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2020英语公开课教案:Continuation Writing “A Narrow Escape”

录入者:lgr  人气指数: 次  发布时间:2020年11月04日

Date: October. 29, 2020

 

The Teaching Plan:

Continuation Writing “A Narrow Escape”

 

泉州七中  柳似玉

 

一、教材分析

本篇选自20176月浙江高考读后续写。

What:主题:人与自然——人与环境、人与动植物

内容:几个朋友骑自行车去旅行。路上因其中一个朋友的自行车需要修理,Mac就单独前行,却遭遇恶狼袭击。危机关头,PaulBecky开车经过……

Why:作者的叙事意图在于讲述Mac在骑车前往阿拉斯加的途中被一头恶狼追赶而奋力逃生的故事。语篇体现了Mac在这过程中由轻松快乐到万分惊恐,再到化险为夷后感激的心情。

How:本语篇是记叙文体,利用简单句、并列句、主从复合句和非谓语动词,尤其是利用较多的非谓语动词进行大量的动作描写。语言总体较为平实,没有过于特别的句式,也没有大词、生僻词,但有一些生动地道的表达法。

 

二、设计依据

2017版普通高中《英语课程标准》中提出了指向学科核心素养发展的英语学习活动观。具体而言,以主题意义为引领,以语篇为依托,创设具有综合性、关联性和实践性特点的英语学习活动。使学生通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动发展语言技能。

本节课设计的教学环节和学生活动以英语学习活动观中学习理解、应用实践、迁移创新的三个层次为依据,设计了thorough reading, logical plotting and vivid writing三个环节。因为前一节课有布置学生预习文章,所以这节课阅读部分没有再花时间让他们细读。学习理解类活动包括获取与梳理等,所以本节课第一环节通过三幅漫画让学生获取该篇记叙文的六要素。然后通过由时间轴、情节线和情感线构成的story mountain,让学生梳理文本详细信息。应用实践类活动主要包括分析与判断等,所以本节课第二环节让学生分析两段首句及文本中关键信息,判断故事发展方向。迁移创新类活动主要包括想像与创造等,所以本节课第三环节引导学生赏析语篇的文体特征进行写作创造。让学生思维从低阶向高阶发展。

设计的另一个理念是学生能做的尽量让学生自己做,所以比较简单的几个部分让学生自己当小老师组织开展。同时,本节课注重学生非连续性文本中“看”的功能,通过漫画式图片、时间情节情感轴状图等,让学生将信息形象化,有助于理解、梳理和分析。

 

三、教学目标

By the end of the class, students will be able to

l  fully understand the passage;

l  apply skills to predict plot;

l  polish continuation writing.

 

四、教学过程

Teaching Procedures


  Part 5: 1’Homework  

  Part 4: 10’Writing  
  Part 3: 16’Plotting  
  Part 2:     16’Reading  
  Part 1: 2’Lead-in   
 


 























 




 

Teacher’s Activities

Students’ Activities

Intentions

Part One:   Lead-in  

Step 1  (2’)

Lead-in

Show the three parts of this   lesson.

See   what they are going to learn today.

To   have an overall understanding of this class.

Part Two:  Read     ( by   student Cai Sijie & Zheng Liyuan)

Step 2  (4’)

Deal with hard words

Explain   some difficult words in the passage.

Understand   the difficult expressions.

To   help them learn the story better.

Step 3  (5’)

Read for six elements

Show   three pictures, then tell the six elements of narrative.

Look   at the pictures and retell the story.

To have a clear understanding of   the setting and development.

Step 4  (7’)

Read for details

Sort out the time line, plot line and   emotion line.

 

Retell Mac’s action and his   feelings according to the time line.

To have a thorough reading of the   text.

Part Three: Plot  ( by   student Chen Zhuoran)

Step 5  (12’)

Plot—two given sentences

Analyze the two given sentences,   offer some possible questions and then form a rough outline.

Discuss in pair. One student asks   questions. His partner answers the questions.

To find the clues in the two given   sentences and make up the story.

Step 6  (4’)

Plot—passage

Analyze the passage.

Find   some clues.

Guide students to find clues from   the passage.

Part Four: Write

Step 7  (1’)

Criteria

Explain the criteria.

Learn the criteria.

To know clearly the aspects of   writing standard.

Step 8  (7’)

Coherence

Show students how to keep coherence   by an example

Translate a sentence in different   ways.

To highligh the consistency of   writing style.

Step 9  (2’)

Vocabulary

Show a picture of wolf.

Fill in the blank.

To raise the awareness of vivid   writing.

Part Five: Homework   (1’)

Write and polish the writing.

To consolidate what they’ve learned   and practise writing skills.

Blackboard Design

Left:                                Right:

Students’ 1st & 2nd   sentences         Student’s 3rd sentence







 


 
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