【教案】Unit 2 Continuation Writing人教版（2019）必修第三冊

學校年級高二年級執(zhí)教教師授課班級科目英語課題ContinuationWritingTheStoneintheRoad解讀學生學情分析授課對象為高二（7）班的學生，本班學生英語基礎中等，學習態(tài)度較認真，學習熱情較高。他們有一定的閱讀理解能力、從文本中獲取和處理信息的能力以及邏輯思維能力。但對他們面言，續(xù)寫是全新的挑戰(zhàn)，他們缺乏系統(tǒng)性的訓練,在語言表達、人物品格提煉和情節(jié)創(chuàng)設方面仍需教師的指導和幫助。因此,本節(jié)課教學將基于故事基本信息,在提取語言特點及人物品格以及提煉文章主題大面給予學生指導和幫助。在寫作方面,學生仍需要教師搭建更多的語言支架。簡言之,學生能夠在教師的指導下,完成本課學習,在閱讀和寫作中實現(xiàn)思維和語言的提升。解讀教材教材分析主題語境：“人與社會”主題語境下“道德與美德”語篇類型：寓言故事【what】閱讀文本是一個寓言故事，講述了一位國王為了試探民眾面對問題的態(tài)度，將一塊大石頭放在路中央，并將金幣藏在石頭下方，然后觀察人們的反應。雖然很多人對石頭帶來的麻煩和個人的損失有諸多抱怨，但都對此石頭置之不理。最后，一個善良誠實的年輕女孩搬走了石頭，獲得了國王的金幣和贊揚?！緒hy】學生在閱讀淺顯易懂、生動有趣的寓言故事時能體會文章蘊含的深刻道理，進而認識自我、認知世界、樹立正確的道德觀念和社會責任感?！緃ow】本文是一篇寓言故事。第一、二段介紹了故事發(fā)生的背景（Background）和主題（Theme）；第三至第七段描述了故事的發(fā)展過程，即大眾對石頭的反應。本文語言生動豐富。作者用恰到好處的動作描寫、語言描寫和心理描寫,在推動情節(jié)發(fā)展的同時凸顯各個角色的性格特征。作者采用對比的寫作技法,先抑后揚推動清節(jié)發(fā)展。人物動作、語言、心理描寫的手法為續(xù)寫提供了可模仿的語言支架,為學生預測后文和續(xù)寫做好鋪墊。教學目標Attheendofthislesson,studentswillbeableto:1.getthemainideaandtheimpliedmeaningofthestoryTheStoneIntheRoad；2.learntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting；3.developproperlifeattitudeandvaluebygettinginspiredbythevirtueofthecharacterinthestory；4.drawreasonableconclusionsoftheyounggirl’svirtuesbasedonfactsanddetailsfromreadingthestory.教學重點1.SscangetthemainideaandtheimpliedmeaningofthestoryTheStoneIntheRoad.2.Sscanlearntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting.教學難點Sscanlearntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting.解讀方法教學方法Activity-basedmethod.學習方法1.Self-inquirymethod.2.Cooperativelearningmethod.教學手段PPT,multimedia,video,handout教學過程教學環(huán)節(jié)教學活動活動層次及設計意圖效果評價Activity1Leadin(1min)TpresentsapictureandasksSs.toanswerthefollowingquestion.Whatwillyoudoifyoucomeacrossabigstoneinthemiddleoftheroad?T:Lookatthepicture.Whatwillyoudoifyoucomeacrossabigstoneinthemiddleoftheroad?感知與注意活動。圖片的導入能夠激發(fā)學生的學習興趣，直觀地呈現(xiàn)本課的主題。圖片的導入能激發(fā)學生的學習興趣，激活背景知識。Activity2Readforplot(9mins)Tasksstudentstoreadparagraphs1-2carefullyandfillinthetable.Theking’sideaT:Pleasepayattentiontotheverbsinthispart.becausetheycanshowyouavividpictureaboutwhatthekingdid.Thenwhatdidthekingsee?Whomovedthestoneaway?NowpleasereadParagraphs3to7tofindmoreinformationaboutthestory.獲取與梳理活動。幫助學生了解故事發(fā)生背景,同時初步強調豐富的動詞在第二段中的使用。讓學生養(yǎng)成用5W1H去分析故事背景。Tasksstudentstoreadparagraphs3-7carefullyandanswerthequestions.People’sresponsetotheroadinthestone(Para.3&5)Mostpeople’sresponse(Para.3&5)Howdidthesepeopleexpresstheiremotions?Howdidthekingfeelafteraday’swatch?Whatdidthekingthinkabout?Theclimax(Para.6&7)Whoappearedandchangedhisthought?T:Let'ssharemoredetailsofthestoryS1:Themilkmancrashedintothestone.Hefeltveryangryandjustwentaway.S2:Thewomantrippedoverthestone,pickedherselfupandlimpedawayintears.Shefeltverysad.S3:Othervillagerscomplainedaboutthestone.Nobodymadeanattempttomovethestone,thoughtheyfeltupset.T:Again,weseevividverbscantellusthecharacters’differentactions.Besides,didtheysayorthinkaboutsomething?S1:Themilkmanshouted,“Whatfoolputthisstonehere?”T:Actually,whatwashedoingbysayingso?Ss:Hewascomplaining.T:Howdidthekingfeelafteraday'swatch?Ss:HewasindespairT:Howdoyouknow?Ss:Thekingthought."lstherenooneinthevillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?”T:Whoappearedandchangedhisthought?Ss:Ayounggirl.Ss:Thoughshewasverytired,shesucceededinmovingthestone.Shewassurprisedtofindthegoldcoinsunderit.描述與闡述活動分析路過的幾個人的不同反應。讓學生深入了解每個人的反應，并對他們的人物品質有深入的了解。Activity3Drawconclusions(3mins)Tguidesstudentstodrawconclusionsoftheyounggirl’sgoodqualities.(Pairwork)T:Wonderful!Andthisistheclimaxoftheplot,becauseit'stheturningpointofthewholestory.Asweknow,thegirlsolvedtheproblem.Whatkindofpersonwasshe?Howdoyouknow?S1:Ithinkshewaskind-heartedanddetermined.Beforeshesawthestone,shehadbeenworkingalldayandwasverytired”.“Thegirlpushedthestonewithhermight."and“Afteragreatdealofeffort,shefinallysucceededinmovingitthesideofthestreet."T:Ican'tagreewithyoumore.Anyotheropinions?S2:Ithinkshewasconsiderateandselfless.T:Whydoyouthinkso?S2:Whenshesawthestone,shesaidtoherself“Thisstoneisadangertoanyonewhocomesdownthestreetafterdark.I'llmoveitoutoftheway.”分析與判斷活動學生結合故事情節(jié)和語言描寫，發(fā)現(xiàn)并提練theyounggirl身上的優(yōu)秀品格。為續(xù)寫人物設定提供協(xié)同可能。Activity4Tastethewritingskill(4mins)Tguidesstudentstotastethewritingskill.T:Great.Differentdescriptionmethodsareusedheretogiveusvividpicturesofwhathappenedtothesepeople.Whenwewriteastory,it'sagoodideatodescribethecharacters’actions,wordsandfeelings.(Tip1:Createavividimagebydescribingthecharacters'actions,wordsandfeelings.)T:Soweknowtheotherpassers-bycomplainedthestonewhilethegirlmadeanattempttomoveitaway.Whyweresomanyotherpeoplementionedinthepassage?What'sthewritingskillhere?Ss:Tomakeacontrast.T:What'sitsfunction?Ss:Tostressthegirl'skindness.T:Excellent!Theauthorusedthewritingtechniqueofcontrast.Contrastcanhighlighttheimageofthemaincharacter.(Tip2:Contrastcanhighlighttheimageofthemaincharacter.)分析與判斷活動；描述與闡述活動。通過讓學生找出不同人物對于石頭的做法、心情、反應讓學生進一步感知故事情節(jié)的同時，引導他們學會運用生動形象的動作、語言和心理描寫來使人物形象飽滿。同時,讓學生體會對比的寫作手法,它不僅推動了情節(jié)的發(fā)展,也使學生可以展開想象,預測下文情節(jié)。學生學會運用生動形象的動作、語言和心理描寫來塑造人物形象,同時讓學生在續(xù)寫中協(xié)同對比的寫作手法。Activity5Explorethetheme(2mins)TguidesSstoexplorethetheme.T:Whatistheimpliedmeaningofthestoneintheroad?Ss:Socialproblem.T:Whatcanyoulearnfromthisstory?S1:Icanlearnsomegoodvirtuesfromthegirl,suchasbeingconsiderate,selflessandsoon.S2:We'dbettersolveproblemsinsteadofcomplaining.S3:Weshouldbearoursocialresponsibility.T:So,whatwillyoudowhenmeetingalargestoneinthemiddleoftheroadnexttime?Ss:Moveitaway!T:Afterlearningthestory,Ihopethatallofyoucanhavethesenseofsocialresponsibilityandthat'salsothethemeofthisstory.Plotandcharactersshouldbewrittentoservethethemeinastory..T:Let’swatchashortvideotohaveabetterunderstandingofthestory.概括與整合活動。探究“語境義”，揭示故事主題，領會故事所蘊含的深刻道理。學生領會故事所蘊含的深刻道理，同時讓學生在續(xù)寫中達到主題協(xié)同。Activity6Designtheplot(5mins)1.TasksSstoworkingroupstodesignthePlot.T:Howwouldthekingfeelafterseeingthegirl'sdeeds?S1:Amazed.T:Whatwouldtheysay,doandthink?Pleasehaveabrainstormandcompletethetableaccordingtoyourownwritingplan.Ss:...2.TaskssomeSstopresenttheirideatotheclass.T:Whowouldliketoshareyourideawithus?S1:..S2:..遷移與創(chuàng)新活動。指導學生模仿原文對人物動作、語言、心理的指寫手段,培養(yǎng)他們人物描寫的微技能。搭建輸出的橋梁,為寫作做好語言鋪墊。Activity7Writing(10mins)Sswritesindividually.讓學生將課堂所學運用到實踐創(chuàng)新中去,從而真正實現(xiàn)讀后續(xù)寫的目的。學生能運用所學（語言、修辭、寫作技巧）完成讀后續(xù)寫。Activity8Evaluationandappreciation(4mins)Tgivesanevaluationtostudents’writing.TinvitessomeSstoevaluatetheirclassmates’writing.師生互評,生生互評，更好地實現(xiàn)教學評一體化。師生互評,生生互評，更好地實現(xiàn)教學評一體化。Self-assessment(1min)Tasksstudentstoevaluatetheirperformanceintheclass.通過讓學生從語言能力、學習能力、文化意識和思維品質這四個方面進行自我評價來反饋本節(jié)課的教學，聚焦核心素養(yǎng)，讀懂學生，做到以評促教，以評促學，達到教學評一體化的效果。學生通過完成自我評價表，記錄自己在課上的收獲與思考，幫助學生自我反思，促進學生的自我監(jiān)督，樹立自信心，提高英語學習自主能力。Homework(1min)Compulsoryhomework(amust):1.Polishyourwriting,basedonthetheme,plot,languageandwritingstyleofthestory.2.Finishparagraph2.Optionalhomework:Actoutthescenebetweenthekingandthegirl.分層作業(yè)充分尊重學生的差異性。將寫作轉變出表演，提高學生學習英語的興趣和運用英語的能力。板書設計ContinuationWritingTheStoneintheRoad