PlotCreationStrategy教学设计广东省深圳市高三年级第一次调研考试读后续写

TeachingPlan–PlotCreationStrategyBasicInformationMaterial2023年深圳市高三年级第一次调研考试读后续写TeacherSchoolHuangYanlinShenzhenCuiyuanHighSchoolTime45minutesTheoreticalBasis1.CoreliteracyThisclassaimstopromotestudents’languageability,culturalawareness,thinkingqualityandlearningabilitybyleadingstudentstocreatecoherentplotsbasedonNarratologybyGeraldPrince.2.InputHypothesisThisclassisdesignedinaccordancetoStephenKrashen’stheoryofInputHypothesis.Inthiscase,studentsacquireprehensiveinput

fromtheoriginalarticle(i)whiletheplotcreationtaskbeesthegoalthatrequiresstudentstotakeonestepfurther(i+1),usingeverypossiblemeanstobineinformationandcreatecoherentplotsthatcorrespondtothegivenstory.AnalysisofmaterialsandstudentsAnalysisofmaterialsThisisastorywritteninthethirdperson,aboutaschoolmunityservicetothenursinghome.ThestorybeginswithMaya,themaincharacter,whoisembarrassedaboutwearingherlegbracetoschool,butisrelievedwhenherclassmatesdon'tsayanythingaboutit.Thenatthenursinghome,MayaandherfriendSamirmeetanelderlywomannamedJoanwhopraisesMaya'sartisticabilities,makingherfeelmoreconfidentaboutherself.Thestorylineisquiteclearandthefeaturesofeachcharacterarequitedistinctthankstovariedverbuseandfacialexpressions,leadingstudentstograspthethemeofthestory:bravery.Paragraphsarewrittenwithusingdiverseandconciceexpressions,whichmakesiteasierforstudentstounderstand.AnalysisofStudentsIntermsofemotion,Seniorthreestudentshaveparticipatedinplentyofmunityservicessincethestartofhighschool.Therefore,theyshouldbeabletounderstandthefeelingandthoughtofthecharactersinthatcontext.Intermsoflanguageskills,theyarewellequippedinunderstandingastorybutlacktheabilitytograspandstudythekeyinformationnecessaryforthecontinuation,whichiswhystudentsfinditdifficulttocreateplots.Teachers,therefore,shouldprovideguidanceandframeworkthatstudentscanfollow,whenitestoplotcreation.LearningObjectivesAfterthisperiod,studentsareexpectedto:outlineyourplotfollowingthegivenprocedure.elaborateandevaluateyourplot.Keyanddifficultpoints1.Howtopredictthechangeofmaincharacter;2.Howtothinkofrelevantdetailsandcreatecoherentplots.TeachingAidsPowerPoint,worksheets,blackboard,chalks,projectorTeachingFlowChartDoyouthinkyourclassmates’workfitsthecriteria?Why?Whatarethecriteriaforcoherentplots?Whatarethefeaturesofcharactersinthestory?Whatisthepointofviewofthestory?DiscussingandevaluatingWhatisthesettingofeachparagraph?Howwillthemotivationofmaincharacterchange?Doyouthinkyourclassmates’workfitsthecriteria?Why?Whatarethecriteriaforcoherentplots?Whatarethefeaturesofcharactersinthestory?Whatisthepointofviewofthestory?DiscussingandevaluatingWhatisthesettingofeachparagraph?Howwillthemotivationofmaincharacterchange?Whatarethefeaturesofsettinginthestory?AcquiringandstudyingLeadinginWhatshouldwefocusonwhentryingtounderstandastory?TransferringandapplyingWhatdifficultydoyouhavewhentryingtocreateplotsforthecontinuation?Whatdifficultydoyouhavewhentryingtocreateplotsforthecontinuation?HowdoyouHowdoyoucreatecoherentplotaccordingtobeginningsentences?Howwilltheemotionofthemaincharacterchange?Howwilltheemotionofthemaincharacterchange?LearningobjectivesTeachingProcedures(IW:individualwork;PW:pairwork;GW:groupwork)ClassActivitiesAssessmentDuration1.Recaptheassignmentandleadstudentstograspthekeyinformation(IW)TleadsSstorecapsomekeyinformationofthegivenstorysetting,relationshipbetweencharactersandpointofview.Ssgivetheirownanswerstogether.6mins(GW)TasksSstoshareingroupsthefeaturesofcharactersandtheinitialmotivationofthemaincharacter.Ssgivetheiranswersbyashowofhands.Intention：TusestheassignmenttoactivateSsbackgroundknowledgeofwhatmakesastory.2.Studythekeyinformationofthegivenstory(GW)TasksSstodiscussingroupsandthinkofsomedetailsconcerningthefeaturesofsetting;howthemaincharacterwillbeebasedontheinitialmotivationandthebeginningsentences.Sspresenttheirthoughtsbyashowofhands.Tleadsthemtothinkofpossibledetailsandhowthemaincharacterwillchangeinareasonableway.10minsIntention：TguidesSstograspthekeyinformationnecessaryfortheplotcreationinthecontinutation,andleadsthemtopredictandelaboratebasedonsettingandcharacters.3.Applythekeyinformationintoplotcreation(GW)TasksSstoshareanddiscussingroupsabouttheoutlineforthecontinuationfollowingtheguidingquestions.Sspresenttheirthoughtsbyashowofhands.TguidesSstocreateacoherentplotbyfocusingonhowthemaincharacterchanges15mins(IW)TinvitesSstodemonstratethekeyplotsineachparagraph.(plotsrelatedtothechangeofmaincharacter)Ssvolunteeractouttheirthoughts.Tguidesstudentstotakeinvariedaspectsforplotdescriptionanddevelopment.Intention：TleadsSstoframetheirplotbyfollowingthequestions,whicharousestheirawarenssofevaluation.Besides,TencouragesSstoactouttheplottopavewayforpredictingemotionchangeandrespectivedescription.4.Predictemotionchangeofthemaincharacter(IW)TleadsSstopredicttheemotionchangeofmaincharacter.Sspresenttheirthoughtsbyashowofhands.5minsIntention：TleadsSstodeterminetheemotionchangeofthemaincharacterandpossibleaspectsfordescription,sothatSsunderstandthekeyplottheyshouldelaborate.5.Discussandevaluateclassmates’plotcreation(GW)TasksSstodiscussingroupsandevaluatetheirplotsbasedonthegivencriteria.Sspresenttheirevalutionfollowingthecriteriabyashowofhands.TguidesSstoproperlyappreciatetheworksoftheirclassmates.g8minsAssignmentdesignContinuewritingthecontinuationfollowingtheplotscreatedandpolishthecontinuation.Intention：Tencouragesstudentstospecificallyevaluatetheplotsofotherssothattheylearntopareandcontrastbyviewingplotsfromdifferentperspectives,thusfosteringtheircriticalthinking.Andithelpsthembetterevaluatetheirplotsinthefuture.BlackboardDesignPlotCreationStrategyPlotCreationStrategyInitialmotivation(M0)SettingCInitialmotivation(M0)SettingCharacterPointofviewBeginningsentencesHow?How?(M2)(M2)ReflectionAfterthisclass,Iinterviewedmystudentsfromdifferentlevels.Iam