年級：高三課型：寫作復習課課時：1課時（45分鐘）高三英語讀后續(xù)寫復習之情節(jié)構(gòu)思——以伏筆回收與問題鏈驅(qū)動為路徑AnalysisofTeachingMaterialAnalysisofStudentsAnalysisofTeachingObjectivesAnalysisofTeachingFocus&DifficultyAnalysisofTeachingMethods0504030201Index06AnalysisofTeachingProcedure07AnalysisofBlackboardDesign08AnalysisofTeachingEffectiveness&ReflectionContinuationWriting——PlotConstructionAnalysisofTeachingMaterial0101AnalysisofTeachingMaterialecologicalthemeforeshadowings(thewitheredtree,thegardens,etc.)cause-effectstructure(theking’saction→ecologicalcollapse→revelationofcause→father’ssolution)logicalplotconstructionAnalysisofStudents0202AnalysisofstudentsStrengths:①fundamentalreadingcomprehensionskills;②familiaritywiththe“ecology”theme;③activeimaginationandcreativepotential.Weaknesses:①trackingandutilizingforeshadowings.②creatinglogicalclosureinwriting.Opportunities:logicalthinking;textualanalysis;plotconstructionabilities.Threats:timeconstraints;Individualdifferences.Analysisofteachingobjectives0303AnalysisofTeachingObjectives（王薔，2017）1.trackandresolveforeshadowingsusingquestionchainstocreatelogicallycoherentcontinuations.2.deepenunderstandingofecologicalbalancewhileenhancingcollaborativeevaluationskills.

(Language&Thinking)(Culture&Learning)AnalysisofTeachingFocus&Difficulty0404AnalysisofTeachingFocus&DifficultyTeachingFocus:Guidingstudentstoidentifyandanalyzeforeshadowings,anduseQuestionChainstotransformthemintologicaldriversforplotdevelopment.TeachingDifficulty:Enablingstudentstotranslateanalyzedcluesintoawell-written,logicalparagraphthateffectivelyrecyclesforeshadowingsandachievesnarrativeclosure.AnalysisofTeachingMethods05123PWPModel(Pre-,While-,Post-writing)Task-BasedLanguageTeaching(TBLT)05AnalysisofTeachingMethodsInquiry-BasedLearning(IBL)→providesaclearinstructionalframework→driveslearning→guidesstudentstodiscoverpatternsandconsturctknowledgeAnalysisofTeachingProcedure0606AnalysisofTeachingProcedure(Step1:Lead_in)①Drawafloweronthepaper.②Drawsomebutterfliesontherightsideoftheflower.③Foldthepaperinhalfandthentearitintotwopieces.Theme:ecologicalbalance06Analysis

ofTeachingProcedure(Step2TextAnalysis)First:06Analysis

ofTeachingProcedure(Step2TextAnalysis)Second:06Analysis

ofTeachingProcedure(Step2TextAnalysis)Third:06Analysis

ofTeachingProcedure(Step3.PlotDesign)First:06Analysis

ofTeachingProcedure(Step3.PlotDesign)Second:06Analysis

ofTeachingProcedure(Step3.PlotDesign)Third:06Analysis

ofTeachingProcedure(Step3PlotDesign)Fourth:06AnalysisofTeachingProcedure(Step4:Presentation&Evaluation)06AnalysisofTeachingProcedure(Step4:Presentation&Evaluation)06AnalysisofTeachingProcedure(Step5:Summary&Homework)06AnalysisofTeachingProcedure(Step5:Summary&Homwork)Toensureallstudentspracticethecoremethod.Topromoteabilitytransferforadvancedlearners.07AnalysisofBlackboardDesign

08AnalysisofTeachingEffectiveness&Reflection②EnhancedThinkingskills①VisibleSkillTransfer③IncreasedEngagement①Thedual-columnblackboardeffectivelyvisualizestheabstractwritingprocess.②Futureiterationscouldincorporatebriefindividualthink-timebeforegroupdiscussionstofurtherdeepenindependentthinking.“Foreshad