资源简介

探究型学习活动设计
——以Continuation writing 读后续写设计为例
一、教材及教学内容分析
《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，以与语篇为载体，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。读后续写提供一段350词以内的语言材料，要求考生依据该材料内容和所给段落开头语进行读写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。
二、教学对象分析
本课的授课对象为高三学生。学生基础差异较大，在平时的考练中有获取和分析基本信息的能力，但是由于基础较差，深层次的文本解读、主题升华和语言美化方面，仍然是学生读写的薄弱环节。而教师的分析点拨就显得尤为重要。
三、教学目标分析
1.Learn to understand the passage thoroughly by analyzing the structure, classifying the underlined key words, and summarizing key points of each paragraph.
2.Learn to continue the story logically, with a happy/good ending.
3.Practise writing on your own.
4.Cooperate with your desk mate to correct your draft and offer advice on how to improve it.
四、探究任务
1.Analyze how and why the writer’s feelings changed.
2.Enable students to learn how to continue the story according to the plots and change of emotion.
3.Strengthen the ability of vivid writing ,and develop students’creative thinking
五、教学过程
Step one：Lead-in
(Purpose: inspire students’ background information about Halloween and learn some customs and cultural about the western countries.)
Show them some pictures on the PPT and get them to connect Pumpkin with the Festival.
Step two: Read for structure
(Purpose: To develop students’ abilities of organizing structures by going through the passage quickly to organize its’ structure and divide it into three parts in line with particular main ideas)
Part 1 (para _____ _) a. I finally managed to squeeze my head into
the pumpkin but got stuck.
Part 2 (para_______) b. A family tradition where kids pick out the
largest pumpkin and carry it home.
Part 3 (para_______) c. To defeat Jason, I decided to force my head
into the pumpkin.
Step three: Read for information
(purpose: have the students to analyse the characters and plots)
一、Underline the topic sentences:
1. In the pumpkin field, I compete with my three brothers and sister to seek out the biggest pumpkin
2. Unfortunately we forgot to weigh them before taking out their insides, but I was determined to prove my point.
3. I'm unsure now why I thought forcing my head inside the pumpkin would settle the matter,but it seemed to make perfect sense at the time
4. When I pulled hard, my nose got in the way. I got into a panic as I pressed firmly against the table and moved my head around trying to find the right angle, but it was no use.
二、design the mind map and analyse two lines
Plot line Emotional line
Step four: Writing
(purpose: guide the students to pay attention to the logic of the two given first sentences and the relationship with the given learned text to improve their continuation writing ability)
Paragraph 1:
It was five or six minutes though it felt much longer.
Tips:
My feelings Reactions (panic, regretful, shameful)
My families’ feelings reactions (worried)
Who help me and how to help
What was the result
Don’t forget the video mentioned in the given sentence in para2.
Paragraph 2:
The video was posted the day before Halloween.
Tips:
My reactions to the video
What was the netizen’s response (support, be favourable)
My feelings accordingly (embarrassed,delighted)
What was the result
My reflection (theme)
Step five: Homework.
Finish the continuation writing
六、学习资源
1.《普通高中英语语课程标准》
2.《灵动英语》
3. 多媒体教学、微课结合、校本教材
七、教学反思
本节课的设计初衷是一节课完成，课前提前十分钟下发文本，部分学生课前简单地浏览了内容。通过上课的情况看，三分之二左右的同学基本可以读懂文本，但是对于细节的把握不准，对于一些生词的猜测能力不够，分析文章结构能力有限，需要教师引导。
另外，由于学生要在短时间内完成续写文章的构思与写作，即便分组完成不同的段落，大约一半的学生还是感觉困难，导致学生无法完整的完成读后续写写作，展示的环节效果不太理想，没有达到预期。
总体上，这个教学活动还是比较成功的，尽管参与课堂和完成续写的学生比例有限，续写部分的质量也不是很高，但是学生能够动笔写，有产出，并多练多写，相信学生的续写文章的能力会有所提升。

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