教學(xué)設(shè)計

課程基本信息學(xué)科英語年級高二學(xué)期秋季課題高考英語讀后續(xù)寫解題技巧教科書書名：普通高中教科書出版社：外語教學(xué)與研究出版社出版日期：2019年7月教學(xué)目標(biāo)KnowledgeandSkills.Masterthecoreplotconnection,logicalclosureandhighfrequencysentencestructures.ProcessandMethods.Throughcaseanalysis,groupdiscussions,practicalexercisesandotheractivities,learntouseplotexpansionskills.AffectiveAttitudeandValuesObjective:EnhancetheabilitytounderstandandperceiveEnglishnarrativetexts教學(xué)內(nèi)容教學(xué)重點(diǎn)：Masteringeffectiveplotdevelopmentstrategies.教學(xué)難點(diǎn)：usingaccurateandvariedvocabularyandsentencestructurestoexpressplexplotsandemotions.教學(xué)方法：講授法，任務(wù)型教學(xué)法、小組合作討論法。教學(xué)工具：多媒體PPT、粉筆、黑板教學(xué)過程Step1:Leadin：Greetingstudents.Showthestudentsapicture（Theboywaslateforschoolandtheteacherfrowned.Suddenly,thedooropenedand…）Guesswhatmighthappennext？Step2:Study:Analysethepointsofcontinuationwriting.讓學(xué)生知道英語讀后續(xù)寫考什么？題怎么考？學(xué)生怎么做？（解讀考綱要求及五年考情規(guī)律）Step3:presentation:Reading&UnderstandingtheStoryTask1:第一步：讀懂原文1、先把文章讀懂，抓住重要的動詞，梳理出主線。2、讀懂出題人的兩句段首句，對文章進(jìn)行預(yù)測。Task2:第二步：主要情節(jié)分析1、找出5W+1H。2、找出文章隱藏的問題或矛盾，再續(xù)寫中對應(yīng)的解決（得分要點(diǎn)）。人物(maincharacters):me特殊教育老師，David患有腦部疾病，school’scoach,otherstudents.主要要素(Mainelements):Where/when:bigcrosscountryrun.Who:David,teacher,coach,otherstudentsWhat:Davidwantedtogiveuptheevent.Why/How:1、Feltdisappointedforhisillness.Afraidofbeinglaughedat.Histeacherandclassmatesencouragedhim.抓出主要情節(jié)(mainplots):鋪墊情節(jié)一:越野賽前，因教練怕患有腦疾的David被其他學(xué)校的學(xué)生嘲笑，善意詢問，導(dǎo)致David猶豫不決，想要放棄。Iwasafraidthatkidsfromotherschoolswouldlaughathim.Hisusualbigtoothysmilewasabsenttoday.Hehesitatedandthensaidhehaddecidednottorun.鋪墊情節(jié)二:David為了這次比賽做出了非常多的努力。Whatwaswrong?Hehadworkedsohardforthisevent!Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.鋪墊情節(jié)三:即使David有腦疾，學(xué)校同學(xué)也一直把他當(dāng)作正常孩子來對待，沒人覺得他參加越野比賽是件不正常的事。Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecrosscountryteam.Itjusttookhimlonger—that’sall.鋪墊情節(jié)四:David為了這次比賽做出了非常多的努力。作為一名特殊教育的老師，我對David強(qiáng)烈的意志力感到自豪，并不希望他就此放棄。Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Task3:提示句的關(guān)系1.Wesatdownnexttoeachother,butDavidwouldn’tlookatme.(What’stherelationshipbetweenthistwoparagraphs?)2.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.(如何在續(xù)寫中解決上文所提及的“鋪墊情節(jié)”？)Task4:沖突與高潮1、Davidwantedtogiveup.(David想要放棄。)Tookpartintheeventeventually.(David最終還是參加了比賽。)2、Ashisteacher,IdidnotwanttoseeDavidgiveup.（我不想看到David放棄）ImanagedtopersuadeDavidtoattendtheevent.（成功說服David參加比賽。）3、Davidhasastrongdetermination.（David的有堅定的意志力。）Davidinsistedonrunning.在比賽過程中David堅持不懈。）Task5:線索(Cluesforwriting)我鼓勵David,使他心里想法發(fā)生變化→David采納了我的建議，愿意參加比賽?！荣愡^程中David努力克服了自身的困難，同學(xué)們?yōu)樗佑椭??！瓿闪吮荣?，主題升華：他戰(zhàn)勝了自己，無關(guān)名次，而是他的勇敢和堅定讓這一切成為可能。Step4.PracticeTask1:詞匯句型積累1、運(yùn)用相應(yīng)的心理描寫、動作描寫用語。2、解決矛盾沖突，對文章進(jìn)行書寫潤色。為動作類:深呼吸：withadeepbreath/breathedeeply堅持做：insistedondoing/besticktodoing垂下頭：lowerone’shead拍拍肩膀：tapsb.onhisshoulder情緒類：熱情：enthusiastically/withgreatpassion驕傲：beproudof/takepridein鼓舞：encouraging/fullofpositiveenergy決心：makeupone’smind/determinedTask2：句型準(zhǔn)備1、定語從句：Youhaveafullpreparationbeforethisevent,whichisthemostimportantreasonwhyyoushowuphere.2、with的復(fù)合結(jié)構(gòu)：Thunderousapplausebrokeout,withthenameDavidechoingagainandagain.3、強(qiáng)調(diào)句：Itwashisbraveheartandstrongfaiththatcouldmakesomethingunusualhappenfinally.Step5:AppreciationofModelEssays.（范文欣賞）Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

Isaidgentlyandquietly,“Noonecanchangeyourmind,exceptyourself.Ifyoudesiretochallengeyourself,thereisnothingtodowithothers’thoughts.”Hesatstillwithadeepbreath.“Youhaveafullpreparationbeforethisevent,whichisthemostimportantreasonwhyyoushowuphere”,Iaddedwithasinceretone.Hearingmywords,Davidturnedtometremblinglywithtearsspillingoutofhiseyesandexpressedhehadmadeafirmdeterminationtofinishthecrosscountryrun.HiscoachheardwhatDavidsaid

andgavemealook—thekindthatwasmoredeterminedthananyoneelse’s.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

Theracestarted.Itseemedthattherunwaywasextremelylongforyoungchildren,nottomentionachildwithabraindisease.Davidinsistedonrunningasifhehadforgottenallhisweaknesses,thoughhewastrippedoverwithintheafewkilometers.Itdidn’ttakelongbeforehepickedhimselfupagainandcontinuedhismission.Classmatesallappearedontheracingtrack,cheeringforhim.“eon!Youcanmakeit!Weareproudofyou!”theyshoutedenthusiastically.Toeveryone’sjoy,hereachedthefinallineandrankedthe50th.Itwasnomoreimportantwhetherhewonthefirstplaceornot.Itwashisbraveheartandstrongfaiththatcouldmakesomethingunusualhappenfinally.Step6:Conclusion本文以賽跑為線索展開。作者是一名特殊教育教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨(dú)自站在一旁。作者問其原因，他說準(zhǔn)備