高中英语-读后续写Continuation Writing教学设计学情分析教材分析课后反思

TeachingPlan

Part1Analysisofteachingmaterial

Thisarticleisacontinuationofoneofthewriting

questionsinthecollegeentranceexamination.Thereading

materialprovidedisanarrativeessay.

Thisdesignfocusesontheoverallintegrationofcontent,

thinkingandlanguage.Theprocessimplementstheprocessof

readingandwritingfromtheaspectsoflearningobjectives,

readingmethods,articleinterpretation,information

processingandwritingskills.Basedonthestructureofthe

text,themainlineofbasicinformation-mainplot

development-climaxissortedout.Then,throughtheprompt

wordsandthefirstsentenceofthesecondparagraph,itis

reasonabletoinferthewaytheauthorsavedTommyinthefirst

paragraphandthechangesofthecharacters'inneremotions.

Atthesametime,byanalyzingthecharacteroftheauthorand

Tommy'sbeingpersuadedtointroduceanotherdarklineofthe

articletohighlightthetheme-trustbuildingandcare

betweenpeople.

Part2Analysisofthestudents

1.Analysisofstudents,psychologicalcharacteristics

Theteachingobjectsofthiscoursearestudentsofsenior

two.Theiremotionsareverymalleable,soitmaynotpossible

tomakeacomprehensiveanalysisofproblems.

2.Analysisofstudents，existingcognitivebasisand

experience

Bydoingthistypeofwritingconstantlybefore,the

studentshavesomeunderstandingofthistypeofwriting,so

thestudentshavebeenfamiliarwiththetextform.Theguiding

learningplandistributedfirstgraduallyguidesstudentsto

perceivethetextcontent,obtainandanalyzethebasic

information.Atthesametime,thediversityofvocabularyand

sentencepatternsalsoneedtobeaccumulatedandsupplemented

toenrichthewholetext.Forstudents5lifeexperience,there

willbenodeviationintheiroverallconceptwhenthey

encountersuchproblems.Inparticular,thevideosintroduced

beforeclasswillhelpstudentsunderstandthemeansoftheaid.

3.Analysisofindividualdifferences

Theaboveanalysisarebasedontheanalysisofmost

students,andthescopecanbenarroweddown,whichcanbe

furtherdividedintothreecategories:

(1)Topstudent:Thearticleiseasytounderstand,andstudents

ofthislevelcananalyzethecharactersandsolutionswell.

Thevocabularyandsentencepatternscanbeusedcorrectly,but

therichnessneedstobeimproved.

(2)Averagestudents:Thereisnoprobleminunderstandingthe

article,butforthesestudents,thepsychologicalanalysisof

charactersneedstobeguided,andthevocabularyandsentence

patternsalsoneedconstantdevelopmentandguidance.

(3)Studentswithlearningdifficulties:Theycanbasically

fillinthebasicknowledgeoftheguidedstudyplanby

referringtothearticles.Thecharacters'personalityand

psychology,theuseofbasicvocabularyandsimplesentence

patternsneedtobeaccumulatedinadvance.Theydonothave

enoughtimetowriteinclass,sotheycandrawthearticleframe

andwritemaincontentinclass.

4.Analysisofdifficultiesinwriting

Thetextinterpretation,themesublimation,accuracyand

richnessoflanguagearetheweaklinksofstudents'writing.

Forexample,therearesomedifficultiesindescribingthe

directionofthecontentafterreading.Onlybyaccurately

masteringthemethodofpersuasionmentionedinthearticleas

wellastheactionandpsychologicaldescription,canstudents

completethefirstparagraphinclass,makingthecontentof

thearticlekeeptothepoint.

Part3Teachingaims

1.Tocultivatestudentstohaveaclearmapofthestructures

andobtainagoodunderstandingofthewholetext.

2.Toleadstudentstoanalyzethecharacteroftheauthorand

thechangingemotionsofTommyandtheauthorbeforeandafter

thedangeroussituation.

3.Toteachstudentshowtoassessapassageintermsofspecific

criteriaincludingcoherence,transition,content,language,

etc.

Part4Keypointsanddifficultpoints

Keypointsofthislesson:

First,grasptheplotdevelopmentdiagramofthetextas

awhole.

Second,thepsychologicalcharacteristicsofthe

charactersareanalyzedaccordingtotheiractions.

Third,accordingtothedevelopmentoftheplot,predict

thepossibilityofthestorytobecontinued.

Difficultiesofthisclass:

First,thecompletenessofthecontinuationandtheharmony

withthecontextoftheoriginaltext.

Second,theaccuracy,appropriatenessanddiversityofthe

vocabularyandgrammaticalstructuresused.

Third,thecohesionofthecontextandthecoherenceofthe

text.

Part5Teachingmethodsandstudyingways

Asafacilitator,Iinsisttheteachingprinciplesthat

teachersshouldcultivatestudents?autonomy,creativity,

independencyandinitiative.I'11mainlyuseTask-based

languageteachingmethods.I'11usepicturesandwordcards

tomakemyteachingmoreinterestingandletthestudentsto

getabetterunderstandingofthestructureofthepassage.

Weadvocateindependentlearning,cooperativelearningand

inquirylearningthroughstudents?observations.Students?

potentialshouldbecultivated,too.

Part6Teachingprocedure

1.Lead-in

Teacher'sactivity

(1)Talkfreelytostudentsandasktheirfeelings.

(2)Leadinthevideorelatedtoadepressionexperimentand

askthemiftheywerethedriver,whatwouldtheydotohelp

theman.

Students'activity

Watchthevideoandthinkaboutthesolutionstopersuadethe

man.

2.Readingthematerial

Teacher'sactivity

(1)Introducethebasicrequirementsoncontinuation

writing.

(2)Askstudentstolistsomeoftherequirementsonreading

skillsandteachthefivekeyelementsofastory.

(3)Introducetheplotmountainusedtostudents.

(4)Checktheanswersofthelearningpaperdonebeforeby

thefollowingparts.

©Readforthebasicinformation(WHO,WHEN,WHERE,WHAT)

©Readforthedevelopmentofthestory(Trytouse1or2

sentencesinthestorytosummarizeeachparagraph)

©Readtheclimaxofthestory

Students'activity

Completethepaperbeforeclassandchecktheanswerinclass.

3.Readingthegiveninformation

Teacher'sactivity

(1)Focusonthe10keywordsandaskstudentstoclarifythem,

makingthecontentkeeptothepoint.

(2)Focusonthe2sentencesandletstudentsmake

predictions.

(3)ReadTommy'sfeelingsandfindanadjectivetodescribe

it.

(4)Readtheauthor'spersuasionandsummarizethem.

Students'activity

Makepredictionsandsummarizethecharacters?emotion

andwaysofpersuasion.

4.Brainstorming

Teacher'sactivity

Listfourquestionsandhelpstudentstomaketheplot

accurate.

Students'activity

Discussingroupandwritethepossibleexpressionsonthe

blackboard.

5.Writing

Teacher'sactivity

(1)Introducethebasicrequirementsonwritingskills.

(2)Remindstudentsofusingalltheinformationonthe

blackboardandscreen.

Students'activity

(1)Readtherequirementsonwriting.

(2)Completethefirstparagraph.

6.Assessment

Usethecharttofinishself-evaluationandmutualevaluation.

7.Appreciation

Afterassessstudents'ownpassage,appreciatethemodel

essay.

8.Conclusion

Makeaconclusionofstepstocontinueastory.

9.Appreciateathemepoem

Loveisgiving.LoveisLiving.

Loveistakingsomeone'sload.

Lovehelpsthemalongtheroad.

Loveiscaring.Loveissharing.

Lovewillseekthebestforothers.

Lovetreatseveryoneasbrothers.

10.Assignment

(1)Continuetherestpartofthestory.

(2)Polishyourwritingwithpartners.

(3)Neatlycopyitdownonthepaper.

Part7Blackboarddesign

ContinuationWriting

Studentsexpressionsin

screentheprocessof

brainstorming

AnalysisofStudents

1.Analysisofstudents'psychologicalcharacteristics

Theteachingobjectsofthiscoursearestudentsofsenior

two.Theiremotionsareverymalleable,soitmaynotpossible

tomakeacomprehensiveanalysisofproblems.

2.Analysisofstudents'existingcognitivebasisand

experience

Bydoingthistypeofwritingconstantlybefore,the

studentshavesomeunderstandingofthistypeofwriting,so

thestudentshavebeenfamiliarwiththetextform.Theguiding

learningplandistributedfirstgraduallyguidesstudentsto

perceivethetextcontent,obtainandanalyzethebasic

information.Atthesametime,thediversityofvocabularyand

sentencepatternsalsoneedtobeaccumulatedandsupplemented

toenrichthewholetext.Forstudents'lifeexperience,there

willbenodeviationintheiroverallconceptwhenthey

encountersuchproblems.Inparticular,thevideosintroduced

beforeclasswillhelpstudentsunderstandthemeansoftheaid.

3.Analysisofindividualdifferences

Theaboveanalysisarebasedontheanalysisofmost

students,andthescopecanbenarroweddown,whichcanbe

furtherdividedintothreecategories:

(1)Topstudent:Thearticleiseasytounderstand,and

studentsofthislevelcananalyzethecharactersandsolutions

well.Thevocabularyandsentencepatternscanbeused

correctly,buttherichnessneedstobeimproved.

(2)Averagestudents:Thereisnoprobleminunderstanding

thearticle,butforthesestudents,thepsychologicalanalysis

ofcharactersneedstobeguided,andthevocabularyand

sentencepatternsalsoneedconstantdevelopmentandguidance.

(3)Studentswithlearningdifficulties:Theycan

basicallyfillinthebasicknowledgeoftheguidedstudyplan

byreferringtothearticles.Thecharacters'personalityand

psychology,theuseofbasicvocabularyandsimplesentence

patternsneedtobeaccumulatedinadvance.Theydonothave

enoughtimetowriteinclass,sotheycandrawthearticleframe

andwritemaincontentinclass.

4.Analysisofdifficultiesinwriting

Thetextinterpretation,themesublimation,accuracyand

richnessoflanguagearetheweaklinksofstudents'writing.

Forexample,therearesomedifficultiesindescribingthe

directionofthecontentafterreading.Onlybyaccurately

masteringthemethodofpersuasionmentionedinthearticleas

wellastheactionandpsychologicaldescription,canstudents

completethefirstparagraphinclass,makingthecontentof

thearticlekeeptothepoint.

学情分析

1.学生心理特点分析

本课的授课对象为高二学生，情绪情感有很大的可塑性，对于问

题不一定能全面的进行分析。

2.学生已有的认知基础及经验分析

之前通过不断的做题，学生对该类型题目有所了解，故而学生已

经熟悉了文本形式。先行下发的导学案，逐步引导学生感知文本内容,

获取和分析了基本信息同时，词汇与句式的多样性也需要一定的积累

与补充，才能使整个文本更加充实。对于学生生活经验来说，遇到该

类救人问题，整体观念不会存在偏差，尤其课前导入的视频更加帮助

学生理解援助的手段及方式。

3.个体差异的分析

上述是基于大多数学生进行分析，缩小范围，我们又可以将其细

化为三类：

(1)优等生：文章理解较为容易，能够很好的分析人物的性格和解

决方式，词汇和句型能够正确使用，但是丰富性待提高。

(2)中等生：文章的理解没有问题，但是人物的心理分析需要引导，

对于所用的词汇和句型需要不断的开发与引导。

(3)学困生：导学案的基础知识对照文章能够基本填写，人物的性

格与心理，基本词汇和简单句型的使用需要提前积累，课堂写作时间

较不充分，能够在课堂上绘制文章框架和基本段落写作。

4.写作难处的分析

层次的文本解读，主题升华和语言的准确性和丰富性是学生写作的薄

弱环节。比如学生在读后续写内容的方向上还存在一定的困难，课堂

所写的第一段内容，文章提及的说服方法以及动作和心理描写要准确

把握，才能使文章的主题不偏离。

效果分析

1.导入部分

日常聊天的形式，让学生在轻松的氛围中进入本节课，通过心情

的提问，对比展现一段街头采访的视频，很好的将文章内容以视觉方

式呈现，直接引起学生们情感上的冲击，随后通过提问“Ifyouare

thedriver,whatwouldyoudo?",让学生首先通过日常经验，首

次达到情感的塑造。本部分的视频很好的吸引了学生的注意力，学生

们很快融入并参与到课堂中来。

2.文本解读

(1)该部分首先通过阅读技巧，学生了解如何读，通过哪几方面

阅读文本。通过课前学案导学，学生进行了“课前略读”，获得文本

的基本要素的相关信息和文章大意的理解，同时，做好基本要素的梳

理。

(2)随后，通过课堂对plotmountain的重点解读，按时间顺序

发展，不同时间的事件线索和情感变化线索贯穿全文脉络。通过事件

的发生顺序和人物的情感，清理文章主要情节，梳理语篇内容的推进

方向。止匕外，思考原文写作视角，体会原文的各种动作描写来表达情

感，为续写做铺垫。

(3)找寻文本的高潮点，分析此刻人物的心理及时刻的危机。

3.续写预测

基于续写的难度，保留原下划线词汇的选择，使不同层次学生都

能够有词所用。通过对续写第一段落的首句，抓住关键信息，预测即

将发生的两个结果。再根据第二句推断选择结果之一。再一次通过对

文章作者说服的方法总结、Tommy情绪的变化以及就接下来故事可能

的发展设置问题链，使学生一步步深入理解故事的发展脉络。静心搭

建的支架对学生的思路有一定的导向性，学生与原文的作者产生共鸣。

头脑风暴环节，写下问题所能使用的词汇及句型，学生在写作时更容

易下笔。

4.续写故事

根据前面写作内容、语言和逻辑的铺垫，学生课堂实践，因时间限

制考虑只进行并且完成了第一段的写作。

5.评析文章

通过自评表，首先对自己的文章有初步的剖析。通过评价同伴作

品，学生更能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。通过一起赏析，进一步总结和知道续写的步

骤与注意事项。

6.情感升华

文章剖析与写作后，通过老师分享的诗，更好的对学生情感进行

塑造，成功将本堂课推向高潮。

AnalysisofTeachingMaterial

Thisarticleisacontinuationofoneofthewriting

questionsinthecollegeentranceexamination.Thereading

materialprovidedisanarrativeessay.

Thisdesignfocusesontheoverallintegrationofcontent,

thinkingandlanguage.Theprocessimplementstheprocessof

readingandwritingfromtheaspectsoflearningobjectives,

readingmethods,articleinterpretation,information

processingandwritingskills.Basedonthestructureofthe

text,themainlineofbasicinformation-mainplot

development-climaxissortedout.Then,throughtheprompt

wordsandthefirstsentenceofthesecondparagraph,itis

reasonabletoinferthewaytheauthorsavedTommyinthefirst

paragraphandthechangesofthecharacters5inneremotions.

Atthesametime,byanalyzingthecharacteroftheauthorand

Tommy?sbeingpersuadedtointroduceanotherdarklineofthe

articletohighlightthetheme-trustbuildingandcare

betweenpeople.

Keypointsofthislesson:

First,grasptheplotdevelopmentdiagramofthetextas

awhole.

Second,thepsychologicalcharacteristicsofthe

charactersareanalyzedaccordingtotheiractions.

Third,accordingtothedevelopmentoftheplot,predict

thepossibilityofthestorytobecontinued.

Difficultiesofthisclass:

First,thecompletenessofthecontinuationandtheharmony

withthecontextoftheoriginaltext.

Second,theaccuracy,appropriatenessanddiversityofthe

vocabularyandgrammaticalstructuresused.

Third,thecohesionofthecontextandthecoherenceofthe

text.

教材分析

本文是高考写作题型之一的读后续写，所提供的阅读材料是一篇

记叙文。

本次的设计关注内容、思维和语言三者的整体融合，从学习目标、

阅读方法、文章解读、信息处理、写作技巧等方面，落实读写过程。

对于文章内容解读从篇章结构出发，梳理出了basic

information-mainplotdevelopment-climax这■条主线，再通过

提示词与所给第二段首句，顺理成章的推断出第一段为作者救助

Tommy的方式，以及出场人物的内心情绪变化。同时通过剖析作者耐

心的性格，面临危机仍说服Tommy,更加引入文章的另一条暗线而突

出主题一一建立人与人之间的信任与关爱。

本堂课的重点：第一，整体把握文本的情节发展脉络图。第二,

根据文本人物的动作，分析人物心理特点。第三，根据情节的发展,

预测所需续写的故事可能性。

本堂课的难点：第一，续写的完整性以及与原文情境的融洽度。

第二，所使用词汇和语法结构的准确性、恰当性和多样性。第三，上

下文的衔接和全文的连贯性。

ContinuationWriting

[Learningaims]

1.Studentswillbeabletohaveaclearmapofthestructuresandobtainagood

understandingofthewholetext.

2.Studentswillbeabletoanalyzethecharacteroftheauthorandthechanging

emotionsofTommyandtheauthorbeforeandafterthedangeroussituation.

3.Studentswillbeabletolearnhowtoassessapassageintermsofspecific

criteriaincludingcoherence,transition,content,language,etc.

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。

ItwaslastMay,andmyhusband,David,andIweretakingourdogJoeyfor

hiseveningwalk.Wewereonourwayhome,headingtowardsabridge,whenI

heardsomestrangenoiseahead.

Asweapproached,duskwasstartingtofallandIcouldseeafigureonthe

ground,uncomfortablyclosetothewall.Itwasayoungman,clearlyingreatpain,

cryingandshouting,andhiswholebodywasshaking.Iwasshocked,and

suddenlyawareoftheserioussituation.Thebridgeranoverahigh-speedtrain

trackandwasawell-knowndeathtrap.Alocalfamilyhadlosttheirteenagerin

thatexactplaceafewweeksearlier.

DavidandIexchangedglances.Therewasnoonearound.IknewI

wouldn'tbeabletolivewithmyselfifhisdeathwasreportedthenextdayand

rddonenothing.

Iinchedtowardsthefigure,andJoeyfollowedquietlyonmyside.Iasked

theyoungmanifIcouldsitdown,andthenloweredmyselfontotheground

oppositehim.Itriedafewgentlequestions:"Whafsyourname?Howoldare

you?Whatdoyoudo?”Hisanswerswererathersimple:"Tommy.23.

Computers."

“AreyouOK?"Iasked,"No.I'mnot!"heshoutedback.Hesaid

somethingaboutabetrayal（背叛），andnotknowingwhattodo.Hisemotions

（情绪）werechangingwildly.Itriedtopersuadehimandmakeaconnection,

askinghimwherehewenttocollege,andpretendedtobedelightfulasItold

himmysonhadstudiedthere,too.IevenfoundmyselftellingthestoryofNeil

Laybourn,whohadtalkedamandownfromWaterlooBridgeinLondon.

“They'regreatfriendsnowandhaveevenrunamarathontogetherfor

charity,"Isaid,"Whoknows?Thatcouldbeus."Iwastalkingwildly,saying

anythingtocalmhismooddownandtoconvincehimIwasapersonwhocared

abouthim,andhislifestillmattered.ThenIheardthesoundofatraininthe

distanceandknewthechallengetimewascoming.

注意：

1.所续写短文的词数应为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:

/knew/hadtotryharder.

Paragraph2:

Sensingthedangerpassed,/suggestedhephonehisparents.

[Task1]Finishtheplotmountain.

Beginning

(DCharacter____________________

©Setting_______________________

③Problem___________________

Ending

「Character:

BeginningSSetting:_

Problem:

Development

Character+Action

Climax

[Task2]Classifythe10underlinedkeywords.

JoeyBridgeayoungmancrying

shocked

rCharacter:

Placeandtime:

Action:_______________________________________________________________________________________

Concretewords:_____________________________________________________________________________

Abstractwords:______________________________________________________________________________

[Task3]Brainstorming

Group1:HowdidtheauthorpersuadeTommy?Inwhatways?

Group2:What'sTommy'sreaction?

Group3:What'smyfeeling?

Group4:WhataboutJoey?

[Task4]Selectatleastfiveunderlinedkeywords,inferpossibleplotsand

completethefirstparagraph.

Paragraph1:

/knew/hadtotryharder.____________________________________

[Task5]Selfevaluationandmutualevaluation.

Grade54321

standard

1.coherence

2.transition

3.content

4.language

5.structure

6.handwritin

g

7.punctuatio

n

8.keywords

[Conclusion]Stepstocontinueastory.

[Assignment]

1.Continuetherestpartofthestory.

2.Polishyourwritingwithpartners.

3.Neatlycopyitdownonthepaper.

Reflectiononthisclass

1.Readthroughthetexttogetthegeneralidea

Effectiveinputisthepremiseandguaranteeofeffective

output.Guidedlearningplandesignedelaboratelycanwellmeet

theneedsofstudentsatalllevelstounderstandthetextwell.

Inthispart,allthestudentshaveagoodgraspofthemain

ideaofthepassage.

2.Brainstormanddesign

Brainstormingenablesstudentstoexpresstheiropinions,

realizethecollisionofthinkingandexchangeofideasand

bringconfidencetowritinginEnglish.Oneofthereasonswhy

manystudentsareatalossisthattheyhavenoideawhatto

write,howtowrite,orhowtobetterenrichtheirlanguage.

Inthisprocess,studentsdividethework,cooperatewitheach

otherandlearncooperatively.Iincarnatedtheaudienceto

understandthedevelopmentoftheplot,activelyguidedthe

studentstouseunderlinedwords,andeffectivelyconnectsthe

openingwordsofthetwoparagraphs.

3.Clearyourlogicandmodifyyourlanguage

Thispartisnotaperfectoneinthisclass.Intheaspect

oflogicarrangement,theprogresswasverysmooth,andthe

studentshadanaccurategraspofthecontentofthe

continuation,buttherichnessofthelanguagewasnotwell

constructed,resultinginarelativelysimpleoutputof

vocabularyandsentencepatterns.Atthesametime,inthe

processofmutualevaluation,onlytheparticipationof

studentswasconsidered.Therefore,iftheessaysofstudents

ofthreelevelsaredisplayed,theeffectofteachingwillbe

better,accordingtotheiraptitude

Therefore,inthelaterteachingprocess,Ishouldreturn

totheoriginalfeaturesoflanguageappropriatelyandguide

studentstopayattentiontotheintegrityoflanguage.The

specificoperationincludeincreasingthetrainingofsentence

constructionorimitationwriting,encouragingstudentsto

mastersentenceexpressionthroughpractice,avoidingpassive

acceptanceorcopyingmechanically,cultivatingstudents'

self-correctionability,andatthesametimefocusingonthe

explanationofcommonproblems.Ina