ConstructingLogicalContinuationWritingUsingthe“3221”Model

BasicInformation

Teacher:ZhuChunhua

School:LuodingMiddleSchoolChengdongCampus

Grade/Subject:SeniorHighEnglish

ClassDuration:40minutes

TeachingObjectives:

Bytheendofthislesson,studentswillbeableto:

Quicklygraspthemainidea,characters,conflicts,andthemesofagivenpassage.

2.Constructcoherentandlogicalcontinuationwritingplotsfollowingthe“3221”model.

3.Applythethreecoreprinciples(Action→Response,Conflict→Solution,Negative→Positive)increativewriting.

TeachingKey&DifficultPoints:

?KeyPoints:Masteringthe“3221”model(3coreelementsoftheoriginaltext,2plotspercontinuationparagraph,1thematicelevationsentence).

?DifficultPoints:Ensuringplotconsistencywiththeoriginaltext,naturalconnectionsbetweenparagraphs,andappropriatethematicelevation.

StudentLearningSituationAnalysis:

TheclassIteachbinesPhysics,Chemistry,andPolitics.Withonlytwosuchbinedclassesintheentiregrade,students'Englishproficiencyvariessignificantly.Moststudentsscorebelow15pointsinreadingprehensionandcontinuationwriting,withapproximately90%scoringaround10pointsandabout20%scoring6pointsorlower.Therootcauseliesintheirinabilitytoextracteffectiveinformationfromboththeoriginaltextandprovidedsentences,aswellastheirfailuretoconstructcoherentstorylines.Asaresult,thenarrativestheywriteareseverelydisconnectedfromtheoriginalcontent.

TeachingAids:

Multimediaequipment(PPT),2024CollegeEntranceExaminationrealquestions,GuangzhouSecondModelTestmaterials,studentworksheets.

TeachingProcedures:

Step1:Leadin&Prelearning(6minutes)

WarmupDiscussion(2minutes):Askstudents:“Whatproblemsdoyouoftenencounterincontinuationwriting?”Summarizemonissues(offtopicplots,illogicaldevelopment,poorcoherence,plainlanguage)basedonstudentresponses.

【DesignIntent】:Startwithstudents’reallearningpainpointstoarouseemotionalresonanceandattention.Bysummarizingmonproblems,studentscanclearlyrecognizethefocusofimprovementinthislesson,layingafoundationforthesubsequentteachingcontent.

2.ExamTrendAnalysis(4minutes):PresentrecentCollegeEntranceExaminationcontinuationwritingdata(20232025)viaPPT,highlightingcorevalues(kindness,honesty,growth,harmony)andtextcharacteristics(300350words,clearconflicts).Introducethethreecoreprinciples:

Action→Response:Characters’words/actionstriggerreasonablereactions.

Conflict→Solution:Plotsmustresolvetheoriginalconflict.

Negative→Positive:Emotionsshiftfromnegativetopositive.

【DesignIntent】:bineexamtrendstomaketeachingmoretargeted,helpingstudentsunderstandtherequirementsandscoringorientationofcontinuationwritingintheCollegeEntranceExamination.Thethreecoreprinciplesarepreviewedinadvancetoprovideatheoreticalframeworkforsubsequentplotconstruction,reducinglearningdifficulty.

Step2:GuidedLearning&ModelAnalysis(12minutes)

1.Analyze2024RealQuestion(7minutes):

Providethe2024NationalCollegeEntranceExaminationVolumeIcontinuationwritingmaterial.Guidestudentstoidentifythe3coreelements:

Who:Thenarrator(conferenceattendee)andGunter(taxidriver).

Whathappened:ThenarratorrushedtocatchthelastbustoPraguebuthadnocashorusablebankcardtopaythefare.

How(feelings):Thenarratorfelthelplessandapologetic;Gunterwaskindandtrusting.

Highlighttheconflict(nomoneytopay)andtheme(kindness,trust,honesty).

【DesignIntent】:TakerealCollegeEntranceExaminationquestionsasexamplestoenhancetheauthorityandpracticalityofteaching.Guidingstudentstoextractcoreelementshelpsthemmasterthemethodofanalyzingtheoriginaltext,whichisthepremiseoflogicalcontinuationwriting.

2.AppreciateFullscoreEssay(5minutes):

Analyzethefullscoresamplewithstudents:

e.g.sion:Identifylinkingsentences(e.g.Hisfacefilledwithdisappointmentasheheardthewords“Machinemalfunction”).

PrincipleApplication:VerifyhowtheessayfollowsAction→Response,Conflict→Solution,andNegative→Positive.

ThematicElevation:Highlighttheelevationsentence(“Gunter’skindnessandtrustwouldbeabeaconofhopeandhumanityonmyjourney,andIdecidedtopassiton”).

Summarizethe“3221”Model:

3:Who?Whathappened?How(feelings)?

22:2plotsperparagraph(Paragraph1:connecttothegivensentence+foreshadowthenextparagraph;Paragraph2:connecttothegivensentence+resolvetheconflict).

1:1thematicelevationsentence.

【DesignIntent】:Throughtheanalysisoffullscoreessays,studentscanintuitivelyperceivetheapplicationofcoreprinciplesandthe“3221”model.Thebinationoftheoryandsamplehelpsstudentsconvertabstractconceptsintooperablemethods,breakingthroughthekeypointsofthelesson.

Step3:CollaborativeLearning&Practice(12minutes)

1.GroupTask:AnalyzeGuangzhouSecondModelTestMaterial(6minutes):

Dividestudentsintogroupsof4.ProvidethematerialaboutMikeorganizingaclassmeeting.

Eachgrouppletestheworksheet:Identifythe3coreelements(Who,Whathappened,How),clarifytheconflict(balancingreviewandrelaxationneeds)andtheme(creativity,teamwork).

【DesignIntent】:Usegroupcollaborationtoleveragepeerlearningeffects.Theworksheetprovidescleartaskguidance,helpingstudentsconsolidatethemethodofanalyzingtheoriginaltext.Themodeltestmaterialisclosertostudents’dailypractice,reducingthedifficultyoftransitionfromrealquestionstopractice.

2.ConstructPlotswith“3221”Model(6minutes):

Guidegroupstodesign2plotsforeachparagraphand1elevationsentence:

Paragraph1:Mikeproposes“ReviewRelayGames”→Themitteefinalizestheplan.

Paragraph2:Studentsenjoytheinteractivereview→Themeetingachievesbothlearningandrelaxation.

Elevation:EmphasizeMike’screativityandleadershipinharmonizingdiverseneeds.

Invite2groupstosharetheirideas;providefeedback.

【DesignIntent】:Fromanalyzingtheoriginaltexttoconstructingplots,thetaskisgraduallydeepened,conformingtostudents’cognitivelaws.Groupsharingandteacherfeedbackhelpcorrectdeviationsinplotdesignintime,ensuringthatstudentsmasterthe“3221”modelinpracticeandaddressingthedifficultpointofplotlogic.

Step4:IndependentLearning&Consolidation(8minutes)

1.IndividualPractice(7minutes):

Provideanewmaterialaboutafatherandson’srosegarden.Askstudentsto:

1.Identifythe3coreelements(Who,Whathappened,How).

2.Draftplotsforthetwocontinuationparagraphsusingthe“22”rule.

3.Write1thematicelevationsentence(focusonfathersonbonding,understanding).

【DesignIntent】:Independentpracticehelpsstudentstesttheirmasteryofknowledgeandskills,realizingthetransformationfromgroupcollaborationtoindividualapplication.Thenewmaterialwiththethemeoffathersonbondingenrichespracticescenariosandfocusesonthematicelevation,breakingthroughthedifficultpointofdeepeningthetheme.

2.PeerReview(1minute):Studentsexchangedraftswithdeskmatestocheckplotlogicandcoherence.

【DesignIntent】:Peerreviewenablesstudentstolearnfromeachother,cultivatecriticalthinkingandmunicationskills.Shorttimepeerfeedbackcanquicklyidentifyobviouslogicalproblems,helpingstudentsreviseintimeandimprovetheefficiencyofconsolidation.

Step5:Summary(1minutes)

Summary:Recapthe“3221”modelandthreecoreprinciples.Emphasizethateffectivecontinuationwritingrequiresconsistencywiththeoriginaltext,logicalplots,andthematicdepth.

【DesignIntent】:Systematicsummaryhelpsstudentssortouttheknowledgeframeworkofthelesson,strengthenmemory,andformapletecognitivestructure.

Step6:Homework(1minutes)

Homework(ChooseOne):

(1)RewritetheGuangzhouSecondModelTestcontinuationwritingbasedonthegroup’splotdesign.

(2)pletetherosegardencontinuationwritingdraft.

Requirement:Around150words;applythe“3221”e.g.el.UseAItools(e.g.,Doubao)forselfrevisionafterfinishing.

【DesignIntent】:Optionalhomeworktakesintoaccountstudents’individualdifferences,reducinglearningpressure.biningthecontentofthelesson,thehomeworkfocusesonconsolidatingthe“3221”model.IntroducingAItoolsforselfrevisionkeepsupwitheducationaltechnologytrends,guidingstudentstocarryoutindependentlearningandimprovewritingability.

BlackboardDesign:

ContinuationWriting“3221”Model

3CoreElements:Who?What?How?

22Plots:2perparagraph

Paragraph1:Connect→Foreshadow

Paragraph2:Connect→Resolve

1Elevation:Thematicsentence

3Principles:

Action→Response

Conflict→Solution

Negative→Positive

TeachingReflection:

Thislessononcontinuationwritingwiththe“3221”modelachievedgoodresults.Followingthe“prelearning→guidedlear