资源简介

教学设计
课程基本信息
学科 （英语） 年级 （高一） 学期 (春季)
课题 Book 3 Unit 2 Natural disasters Integrated skills (Ⅱ) Continuation writing
教科书 书 名：《普通高中教科书 英语》必修第三册 出版社：译林出版社 出版日期：年 月
教学目标
By the end of the lesson, students will be able to: 1.learn to analyze the plot development of a story reasonably; 2.continue a story about Mary’s family caught in a flood； 3.learn some skills to stay safe in a natural disaster such as a flood.
教学内容
学情分析： 本单元的主题语境是“人与自然”。本板块围绕单元话题，展开一系列听、说、读、看、写的任务活动，分两个课时。第一课时中，学生已经在听力练习中获取了一些有关洪涝灾害的常识信息和安全建议。本节课为第二课时，以一则洪灾的故事为主线，通过一系列读、说的活动，最终过渡到对故事进行续写的任务。对于高一的学生，接触读后续写这一写作任务的时间不长，完成续写任务有一定的难度。因此，教师可以从故事构思和组织语言两个方面引导学生入手。
教学重点： 1. Discuss and predict possible plot development. 2. Master the basic techniques of continuation writing.
教学难点： 1. Keep the two parts of the story coherent and consistent. 2. Give proper and detailed descriptions in the continued story.
教学过程
Step 1 Lead-in Have Ss listen to a news report and find out what kind of natural disaster it is. 【设计意图：用关于洪水的新闻报道引入话题。让学生听地道的英文新闻，锻炼听力技能。鼓励学生开口分享自己的相关经历，为接下来的阅读和写作做好预热。】 Step 2 Reading for needed information. 1.Ask Ss to read the story and find out the basic elements of the story. Characters: Mary and her parents Setting: On a rainy day, in their house Plot: The city Mary and her parents lived in was flooded. They were trapped at home, not sure what to do. 2.Ask Ss whether they know the ending of the story. Tell them that they are going to continue writing the story. 【设计意图：阅读关于Mary一家被困在洪水中的故事。分析梳理故事的基本要素,询问学生是否知道故事的结局，引出本课的任务——续写故事。】 Step 3 Planning your writing 1. Content: What can you write (1)Ask Ss to complete the plot line and pay attention to the change of feelings of the characters. Mary and her parents were trapped at home by a storm. → Mary wanted to leave but her parents thought it was dangerous. → Mary and her parents had no idea what to do. → (2)Critical thinking Guide Ss to think critically about the following questions according to the two given beginnings. Will Mary and her parents leave the house or stay Why (Ask them to give reasons why they think the family should leave or stay.） How can the family protect themselves （Ask Ss to give safety tips. They can refer to the information in part A learned in the last period.） Will any new characters appear when the rain stop (Ask them to think about the following questions.) If new characters appear, who are they How do they come to the family What will they do or bring If no new characters appear, how will the family survive at last （3）Ask Ss to use one sentence to give the story an ending，in which they can convey positive energy. E.g.It was joint efforts and selfless love that helped them survive in the disaster. /Merciless as the flood was, there was still love in the world. 【设计意图：先画出故事的情节线，把握人物情感，找到故事的冲突点，用提问的方式确定续写内容。再组织学生讨论故事可能的后续发展，发挥合理想象，找出问题的解决方案，预测故事的结尾。鼓励学生通过主题传播正能量。】 Language: How can you write Guide Ss to write a good story in terms of language, using the sentences in the story as examples. Description of actions E.g.Without saying a single word, Dad walked to the sofa, sat down and hugged his wife and daughter. Tips on describing actions: Use specific verbs. Use verb chains to show a series of actions. Dialogues g.“We can drive our car through the floodwater! Let’s just leave! I’m really scared!” cried Mary. “Mary, don’t worry. Everything’s going to be OK,” she said softly, trying her best to comfort Mary. Tips on Dialogues: Use specific words to replace say. Use adverbs if necessary. ( More specific words to replace say: cry, explain, shout, scream, yell, roar, whisper, add, continue, remark, repeat, complain, warn, reply, apologize, comfort, beg, refuse, answer, cheer …) (3)Descriptions of scenes E.g.The sudden silence in the house seemed to make the wind and rain more frightening outside. The functions of scene descriptions: Specify the setting Create tension Move the plot forward 【设计意图：聚焦故事第一部分中的对话、场景描写和动作描写，拓展对话描写中“说”的多样表达，并分析场景描写的作用，对动作描写提出建议，为学生的续写提供支架。引导学生把握原文的的行文特点和语言特点，做到风格一致，让人物和故事变得生动、饱满。】 Step 4 Writing 1.Have Ss continue the story by using the ideas from the discussion. Meanwhile, remind them to make proper use of dialogues, scenes and actions. 2.Invite several Ss to show their writing to the whole class. Ask Ss to evaluate their writing in terms of structure, language and handwriting,and give some suggestions to improve the writing. 【设计意图：让学生自主完成故事续写任务。学生自评或互评作文，选择一两篇作文进行展示。教师适当点评，关注情节开展是否合理，以及语言风格是否一致。通过展示与评价，考查学生对读后续写写作技巧的掌握程度。】 Step 5 Appreciation Show Ss two samples. Ask them to find out the dialogues, descriptions of scenes and actions and figure out the transitional words or sentences to ensure the second half matches the first half in terms of characters, plot and style. 【设计意图：分析范例，进一步感知读后续写的语言特点和结构。再用听音频的方式让学生欣赏范文，与自己的续写作品进行比较。】 Step 6 Summary Summarize 3 tips for continuation writing. Tip 1: Read for the basic information and draw a plot line to get a clear picture. Tip 2: Get clues from the given information to create a reasonable plot. Tip 3: Follow the original language style and keep the style consistent. 【设计意图：根据本节课的三个环节，总结提炼关于读后续写的三点建议，让学生对续写的总体思路有个初步的了解。】 Homework Polish your continuation writing.
教学反思 本节课是新教材integrated skills的第二部分，用一则全家在洪灾中被困的故事为主线，通过一系列读、说的活动，过渡到对故事进行续写的任务。教师在利用教材的同时开发教材，进行了整合加工。本课的特色和亮点总结如下： 一、英语学科核心素养的体现： 1、语言能力 学生阅读课文后续写故事，把握原文的的行文特点和语言特点，做到风格一致。通过多样化的任务锻炼听、说、读、看、写等能力，尤其是提高读后续写的写作能力。 2、文化意识 （1）学会互相帮助，做一个有社会责任感的人。对家人的支持和他人的帮助抱有感恩之心。 （2）学会在面对自然灾害时保持镇定，鼓起勇气，冷静应对。 3、思维品质 （1）用画情节线和提问的方式预测故事发展、找出问题的解决方案。培养学生的逻辑思维和批判性思维。 （2）引导学生对故事的结尾进行合理预测，鼓励提出不同的观点，培养学生的创新思维。 4、学习能力 （1）自主学习能力：能读懂并欣赏关于自然灾害的故事，找出故事的主要要素；能梳理故事情节，学会画情节线，对故事进行合理推测。 （2）合作学习能力：通过对问题的讨论，与同学合作探究，分析问题解决问题。 （3）写作完成后通过自评和互评对作文进行评价和反思。 二、教学过程的亮点 1.教师备课过程中树立单元主题语境的意识，利用本单元的主题“自然灾害”引出话题。同时引导学生利用上一节课中听力部分的知识，进行知识的迁移应用。 2.分别从内容和语言两个方面引导学生学习读后续写的技能，让学生知道“写什么”和“怎样写”。引导学生把握原文的的行文特点和语言特点，做到风格一致。 3.通过画故事的情节线预测故事的发展，引导学生关注人物的情感变化，鼓励他们在结尾时点题，传播正能量。 三、信息技术的应用 1、课堂引入部分插入了一个英文新闻报道的视频，用关于洪水的新闻报道引入话题，让学生身临其境。 2.通过上网搜索下载范文音频，用听音频的方式让学生进行赏析。 3.利用智能黑板引导学生画出故事的情节线。 4.PPT制作中插入各种图片和图标，让学生更直观的掌握知识。 总之，新教材中Integrated skills板块着重锻炼学生听、说、读、看、写等综合能力。读后续写是近年来新高考中的新题型，该题型涉及了英语阅读能力、英语思维能力、英语语言表达能力和情感感知能力等。同时这一题型也对学生和老师提出了更高的要求，是一个高难度的挑战。教师应不断探索，打造高效课堂。
学生习作展示
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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