资源简介

(共23张PPT)
Continuation Writing
2025年高考全国II卷
Cultural Identity Recognition:
The Inner Journey of International Student “Qiuyu”
Contents
2. Analysis of teaching material
3. Analysis of students
4. Teaching objectives
5. Teaching key and difficult points
6. Teaching methods & Learning Strategies
1. Analysis of theoretical basis
7. Teaching procedures
点击此处添加章节的描述内容，言简意赅，字数不超过50字，20号字。
Part 1
Analysis of theoretical basis
New general senior high school curriculum standards
The activity-based approach to English learning
English subject
core competencies
点击添加标题
点击此处添加章节的描述内容，言简意赅，字数不超过50字，20号字。
点击添加标题
点击此处添加章节的描述内容，言简意赅，字数不超过50字，20号字。
点击添加标题
Part 2
Analysis of teaching material
1.Category: Man and Self
2.Theme:
Cultural Identity Recognition: The Inner Journey of International Student “Qiuyu” 3.Main idea:
It mainly talked about an international student in Ireland faced challenges due to the difficulty in pronouncing her Chinese name. Later, during a lecture, she was invited to share the meaning of her name, realized the importance of sharing her cultural identity, and thereby enhanced cultural understanding with her classmates.
Part 3
Analysis of students
Student Group Strengths & Weaknesses
Students with weak foundations Hard to grasp the text’s main idea;
struggle to sort out the 5W1H elements of narratives.
Students with great foundations Have basic reading and writing skills for narratives.
But face shortages:
1. Fail to follow the “consistency with the original text” principle .
2. Plot design lacks twists; cannot highlight the theme through detailed conflicts.
3. Superficial cultural expression; fail to connect “ Qiuyu’s meaning” with “cultural identity”.
All students Poor self-evaluation and peer evaluation abilities;
cannot accurately identify logical or linguistic problems after finishing the first draft.
Part 4
Teaching objectives
Language ability: Understand the main idea, structure, and plots of the given passage.
Learning ability: Get the students to exchange their ideas with others freely and develop the ability of understanding and cooperating.
Thinking quality: Understand the meaning of the theme and improve their logical, critical and creative thinking qualities.
Cultural awareness:Help to cultivate students’ understanding the power of cultural identity.
Part 5
Teaching key and difficult points
Key points
Guide students to use learned knowledge to finish the writing continuation and develop their creative thinking.
Difficult points
1. How to accurately interpret the given text.
2. How to organize subsequent plots based on the provided opening sentences.
3. How to deeply explain the cultural meaning of “Qiuyu”.
Part 6
Teaching methods & Learning strategies
Situational Method
Task-based Method
Observation Method
Inductive Method
Inquiry study
Cooperative learning
Part 7
Teaching procedures
Lead in
1. When others mispronounce your name, how do you feel
2. What does your name mean to you ”
Read for search
"What's your name " is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an intenational student in Ireland.
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or myself. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. "It's okay, professor, I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to stop further.
After that incident, I stopped acting as a "Chinese teacher." Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
Para 1 : In a class discussion, I was invited to explain the meaning of my name.
Para 2: Many of my classmates got interested and came up to me after class.
Time Contemporary (present-day). The context of being an international student, university lectures, and the specific cultural interaction point to a modern setting.
Place Ireland (explicitly stated: "international student in Ireland"). Specifically, within a university setting (lectures, class discussions, classmates, professor).
Characters Main Character/Narrator: "I" -- A Chinese international student studying in Ireland. Sensitive to cultural differences, initially eager to teach the correct pronunciation of their name (Qiu Yu / 秋雨), becomes self-conscious and withdraws after an awkward public correction attempt, then feels conflicted about losing a chance to share their culture.
Supporting Characters: The Professor
Classmates (General)
Specific Classmates
记
叙
文
要
素
Contradiction （冲突） Primary Contradiction: The narrator's desire for their name (a core part of their cultural identity) to be pronounced correctly and understood vs. the practical difficulty native English speakers face in pronouncing it and the social awkwardness/embarrassment caused by persistent correction attempts, especially in public settings.
Secondary Contradiction (Emerging): The narrator's choice to avoid discomfort by no longer correcting mispronunciations vs. their realization that this means sacrificing the opportunity to share a part of their cultural identity.
Manifestation:The pivotal scene with the professor publicly struggling highlights the core conflict: correcting pronunciation causes disruption and embarrassment, but not correcting feels like a loss of self.
记
叙
文
要
素
主要矛盾： 叙述者希望自己的名字（作为其文化身份的核心组成部分）能被正确发音和理解，与英语母语者实际发音困难以及持续纠正行为（尤其在公开场合）引发的社交尴尬/窘迫之间的矛盾。
次要矛盾（显现中）： 叙述者为避免不适而选择不再纠正错误发音，与其意识到这意味着主动放弃分享自身文化身份机会之间的矛盾。
矛盾体现：教授在公开场合费力拼读名字的关键场景，集中暴露了核心冲突：纠正发音会引发尴尬与秩序中断，但放任错误又仿佛经历着自我迷失。
Theme The central theme revolves around cultural identity, belonging, and the negotiation of self in a cross-cultural environment.
Specifically: The challenge of maintaining one's cultural identity (symbolized by the name) in a new cultural context.
The emotional cost of cultural misunderstandings and the desire for authentic recognition.
记
叙
文
要
素
具体而言：在异质文化语境中守护以姓名为象征的文化身份所面临的挑战。
核心主题聚焦于文化身份、归属感以及跨文化环境中的自我调适。
文化误解酿成的情感代价，以及对本真性承认的深切渴求。
背景与问题： My given name Qiuyu... happened to be a great challenge... Every time... I had to explain... five times, yet they still could not say it...
关键事件 (高潮/转折点)： the professor tried repeating my name... over and over... I really did not know whether I should continue correcting him or myself. "It's okay, professor," I shrugged. The awkward moment ended with the class erupting into laughter. I forced a smile...
决定与行为改变： After that incident, I stopped acting as a "Chinese teacher." Instead... I just smiled and nodded approvingly.
新行为的结果 (表面)： This approach spared me the discomfort...
核心冲突揭示 (主题)： I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
情节搭建的主要行为动作句式 (驱动故事发展的骨架):
细节描写
Read for write
1. 尴尬与无措（课堂事件高潮）
动作描写："It's okay, professor," I shrugged. / I forced a smile, unsure how to stop further.
情绪分析：
shrugged（耸肩）：表面故作轻松，实则掩饰内心的尴尬与放弃挣扎的无力感。
forced a smile（强挤笑容）：用虚假笑容掩盖窘迫，体现强颜欢笑的被动处境。
unsure how to stop further（不知如何停止）：动作停滞暴露茫然无措的心理状态。
2. 矛盾与自我怀疑（教授反复念名时）
动作描写：I really did not know whether I should continue correcting him or myself.
情绪分析：动作的迟疑直接体现内心剧烈矛盾（坚持文化认同 vs 避免尴尬）。
3. 妥协与失落（事件后行为转变）
动作描写：I just smiled and nodded approvingly.
情绪分析：机械化的赞同动作，隐含压抑真实感受的妥协与自我消音。
4. 觉醒的痛苦（结尾反思）
动作描写：I soon found that by doing so, I might be losing...
情绪分析：认知动词链揭示醒悟后的隐痛，凸显文化身份割裂感。
情绪线--人物动作描写、情绪分析
细节描写
Discussion & Writing
情节搭建 ARE原则（Action, Response, Emotion）
Paragraph 1: Explaining the Name's Meaning
1. My Reaction: How do I initially feel when asked Hesitant (given past experiences), surprised, or finally validated
2. Explanation: What specific details about "Qiuyu" (秋雨) do I share (e.g., "Qiu" means autumn, "Yu" means rain; imagery, cultural associations like harvest, melancholy, renewal).
3. Delivery: How do I explain it Briefly, nervously, or with growing confidence/enthusiasm Do I write the characters
4. Class Reaction: What is the immediate response from the professor and classmates (e.g., quiet interest, murmurs of understanding, follow-up questions).
E.g. I walked to the front of the class with butterfly in my stomoch, and said: “......”
Paragraph 2 : Many of my classmates got interested and came up to me after class.
1. Who Approaches: Which specific classmates approach me (e.g., familiar faces, people I didn't know well, other international students).
2. Key Interactions: What specific conversations or exchanges happen (e.g., they try pronouncing it again with my guidance, ask more about Chinese names/culture, share meanings of their own names).
3. My Response: How do I react to their approach and interest (e.g., surprised but pleased, cautiously optimistic, actively engaged in sharing).
4. Turning Point: How does this interaction contrast with the earlier, awkward experiences What shift does it represent (e.g., moving from frustration to connection, feeling seen, realizing sharing the meaning unlocks understanding)
5. Internal Shift: What does this moment make me realize about my earlier decision to stop correcting people What feeling does it evoke (e.g., hope, relief, a sense of reclaiming part of my identity).
E.g. With curiosity sparkling in their eyes and rapt attention fixed on me, I answered their questions with great patience and shared aspects of Chinese culture with them.
行为类：
代表/象征：represent / stand for /symbolize/ embody
解释：explain/illustrate
保护：preserve/protect
目光聚焦在我身上：gaze was fixed on me
完全沉浸在其中：utter absorbed
揭示文化意义：unveil the cultural significance
促进文化理解：foster cultural understanding
Lexical Chunks
情绪类：
紧张：with butterflies in my stomach/ nervousness/ tension
兴奋：excitement/ thrill
满足感：fulfillment
浓厚的兴趣：keen interest
热烈的反响：enthusiastic response
全神贯注：rapt attention
好奇和尊重：curiosity and respect
Lexical Chunks
1.独立主格结构
The memories of previous pronunciation struggles flooding back, my heart started pounding.
2.非谓语结构
Seeing the sincere and curious eyes of classmates, I took a deep breath and began.
3.无灵主语
Their face lit up with enthusiasm as they gathered around me with various questions.
Useful sentences
Multi-dimensional Evaluation
Peer Evaluation: Distribute evaluation scales (Logical Coherence: 3 points; Content Richness: 3 points; Linguistic Accuracy: 2 points; Cultural Reflection: 2 points) to mark problems (e.g., inconsistent tenses, missing conjunctions).
AI Correction: Use AI tools to analyze strengths and weaknesses (e.g., grammar errors, vocabulary usage).
Teacher Evaluation: Select 1 excellent draft and 1 draft with typical problems; analyze highlights (e.g., detailed description “my voice steady”) and shortcomings (e.g., empty cultural expression) together.
Thanks

展开更多......

收起↑