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2017年6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，Paul和Becky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 | ||||