资源简介

Topic：Reading for writing
Time：Nov.6th，2024
Editor：The teaching staff of Senior 2
Instructional design （教学设计）
教学设计整体思路
随着高中英语改革的不断深入，教学理念、教学模式也随之发生改变。早在2017年，我国新课程标准中就对英语学科的核心素养有明文规定，即英语学科学习的终极目标是为了培养学生的英语学科核心素养，培养具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者接班人。想要达到这一目标需要培养学生持续的自主学习能力，并深入探索。为落实《普通高中英语课程标准（2017年版2020年修订）》理念和要求，聚焦英语学科核心素养，结合学生的认知特点，基于语篇分析的以读促写教学设计，本节课我们的所有教学设计均采用“一心四维五步”的模式，从多个角度、不同层次出发，由重知识传播向学生发展转变，由重教师教学内容选择向重学生学习方法指导转变。所谓的一心即以学生为中心，四维即学会学习、实践创新、人文底蕴、学科素养，五步即本节课的教学过程的五个环节，分别是情景导入、内涵辨析、素养反馈、小结提升、应用迁移，旨在提高学生的核心素养，优化英语课堂教学内容。我们的教学设计将设计具有综合性、关联性和实践性特点的英语学习活动，使学生通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动，获取、阐释和评判语篇意义，表达个人观点、意图和情感态度，分析中外文化异同，发展多元思维和批判性思维，提高英语学习能力和运用能力。希望我们的教学设计不仅要在知识层面和能力层面上得以呈现，更要在育人层面得以彰显，能够在最大程度上促进学生核心素养的形成。
课 题 A spring coat for Sarah — Continuation Writing
课 标 理 念 基于语篇分析的以读促写教学设计 教师应设计具有综合性、关联性和实践性特点的英语学习活动，使学生通过学习理解、应用实 践、迁移创新等一系列融语言、文化、思维为一体的活动，获取、阐释和评判语篇意义，表达 个人观点、意图和情感态度，发展多元思维和批判性思维，提高英语学习能力和运用能力。
课 标 要 求 学生能够在“人与自我”主题语境中，围绕“理解父母无私的爱，注重沟通技巧” 的主题内容，运用所学语言知识与文化知识做到： 1. 在语境中，理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等。 2. 从语篇中提取主要信息和观点，理解语篇要义；理解语篇中显性或隐性的逻辑关系；把握 语篇中主要事件的来龙去脉；以口头或书面形式描述、概括经历和事实。 3. 在比较深入沟通交流中，正确理解他人的态度、情感和观点，根据交际场合的正式程度和行事程序，选择正式或非正式、 直接或委婉的语言形式，表达自己的态度、情感和观点， 体现文化理解，运用得体的语言进行交际。
语 篇 分 析 What 本篇文章是一篇记叙文，讲述了一则故事：萨拉是家里最小的孩子，所以只能拣姐姐们穿过的旧衣服穿。可这次妈妈翻遍衣橱，却怎么也找不到一件适合她的衣服，便和爸爸商量去镇上给萨拉买一件属于她自己的春季外套。在昏暗狭小的商店里，萨拉对店员口中的棕色外套直犯嘀咕。在一堆深色衣服中的一件粉色外套吸引了萨拉的注意，虽然这件尺码比棕色的那件衣服的那些要小点儿，但萨拉穿着正合适，她也很喜欢。可问题是，这样大小合适的衣服也意味着穿不了多久，学生需要续写一贯勤俭节约的爸爸妈妈会同意吗？
Why 本文前半部分旨在介绍父母带女儿购物买春季外套的故事， 面对自己喜欢的粉色款和与父母主张购买的棕色款的冲突，让学生们展开续写。本文的教学价值在于通过引导学生对课文内容进行分析和评判，帮助学生进一步加深对文章主题意义的理解，发展学生的逻辑思维、批判性思维和创新思维能力，并帮助学生理解父母无私的爱，注重沟通技巧，并形成正确的价值观取向。
How 语篇的文章题材为记叙文。词汇特点：生词量较少，基本不会对学生构成阅读障碍。通过使用动词短语、形容词、副词等较生动的语言，形象地描写了人物的神情、动作、言语和心理特征，表现了人物特点，将学生带到具体的语境中。 语篇特点：本文为叙事性语篇，故事情节发展脉络清晰、流畅。语篇使用简单、符合人物角色的话语表现人物的行为和情感，并使用第三人称视角讲述故事，将学生带到具体语境中。本文通常使用一般过去时描述故事过程，并使用一般现在时表达人物对话，体现故事的特点。
学 情 分 析 本文的授课对象是高二学生，绝大部分学生英语基础较好，已具备课标要求的七级词汇目标 （2600 左右的词汇量）。学习态度端正，学习主动性强，乐于分享与讨论。大多英语生的知识储备有限，谈论时内容单薄条理无序，这就为读后续写任务带来一定的挑战。
学 习 目 标 1. 归纳文体特点、故事的内容和衔接手段； 2 分析产生分歧的原因并预测故事所反映的主题意义； 3 续写父母与子女在购物分歧上的有趣故事。
评 价 任 务 本堂课教师会关注课堂教学过程，通过多种英语活动实施各种评价。教师将采用提问、讨 论、完成任务等方式使学生的思维外化，并在这一过程中观察学生综合运用语言的行为表现和 学科核心素养的养成过程，如语言表达的准确性和流利性、知识的广度、思维的深度。教师将 通过教师口头反馈、小组成员互评、学生分享展示等多种评价方式来进行评价。 本堂课教师对学生的评价主要集中在以下几个维度。学完本课，学生能否： 1. 有逻辑、有条理地叙述事件，描写情绪变化与合理的结尾？ 2. 感知家庭的和谐关系，形成尊重父母、相互理解并妥善解决分歧的正确价值观？ 3. 通过学习家庭琐事的相关内容，激发用英语进行口头和书面表达愿望？
学习过程
学习目标 评价任务 教师活动 学生活动 设计意图
学习目标 1 学生能够结合自身储备知识，用英语进行恰到表达。 T presents pictures of several characters in the passage and asks Ss to answer the following questions. 1)What can you see in the picture 2)Who are they Look at the picture carefully and have a free talk with T. 激趣，引入话题。
学生能够根据已掌握的词汇量并结合原文语言特点，完成部分英语词汇的释义匹配。 T asks students to choose a replacement for each circled word Ss read part of the passage and finish the tasks. 关注语言的理解性技能和表达性技能的协调发展。
学习目标 2 学生结合文本内容 和人物特点顺利找到图片中人物，理解人物描写的典型特征。 T asks ss to read for the characters of the story. Ss answer T’s questions based on the passage. 训练学生在看和说方面的语言技能。学生通过阅读，在图中找到阅读文章中相匹配的人物形象。
学生结合文本内容 辨识语篇的整体结构和文体，以及理解读后续写题型的故事发展的典型特点。 T instructs to read for the elements of the story and answer the questions. 1.)What color did Sarah like about spring coat 2.)What color did Sarah’s parents like about spring coat Ss try to find the elements of the story after several minutes,such as who，where ,when, conflict and plot (espciallly Story Mountain,such as beginning，climax and ending). 解析语篇结构和语篇主要观点与事实之间的逻辑关系。理解作者的意图，提炼并拓展主题意义。赏析语篇中精彩语段的表意手段；准确、熟练和得体地陈述事件。
学习目标 3 学生通过预测和设问，合理构思出续写文章故事情节，有较为合理的故事结局。 Make a prediction. What will happen next ) How did Sarah make her parents agree to buy the pink coat )What did Sarah feel and learn from the matter Ss have a discussion with their group members and come up with as many related questions as they can. 通过语境预测语篇内容，通过续写段落的首句内容推测语篇发生的语境。
学生能够找到文章中起伏笔作用的词句，并将其深化主题意义。 T asks Ss to read for the theme of the story. Ss find out how many times the word “primrose”is mentioned and think about the relationship between the primrose and Sarah. 识别语篇中的隐喻等修辞手段并理解其意义和在续写中加以运用。
学习目标 4 学生能在语篇中的显现衔接和连接手段，并准确地仿写句子。学生能够有条理地组织信息，续写成一篇短文。 T presents some useful sentences from the passage to Ss. Then T gives them several time to finish the paragraphs. Ss appreciate the language used in the original story. A. When the house was quiet, Mama pulled out all the old spring coats. Sarah backed away, unwilling to give in. Ss makes a draft and share stories. 赏析语篇中精彩语段的表意手段并运用它们准确、熟练等和得体地陈述事件。
学习目标 5 学生能够根据评价 标准对 自 己和 同学的习作进行评价。评价标准： 1. 是 否 包 含 了 “ therefore, however, instead,immediately”等方面； 2. 续写是否有情绪变化和合理的结尾； 3. 是否仿写了原文的部分句型。 T organizes Ss to self-evaluate and peer-evaluate their writing. Self-evaluate and peer-evaluate their writing. 让学生依据评价标准对习作进行自评和互评。
板书设计
作业和拓展活动 设计 以下作业： 同学之间交换修改自己的续写文章。(共16张PPT)
Continuation Writing
Reading & writing
Learning objectives
After learning this lesson,students will be able to:
1. Acquire elements of the original story;
2. Analyze and predict the plots by combing action and emotion of the main character.
What can you see in the picture
Activity 1 Choose a replacement for each circled word.
help
grown up
situations
left
salesman
old
Read for the characters of the story.
Sarah
the clerk
Sarah’s Mama
Sarah’s Papa
Activity 2 Read for the elements of the story.
when
where
who
conflict
plot
springcoat
Q1 What color did Sarah like about spring coat
She liked the pink one.
Q2 What color did Sarah’s parents like about spring coat
They liked the brown one.
conflict In the pink coat Sarah looked like a primrose, but her parents thought the pink coat would only fit one year and there was no one to pass it on to.
Why
Read for the plot of the story.
Story Mountain
beginning
climax
ending
Action
Emotion
What happened
Emotions
Para.1
Para.2
Sarah put on her old spring coat and said the button didn’t work.
Sarah looked closely at Papa.
“A pink coat !” Sarah cried, “I want the pink coat.”
upset/sad/unhappy
desired
Sarah stood very still and looked in the mirror. She stared for a long time.
expected/satisfied
Sarah backed away, unwilling to give in.
disappointed
/unwilling
Para. 1 Sarah backed away, unwilling to give in.
Have a discussion with your group members and come up with as many related questions as you can.
Activity 3 Make a prediction. What will happen next
Para. 2 Hearing that, Papa looked thoughtful for a moment..
Para. 1 Sarah backed away, unwilling to give in.
Have a discussion with your group members and come up with as many related questions as you can.
Activity 3 Make a prediction. What will happen next
Para. 2 Hearing that, Papa looked thoughtful for a moment..
Q1. How did Sarah make her parents agree to buy the pink coat
Q1. What did Papa think What would he do
Q2. What did Papa hear who said it
Q2. What did Sarah feel and learn from the matter
Why should we mention them in the ending
Get the theme and make the ending more appealing and meaningful.
If you were Sarah, you would...
cry and shout to your parents
refuse to communicate and keep silent
explain your needs and reasons
promise to take a responsibility for your choice
Activity 4 Read for the theme of the story.
primrose
Sarah
“Why. Sarah,you’ve sprouted up like a primrose in spring！” Mama said.
She stared for a very long time. In the pink coat she looked like a primrose.
foreshadowing(伏笔）
beauty,hope
happiness
Papa and Mama will buy the pink coat for Sarah to make her happy.
“Sarah, are you old enough to take care of a new coat ” “Yes. Papa,” Sarah said.
Parents’ love is selfless(无私的)and we
should value what we get from others.
Activity 5 Tips for writing
linking words
therefore
however
instead
Write in the same tense as that in the original story
End your writing in a positive ending.
Use different sentence structures
immediately
Appreciate the language used in the original story.
Using conjunctions
Using non-finite verbs
when.....当...时候
with/without 表伴随
用adj. 做状语
用-ing 作非谓语
Activity 6 Make a draft.
Group 1: paragraph 1
Group 2: paragraph 2
Let’s share our stories!
1. Proper plot line Use accurate verbs or phrases into developing the story
Use linking words
Properly use of advanced sentence pattern
2.Appropriate emotion line Show character's emotions
3.Grammar Correct tense
Correct words spelling
Correct punctuation
4.Handwriting Neat and clear
We shoud value what we get from others, especially our parents.
Summary
We should communicate politely when we hold different opinions with others, especially our parents.

展开更多......

收起↑