1.尴尬与无措（课堂事件高潮）•动作描写："It'sokay,professor,"Ishrugged./Iforcedasmile,unsurehowtostopfurther.•情绪分析：◦shrugged（耸肩）：表面故作轻松，实则掩饰内心的尴尬与放弃挣扎的无力感。◦forcedasmile（强挤笑容）：用虚假笑容掩盖窘迫，体现强颜欢笑的被动处境。◦unsurehowtostopfurther（不知如何停止）：动作停滞暴露茫然无措的心理状态。2.矛盾与自我怀疑（教授反复念名时）•动作描写：IreallydidnotknowwhetherIshouldcontinuecorrectinghimormyself.•情绪分析：动作的迟疑直接体现内心剧烈矛盾（坚持文化认同vs避免尴尬）。3.妥协与失落（事件后行为转变）•动作描写：Ijustsmiledandnoddedapprovingly.•情绪分析：机械化的赞同动作，隐含压抑真实感受的妥协与自我消音。4.觉醒的痛苦（结尾反思）•动作描写：Isoonfoundthatbydoingso,Imightbelosing...•情绪分析：认知动词链揭示醒悟后的隐痛，凸显文化身份割裂感。情绪线--人物动作描写、情绪分析细节描写Discussion&Writing情节搭建

ARE原则（Action,Response,Emotion）Paragraph1:ExplainingtheName'sMeaning1.MyReaction:HowdoIinitiallyfeelwhenasked?Hesitant(givenpastexperiences),surprised,orfinallyvalidated?2.Explanation:Whatspecificdetailsabout"Qiuyu"(秋雨)doIshare?(e.g.,"Qiu"meansautumn,"Yu"meansrain;imagery,culturalassociationslikeharvest,melancholy,renewal).3.Delivery:HowdoIexplainit?Briefly,nervously,orwithgrowingconfidence/enthusiasm?DoIwritethecharacters?4.ClassReaction:Whatistheimmediateresponsefromtheprofessorandclassmates?(e.g.,quietinterest,murmursofunderstanding,follow-upquestions).E.g.Iwalkedtothefrontoftheclasswithbutterflyinmystomoch,andsaid:“......”

Paragraph2:Manyofmyclassmatesgotinterestedandcameuptomeafterclass.1.WhoApproaches:Whichspecificclassmatesapproachme?(e.g.,familiarfaces,peopleIdidn'tknowwell,otherinternationalstudents).2.KeyInteractions:Whatspecificconversationsorexchangeshappen?(e.g.,theytrypronouncingitagainwithmyguidance,askmoreaboutChinesenames/culture,sharemeaningsoftheirownnames).3.MyResponse:HowdoIreacttotheirapproachandinterest?(e.g.,surprisedbutpleased,cautiouslyoptimistic,activelyengagedinsharing).4.TurningPoint:Howdoesthisinteractioncontrastwiththeearlier,awkwardexperiences?Whatshiftdoesitrepresent?(e.g.,movingfromfrustrationtoconnection,feelingseen,realizingsharingthemeaningunlocksunderstanding)5.InternalShift:Whatdoesthismomentmakemerealizeaboutmyearlierdecisiontostopcorrectingpeople?Whatfeelingdoesitevoke?(e.g.,hope,relief,asenseofreclaimingpartofmyidentity).E.g.Withcuriositysparklingintheireyesandraptattentionfixedonme,IansweredtheirquestionswithgreatpatienceandsharedaspectsofChineseculturewiththem.行为类：代表/象征：represent/standfor/symbolize/embody解释：explain/illustrate保护：preserve/protect目光聚焦在我身上：gazewasfixedonme完全沉浸在其中：utterabsorbed揭示文化意义：unveilthecultu