资源简介

读后续写设计
一、课例背景分析：
新课标中英语学科的核心素养主要体现在语言能力、文化品格、思维品质和学习能力上。英语学科核心素养提出：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。
教学内容分析
读后续写提供一段350词以内的语言材料，要求我们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。本篇阅读材料故事情节取自于大家熟悉的一部电影《小鞋子》，故事情节明朗，结构简单，虽然不是一篇完整的文章，但是它引人入胜，内容能延伸，故事发展具有多种可能性。阿里一家生活艰难，有一天阿里帮姐姐去修鞋，回来却发现鞋子在路上丢了。接下来两个人错峰上学，轮流穿阿里的那双鞋。每天阿里都是跑着上学，还经常迟到，被老师多次警告。有一场长跑比赛的三等奖正好是一双鞋，阿里决定参加比赛给赢得这双鞋，还给姐姐。比赛时候一开始很顺利，眼看阿里稳稳的能得到三等奖了。快要结束的时候一个选手从后面撞倒了阿里。要求续写两段的首句又给了我们重要的提示。接下来是要求我们续写的部分是故事发展的高潮和结局。是阿里继续跑直接跑了第一？第二？还是倒了之后跑了第四错过了第三等奖。我们所写第一段为故事的高潮。需要我们认真把故事根据情节和人物特点续写下去。从第二段的开始一句我们知道，必须设计成阿里得到了那双鞋。第二段是结局如何描述愿望达成之后的阿里和姐姐。要求所续写的部分要有创新性和想象力，同时还要有原文的色彩。
学生学情分析
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。
二、课例主题
（一）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.(学习能力，教学重点）
2.Learn to continue the story logically, with a happy/good ending.（语言能力，教学难点）
3.Practise writing on your own.（语言能力）
4.Understand the love of family and the moral of the story.(文化意识）
5.Cooperate with your group to correct your draft and offer advice on how to improve it.（思维品质）
（二）教学策略分析
1.Analyze how and why the hero’s feelings changed.
分析主人公的感情如何和为什么变化。主要是任务教学法，设定特定任务指导学生会有意识的根据情节线和感情线分析
2.Enable students to learn how to continue the story according to the plots and change of emotion.让学生学会根据情节和感情的变化续写故事。会头脑风暴，合作探究，独立写作等教学策略
3.Strengthen the ability of vivid writing ,and develop students’ creative thinking.
加强学生写作能力的生动性、创造性。合作探究，实时指导等方法
三、课例教学过程
（一）Step one：Lead-in （3 minutes）情境引入
(Purpose: inspire students’ background information and imagination about passage with some pictutes of Ali )
设计目的：通过展示电影《小鞋子》阿里的一些照片激发学生对背景知识的了解和对阿里的状况展开合理的想象。为故事的情节阅读做好准备。
学生对这个故事并不陌生，并且很感兴趣。
（二）Step two: Read for structure（5 m）思维导图
(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)
设计目的：培养学生通过快速浏览了解文章结构，总结每段的段落大意的能力。这个设计根据学生的水平为阅读降低了难度。
Part 1 (para _____ _) a. Life was difficult for the family of Ali.
Part 2 (para_______) b. Ali lost his sister’s shoes.
Part 3 (para_______) c. The third prize of a long distance race was a pair of shoes and Ali took part in the race to win the shoes.
（三）Step three: Read for information(5 m)
(purpose: have the students to analyse the characters and plots)
设计目的：让学生通过找主题句，一般都是每段的首句。这个环节不仅训练了他们找主题句的能力，也培养了一种好的阅读习惯和能力。能分析大体故事情节和故事人物。
Question:Which is the key sentence of each paragraph and underline them.
学生活动：学生在规定时间在迅速完成。
T：Can you tell me the general rule about the key sengtences
Ss:They are the first sentence.
T:Very good.It can help us tell the plot quickly,right
Ss:Yes.
T:Underline the verbs which show Ali’s action.
学生活动：学生认真查找。
1.Underline the topic sentences:
Ali and his younger sister, Zahra, lived with their parents in a poor neighborhood.
One day, Ali took Zahra’s shoes to a shoe repairman to be fixed, but he lost them on the way home.
he begged his sister to keep it secret.
Ali heard about a long distance race that was held for the boys in the city. When he learned that the third prize was a new pair of shoes, he decided to take part.
The day of race arrived.
he stayed right behind the two fastest runners, determined to finish third. Suddenly, as the finish line drew near, another runner collided(碰撞) with Ali from behind and he crashed to the ground.
Underline the verbs which show Ali’s actions
设计目的：进一步了解故事情节，在圈画的过程中发现阿里的一系列动作，并推测接下来的反应和动作
学生很快能找出主题句，并认真做第二个练习。效果不错
T：Let's read out the verbs together.
Ss: lost - not realized-begged-ran-arrived late- learned-decided-ran-promised-crashed
T:Who can tell me the tense
Ss: The past tense
3.Design the mind map and analyse two lines(5 m)
设计目的：设计思维导图，从情节线和主人公阿里的情感变化线两条线围绕一双鞋子这个中心分析故事和人物。
Plot line Emotional line
学生活动：分组讨论阿里的感情线。
Step four: Brainstorm (5 m)头脑风暴、输出练习
(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)
设计目的:指导学生注意分析续写所给的段落第一句和所给文本之间的联系。提出相关问题让同学们回答，问题正好为下一步的续写做好准备，难度不大，同学们会有不同层次的语言输出。
学生情节线把握比较好，感情线这里让我们都有意外收获
1.Paragraph 1:
Ali looked up and saw the other boys rushing ahead.
Tips:
Q:What’s Ali’feelings Reactions (give up rise to his feet to go on )
S:He can’t give up.He must rise to his feet to go on running.
Q:What happened to the runner who collided(碰撞) with Ali (won the third prize could not win the prize )
S:He couldn’t won the 3rd prize
T:Why
S:Because the finish line was near.
T:Good，you are very careful.
Q:What was the sister’s feeling if he couldn’t win the shoes (disappointed )
S:She must be upset
Q:What was the result (He got the shoes. How to get the shoes？）
S:He can’t get the third prize.but maybe a miracle should happen here.
T:Why？
S:Because the given result is he got the shoes
Don’t forget the sentence in the given sentence in para2.
T:Good, this is a point.
问题设置都是为了续写必备考虑问题。最后提醒同学第二段的开始给了我们第一段的结局，我们可以反向推理。
2.Paragraph 2:
Filled with delight, Ali walked home quickly.
Tips:
How was Zahra's reaction ((happy tears welled up in her eyes; be overwhelmed by enormous joy;throw herself into his arms;)
What was the result (hugged)
What can we learn from the story (It will be the ending)
最后阶段结局是美好的，但是我们这里的主题升华，同学们若有所思，但是表达不太理想。
Step five: Work in group.(10 m)合作探究，分层作业
Let Group 1 finish the first paragraph,Group 2 finish the second paragraph.
(purpose: to develop their cooperating awareness and improve their writing ability at different levels)
设计目的：培养合作学习意识，同学之间的以及师生之间的合作学习。能提高不同层次的学生的写作能力
Some expressions for you :
Refusing to give up at this point,he ...
With his hands trembling,
Delighted and relieved,he
Only at this moment,
The runner who collided with him was
Finish the continuation writing.
这个阶段是每个人独立思考，独立完成的时间。为下面的分享学习提供丰富的储备。
（六）Step six: Presentation (5 m)成果展示，梳理分享
Present their work to the class on the display
(purpose :Sharing is the best way to learn English)
设计目的：最好的学习英语的方式是分享
学生活动：分享自己组佳作的同时，他们在认真记自己喜欢的句子。
A possible version:
Ali Looked up and saw the other boys rushing ahead. Refusing to give up, he ran as fast as possible. He dashed across the finish line and won the fourth prize. Thinking that he would let his sister down, Ali couldn’t help sobbing. Suddenly, he heard the announcement that he won the third prize as the runner who collided with Ali was disqualified for breaking the rule. Holding the shoes tightly during the award ceremony, Ali felt over joyed and relieved.
Filled with pleasure, Ali walked home quickly. On his arrival, Ali found Zahra was waiting outside. Nervous and anxious, Zahra wondered whether her brother had brought her what she was expecting. Excitedly, Ali took the prize out of his bag with his trembling hands. The moment Zahra saw the shoes, her face lit up. Tears of joy welled up in their eyes as the brother and the sister hugged tightly together.
这个阶段是大家分享学习，不管是同学们，还是我都有很大收获，这时候我发现同学们比我想象的好得多。集体的智慧爆发出来真的很强大。
（七）Summarize and self-evaluate（2 m）
设计目的：通过自我评价和自我反思，让学生更好的了解续写标准，明白需要做到的和自己还没能做到的。
Can I write neatly
Can I understand the story
Did I use the various expressions
Was the climax and the ending which I design reasonable and positive？
What ability do I need to improve
四、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，需要适当引导。这节课这个续写是结束了，但是我们需要让学生反思的是为了完成这个续写任务，我们平时的学习中需要具备哪些能力，怎样训练才能具备这些能力？这是我和同学们都需要考虑的。毕竟每个人的短板是不一样的。
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，设计的过程中从多维度培养了学生的阅读能力，写作能力，文化意识和思维品质。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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