[教案]高三英語二輪復習---讀后續(xù)寫公開課教學設計

1、閱讀下面短文,根據所給情節(jié)進行續(xù)寫,使之構成一個完整的故事。It was somewhere between spring and summer，my mom and I were driving through the countryside. Back then，I was 13 years old，and always felt unhappy with momBut little did I know that this trip was going to be a special oneA pot of flowers sat in the back seat，whose heave

2、nly scent filled the carSuddenly，in the middle of nowhere，my mom pulled over“What are you doing?”I cried，fearing that the car had broken down and wed be stuck there，so far from homeBut that wasnt the caseMy mom hopped out of the car，grabbing the flowers from the back seat“Itll just be a minute，”she

3、called back through the open windowsMy eyes impatiently skimmed the edge of the road before settling on a little sign showing that it was a nursing homeI looked back to the building，somewhat annoyed，as my mom reappearedempty-handedBefore she started the car，curiosity drove me to ask，“Do you know som

4、eone there?”She shook her head“Then what did you do with the flowers?”She smiled slightly，“I gave them to the receptionist” “What?”She laughed at my confusion“I told the receptionist to give the flowers to whoever needed them，especially who hasnt gotten any in a while”I kept silent for a momentNot l

5、ong after we continued our driving，I spoke again，“Did you leave your name?”To this she answered instantly，“NoLeaving flowers there for someone who will appreciate them makes me feel good，which is enough of a thank for me” Suddenly，still thinking about Moms deeds，I heard something burst loudlyIt was

6、our car that broke down! Nothing could be worse，because neither my mom nor I understood how to repair it，and we didnt know where the garage wasIt also seemed impossible to wait for any passer-by，since we had seen so few along the way注意：1所續(xù)寫的短文的詞數應為150左右；2至少使用5個短文中標有下劃線的關鍵詞語；3續(xù)寫部分分為兩段，每段的開頭語已為你寫好；4續(xù)寫

7、完成后，請用下劃線標出你所使用的關鍵詞語。Paragraph 1：We were worrying about what could be done_Paragraph 2：As we drove along，a flower shop came into sight_整體設計思路1.理論依據普通高中英語課程標準（征求意見稿）將英語核心素養(yǎng)凝練為語言能力、文化品格、思維品質和學習能力。英語學科核心素養(yǎng)中提出：學生應以主題意義探究為目的，以語篇為載體，在理解和表達的語言實踐活動中，融合知識學習和技能發(fā)展，通過感知、預測、獲取、分析、概括、比較、評價、創(chuàng)新等思維活動，構建結構化知識，在分析問題和解

8、決問題的過程中發(fā)展思維品質，形成文化理解，塑造學生正確的人生觀和價值觀，促進英語學科核心素養(yǎng)的形成和發(fā)展。2.教材分析及設計思路本文所提供的閱讀材料是一篇記敘文。本次的設計關注內容、思維和語言三者的有機融合，從文本解讀、課堂目標、信息加工、寫作策略等多個方面，落實讀寫過程。該文本主要講述了處于青春叛逆期的我和媽媽在開車路途中，媽媽突然下車把后座的花送給經過的老人院，并且沒有留下姓名。我對媽媽此行為極度不理解，產生了豐富的情感變化。試題中給出兩個續(xù)寫段落的首句分別是：（1）We were worried about what could be done.（2）As we drove along,

9、 a flower shop came into sight.試題中要求學生在寫作中使用的10個關鍵詞分別是：mom, driving, trip, flowers, car, road, receptionist, silent, name, repair。故事情節(jié)簡單清楚，人物關系簡單，主人公“我”的情緒發(fā)展線索清晰，細節(jié)描寫豐富。文本可讀性強，閱讀難度不高，有助于激發(fā)學生的想象力，也能讓學生提筆進行續(xù)寫。根據該文本的特點，教師讓學生通過文本細節(jié)解讀，更好理解文本，通過問題鏈的形式幫助學生開拓思維。學生續(xù)寫時根據首句，情感線建立情節(jié)與內容支架，讓想象力更有合理性和融洽性。3.學情分析 本課

10、的授課對象為高二學生。在平時的考練中有獲取和分析基本信息的能力，但深層次的文本解讀、主題升華和語言美化方面顯然是薄弱環(huán)節(jié)。由于一節(jié)課的課上時間有限，課前學生會被要求提前對文章做簡單閱讀，已節(jié)省課上閱讀環(huán)節(jié)的時間！二、教學目標By the end of the class, students will be able to1. obtain a good understanding of the whole text;2. apply the skills on continuation writing to continue the story; 三、教學重難點1. Analyze how a

11、nd why writers feelings changed;2. Enable students to learn how to continue the story according to the plots and change of emotion;3. Strengthen the ability of critical reading, therefore developing students critical and creative thinking.四、教學過程Step 1 Lead inShow a short video.Q: What will you do to

12、 celebrate the special day?【設計意圖】通過觀看短片聊天的形式，能讓學生在輕松的氛圍中進入本節(jié)課。Step 2 Read for main ideaAsk students to conclude the main idea by filing the key words.【設計意圖】使學生關注文章主題。Step 3 Read for plotsAsk Ss to complete the development of the story through a chain of questionsQ1: What did happen during the trip?Q

13、2: Before mom sent the flowers, what did I feel?Q3: When mom sent the flowers , what did I feel?Q4: After that, what did I feel?Q5: What happened after we restarted the car?Q6：What would happen next?Q7: Would my feeling towards moms deeds change after that? And how?【設計意圖】使學生通過回答有關故事發(fā)展的問題鏈回顧文章，理清文章主要

14、情節(jié)，梳理語篇內容的推進方向并關注作者情感變，思考原文作者寫作意圖，以此來判斷續(xù)寫的方向。Step 4 Prediction (discuss in group of 4)Ask students to discuss the development of para. 1 and para. 2 according to the given sentence of each para and 10 underlined words.Para 1 Q1: Who repaired their car?（Why is it the receptionist but a passer-by who

15、repaired their car?） Q2: In para 1, they were worrying about what could be done, so how to show the worries? Q3: Why did you think their car was repaired? Q3：Which underlined words can be used in this para?Para 2 Q1: Why did the writer buy the flowers? Q2: Back to then before our car broke down, the

16、 writer was thinking about moms deeds, so did she understand her moms deeds at last? Q3：How to show her understanding of her moms deeds?【設計意圖】通過讀續(xù)寫段落的首句，抓住關鍵信息以及10個給出的劃線單詞，推斷續(xù)寫段落之間的邏輯關系，以及各段的主要內容,通過教師追問使學生關注續(xù)寫的依據及寫作技巧，就學生分享的 故事發(fā)展設置問題鏈，使學生一步步深入理解故事的發(fā)展脈絡。教師精心搭建的支架對學生“讀后續(xù)寫”的思路有一定的導向性，有助于學生與原文的作者產生共鳴并對段落中情感的表達進行舉例，讓學生更加容易下筆。Step