资源简介

学校 年级 高二年级 执教教师 授课班级
科目 英语 课题 Continuation Writing The Stone in the Road
解读学生 学情分析 授课对象为高二学生，本班学生英语基础中等，学习态度较认真，学习热情较高。他们有一定的阅读理解能力、从文本中获取和处理信息的能力以及逻辑思维能力。但对他们面言，续写是全新的挑战，他们缺乏系统性的训练,在语言表达、人物品格提炼和情节创设方面仍需教师的指导和帮助。因此,本节课教学将基于故事基本信息,在提取语言特点及人物品格以及提炼文章主题大面给予学生指导和帮助。在写作方面,学生仍需要教师搭建更多的语言支架。简言之,学生能够在教师的指导下,完成本课学习,在阅读和写作中实现思维和语言的提升。
解读教材 教材分析 主题语境：“人与社会”主题语境下“道德与美德” 语篇类型：寓言故事 【what】阅读文本是一个寓言故事，讲述了一位国王为了试探民众面对问题的态度，将一块大石头放在路中央，并将金币藏在石头下方，然后观察人们的反应。虽然很多人对石头带来的麻烦和个人的损失有诸多抱怨，但都对此石头置之不理。最后，一个善良诚实的年轻女孩搬走了石头，获得了国王的金币和赞扬。 【why】学生在阅读浅显易懂、生动有趣的寓言故事时能体会文章蕴含的深刻道理，进而认识自我、认知世界、树立正确的道德观念和社会责任感。 【how】本文是一篇寓言故事。第一、二段介绍了故事发生的背景（Background）和主题（Theme）；第三至第七段描述了故事的发展过程，即大众对石头的反应。本文语言生动丰富。作者用恰到好处的动作描写、语言描写和心理描写,在推动情节发展的同时凸显各个角色的性格特征。作者采用对比的写作技法,先抑后扬推动清节发展。人物动作、语言、心理描写的手法为续写提供了可模仿的语言支架,为学生预测后文和续写做好铺垫。
教学目标 At the end of this lesson, students will be able to: 1.get the main idea and the implied meaning of the story The Stone In the Road； 2.learn to appreciate the language and writing skills of the story and apply them to the continuation writing； 3.develop proper life attitude and value by getting inspired by the virtue of the character in the story； 4.draw reasonable conclusions of the young girl’s virtues based on facts and details from reading the story.
教学重点 1.Ss can get the main idea and the implied meaning of the story The Stone In the Road. 2.Ss can learn to appreciate the language and writing skills of the story and apply them to the continuation writing.
教学难点 Ss can learn to appreciate the language and writing skills of the story and apply them to the continuation writing.
解读方法 教学方法 Activity-based method.
学习方法 1. Self-inquiry method. 2. Cooperative learning method.
教学手段 PPT, multimedia, video, handout
教学 过程 教学环节 教学活动 活动层次及 设计意图 效果评价
Activity 1 Lead in (1 min) T presents a picture and asks Ss. to answer the following question. What will you do if you come across a big stone in the middle of the road T:Look at the picture. What will you do if you come across a big stone in the middle of the road 感知与注意活动。图片的导入能够激发学生的学习兴趣，直观地呈现本课的主题。 图片的导入能激发学生的学习兴趣，激活背景知识。
Activity 2 Read for plot (9 mins) T asks students to read paragraphs 1-2 carefully and fill in the table. The king’s idea T: Please pay attention to the verbs in this part. because they can show you a vivid picture about what the king did. Then what did the king see Who moved the stone away Now please read Paragraphs 3 to 7 to find more information about the story. 获取与梳理活动。 帮助学生了解故事发生背景,同时初步强调丰富的动词在第二段中的使用。 让学生养成用5W1H去分析故事背景。
T asks students to read paragraphs 3-7 carefully and answer the questions. People’s response to the road in the stone(Para.3&5) Most people’s response(Para.3&5) How did these people express their emotions How did the king feel after a day’s watch What did the king think about The climax (Para.6&7) Who appeared and changed his thought T: Let's share more details of the story S1:The milkman crashed into the stone. He felt very angry and just went away. S2:The woman tripped over the stone, picked herself up and limped away in tears. She felt very sad. S3:Other villagers complained about the stone. Nobody made an attempt to move the stone, though they felt upset. T: Again,we see vivid verbs can tell us the characters’different actions. Besides, did they say or think about something S1: The milkman shouted, “What fool put this stone here ” T: Actually, what was he doing by saying so Ss: He was complaining. T: How did the king feel after a day's watch Ss: He was in despair T: How do you know Ss: The king thought."ls there no one in the village who feels any responsibility to keep their neighbors from harm ” T: Who appeared and changed his thought Ss: A young girl. Ss:Though she was very tired, she succeeded in moving the stone. She was surprised to find the gold coins under it. 描述与阐述活动 分析路过的几个人的不同反应。 让学生深入了解每个人的反应，并对他们的人物品质有深入的了解。
Activity 3 Draw conclusions (3 mins) T guides students to draw conclusions of the young girl’s good qualities.(Pair work) T:Wonderful!And this is the climax of the plot, because it's the turning point of the whole story. As we know, the girl solved the problem. What kind of person was she How do you know S1:I think she was kind-hearted and determined. Before she saw the stone, she had been working all day and was very tired”. “The girl pushed the stone with her might."and“After a great deal of effort, she finally succeeded in moving it the side of the street." T:I can't agree with you more. Any other opinions S2: I think she was considerate and selfless. T: Why do you think so S2: When she saw the stone, she said to herself“This stone is a danger to anyone who comes down the street after dark. I'll move it out of the way.” 分析与判断活动 学生结合故事情节和语言描写，发现并提练 the young girl身上的优秀品格。 为续写人物设定提供协同可能。
Activity 4 Taste the writing skill (4 mins) T guides students to taste the writing skill. T:Great.Different description methods are used here to give us vivid pictures of what happened to these people. When we write a story, it's a good idea to describe the characters’actions, words and feelings. (Tip1:Create a vivid image by describing the characters'actions, words and feelings. ) T:So we know the other passers-by complained the stone while the girl made an attempt to move it away. Why were so many other people mentioned in the passage What's the writing skill here Ss: To make a contrast. T: What's its function Ss: To stress the girl's kindness. T:Excellent! The author used the writing technique of contrast.Contrast can highlight the image of the main character. (Tip2:Contrast can highlight the image of the main character.) 分析与判断活动；描述与阐述活动。 通过让学生找出不同人物对于石头的做法、心情、反应让学生进一步感知故事情节的同时，引导他们学会运用生动形象的动作、语言和心理描写来使人物形象饱满。同时,让学生体会对比的写作手法,它不仅推动了情节的发展,也使学生可以展开想象,预测下文情节。 学生学会运用生动形象的动作、语言和心理描写来塑造人物形象,同时让学生在续写中协同对比的写作手法。
Activity 5 Explore the theme (2 mins) T guides Ss to explore the theme. T:What is the implied meaning of the stone in the road Ss:Social problem. T:What can you learn from this story S1:I can learn some good virtues from the girl, such as being considerate, selfless and so on. S2: We'd better solve problems instead of complaining. S3: We should bear our social responsibility. T:So,what will you do when meeting a large stone in the middle of the road next time Ss: Move it away! T:After learning the story, I hope that all of you can have the sense of social responsibility and that's also the theme of this story. Plot and characters should be written to serve the theme in a story.. T:Let’s watch a short video to have a better understanding of the story. 概括与整合活动。 探究“语境义”，揭示故事主题，领会故事所蕴含的深刻道理。 学生领会故事所蕴含的深刻道理，同时让学生在续写中达到主题协同。
Activity 6 Design the plot (5 mins) 1. T asks Ss to work in groups to design the Plot. T:How would the king feel after seeing the girl's deeds S1:Amazed. T:What would they say,do and think Please have a brainstorm and complete the table according to your own writing plan. Ss:... 2. T asks some Ss to present their idea to the class. T:Who would like to share your idea with us S1:.. S2:.. 迁移与创新活动。指导学生模仿原文对人物动作、语言、心理的指写手段,培养他们人物描写的微技能。 搭建输出的桥梁,为写作做好语言铺垫。
Activity 7 Writing (10 mins) Ss writes individually. 让学生将课堂所学运用到实践创新中去,从而真正实现读后续写的目的。 学生能运用所学（语言、修辞、写作技巧）完成读后续写。
Activity 8 Evaluation and appreciation (4 mins) T gives an evaluation to students’ writing. T invites some Ss to evaluate their classmates’ writing. 师生互评,生生互评，更好地实现教学评一体化。 师生互评,生生互评，更好地实现教学评一体化。
Self- assessment (1min) T asks students to evaluate their performance in the class. 通过让学生从语言能力、学习能力、文化意识和思维品质这四个方面进行自我评价来反馈本节课的教学，聚焦核心素养，读懂学生，做到以评促教，以评促学，达到教学评一体化的效果。 学生通过完成自我评价表，记录自己在课上的收获与思考，帮助学生自我反思，促进学生的自我监督，树立自信心，提高英语学习自主能力。
Homework (1 min) Compulsory homework (a must): 1.Polish your writing, based on the theme, plot, language and writing style of the story. 2.Finish paragraph 2. Optional homework: Act out the scene between the king and the girl. 分层作业充分尊重学生的差异性。将写作转变出表演，提高学生学习英语的兴趣和运用英语的能力。
板书设计 Continuation Writing The Stone in the Road
教学 反思 在本次课例的研磨中，本人获益良多，以下是我对本次教学进行的反思： 亮点： 基于协同,模仿创造 王初明教授指出,读后续写最大的优势在于将语言的模仿和内容的创新有机结合,在于释放使用者想象力的同时提高其准确运用外语的能力。学生通过模仿原文写作手法、语言表达,并将其运用到续写中的过程就是他们在内容、语言、思维三方面与原文拉平协同的过程(王初明，2014)。 本课基于协同理论，通过导入、阅读、预测、续写四个步骤，完成知识的学习理解、应用实践及迁移创新。通过本课学习，学生的续写在语言、思维与内容三个维度与原文保持协同，最终实现以读促写，以写促读。 本节课遵循了“三义三向”的教学原则。 在《“三义三向”文本分析法：英语教学再思考》这本书中，刘玉红博士指出“三义三向”包括内文本分析的“三义”和外文本分析的“三向”。内文本分析意在理解、赏析文本的文学性。在Activity 4 Taste the writing skill教学环节中，通过让学生找出不同人物对于石头的做法、心情、反应让学生进一步感知故事情节的同时，引导他们学会运用生动形象的动作、语言和心理描写来使人物形象饱满。同时,让学生体会对比的写作手法,引导学生理解修辞手法“修辞义”为后文续写垫下了基石。在Activity 5 Explore the theme教学环节中，老师引导学生探讨“stone”的“语境义”，让学生领会故事所蕴含的深刻道理，同时也让学生在续写中达到主题协同。 3.立足目标,精设板书 本节课的教学活动设计和实施紧扣主题,且基于教学目标展开。本板书体现了教学目标中对语言能力,文化意识,思维品质和学习能力的要求。它由情节、主题、人物和写作技巧四个部分组成,体现了本节课的主要授课内容和思路。同时，思维导图的应用有助于学生整合零散信息,形成系统的学习和思维习惯。 需要改进的地方和措施： 时间把握不当，教学节奏不够紧凑，学生展示环节时间不够充分。应充分规划好各环节时间，把握好课堂节奏。 不够了解学情，设置的有些问题不能符合学生目前的水平，有些学生的参与度不够高。应针对学情在教学过程中进行适当调整。

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