【教案】Unit 2 Continuation Writing人教版（2019）必修第三册.docx

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1、学校年级高二年级执教教师授课班级科目英语课题ContinuationWritingTheStoneintheRoad解读学生学情分析学习，及逻2在语教学）予学，学生升。受课对象为高二（7）班的学生，本班学生英语基础中等，学习态度较认真，狼情较高。他们有一定的阅读理解能力、从文本中获取和处理信息的能力以揖思维能力。但对他们而言，续写是全新的挑战，他们缺乏系统性的训练，言表达、人物品格提炼和情节创设方面仍需教师的指导和帮助。因此,本节课多基于故事基本信息,在提取语言特点及人物品格以及提炼文章主题大面给主指导和帮助。在写作方面,学生仍需要教师搭建更多的语言支架。简言之，能够在教师的指导下,完成本课学

2、习,在阅读和写作中实现思维和语言的提解读教材教材分析主题语境：“人与社会”主题语境下“道德与美德”语篇类型：寓言故事1whatJ阅读文本是一个寓言故事，讲述了一位国王为了试探民众面对问题的态度，将一块大石头放在路中央，并将金币藏在石头下方，然后观察人们的反应。虽然很多人对石头带来的麻烦和个人的损失有诸多抱怨，但都对此石头置之不理。最后，一个善良诚实的年轻女孩搬走了石头，获得了国王的金币和赞扬。why学生在阅读浅显易懂、生动有趣的寓言故事时能体会文章蕴含的深刻道理，进而认识自我、认知世界、树立正确的道德观念和社会责任感。how本文是一篇寓言故事。第一、二段介绍了故事发生的背景（Backgroun

3、d）和主题（Theme）；第三至第七段描述了故事的发展过程，即大众对石头的反应。本文语言生动丰富。作者用恰到好处的动作描写、语言描写和心理描写,在推动情节发展的同时凸显各个角色的性格特征。作者采用对比的写作技法,先抑后扬推动清节发展。人物动作、语言、心理描写的手法为续写提供了可模仿的语言支架,为学生预测后文和续写做好铺垫。教学目标Attheendofthis1esson,studentswi11beab1eto:1getthemainideaandtheimp1iedmeaningofthestoryTheStoneIntheRoad；1 .1earntoappreciatethe1angua

4、geandwritingski11softhestoryandapp1ythemtothecontinuationwriting；3 .deve1opproper1ifeattitudeandva1uebygettinginspiredbythevirtueofthecharacterinthestory；4 .drawreasonab1econc1usionsoftheyounggirsvirtuesbasedonfactsanddetai1sfromreadingthestory.教学重点1Sscangetthemainideaandtheimp1iedmeaningofthestoryT

5、heStoneIntheRoad.2.SscanIeamtoappreciatethe1anguageandwritingski11softhestoryandapp1ythemtothecontinuationwriting.教学难点SscanIeamtoappreciatethe1anguageandwritingski11softhestoryandapp1ythemtothecontinuationwriting.解读方法教学方法Activity-basedmethod.学习方法1. Se1f-inquirymethod.2. Cooperative1earningmethod.教学手

6、段PPT,mu1timedia,video,handout教学过程教学环节教学活动活动层次及设计意图效果评价Activity11eadin(1min)TpresentsapictureandasksSs.toanswerthefo11owingquestion.Whatwi11youdoifyoucomeacrossabigstoneinthemidd1eoftheroad?Ti1ookatthepicture.Whatwi11youdoifyoucomeacrossabigstoneinthemidd1eoftheroad?感知与注意活动。图片的导入能够激发学生的学习兴趣，直观地呈现本课的主

7、题。图片的导入能激发学生的学习兴趣，激活背景知识。Activity2Readforp1ot(9mins)Tasksstudentstoreadparagraphs1-2carefu11yandfi11inthetab1e.Thekingsidea获取与梳理活动。帮助学生了解故事发生背景，同时初步强调丰富的动词在第二段中的使用。让学生养成用5W1H去分析故事背景。whenear1yonemorningwhereA1oca1vi11agewhoThekingwhatp1aceda1argestoneinthemidd1eofthemainstreetadhidgo1dcoinsunderthest

8、onewhytotestwhetherpeop1ewou1dmoveitT:P1easepayattentiontotheverbsinthispart,becausetheycanshowyouavividpictureaboutwhatthekingdid.Thenwhatdidthekingsee?Whomovedthestoneaway?Nowp1easereadParagraphs3to7tofindmoreinformationaboutthestory.Tasksstudentstoreadparagraphs3-7carefu11yandanswerthequestions.P

9、eop1esresponsetotheroadintheStOne(Para.3&5)Mostpeop1esresponsc(Para.3&5)描述与阐述活动分析路过的几个人的不同反应。让学生深入了解每个人的反应，并对他们jPersonEXPerie1ICeReSpOnSemi1kmanwomanwithwaterothervi11agerscrashedintothestonetrippedoverthestonecomp1ainedaboutthestoneangrysadupsetwentawaypickedherse1fupand1impedawayintearsnobod),made

10、anattempttomovethestone的人物品质有深入的了解。Howdidthesepeop1eexpresstheiremotions?Howdidthekingfee1afteradayswatch?Whatdidthekingthinkabout?Thec1imax(Para,6&7)Whoappearedandchangedhisthought?PersonExperienceEiuotiouResponseyounggir1succeededinmovingthestonetothesideofthestreettired,surisedT:1etssharemoredeta

11、i1softhestoryS1:Themi1kmancrashedintothestone.Hefe1tveryangryandjustwentaway.S2:Thewomantrippedoverthestone,pickedherse1fupand1impedawayintears.Shefe1tverysad.S3:0thervi11agerscomp1ainedaboutthestone.Nobodymadeanattempttomovethestone,thoughtheyfe1tupset.T:Again,weseevividverbscante11usthecharacters,

12、differentactions.Besides,didtheysayorthinkaboutsomething?S1:Themi1kmanshouted,“Whatfoo1putthisstonehere?T:Actua11y,whatwashedoingbysayingso?Ss:Hewascomp1aining.T:Howdidthekingfee1afteraday,swatch?Ss:HewasindespairT:Howdoyouknow?Ss:Thekingthought.1stherenooneinthevi11ageWhOfee1sanyresponsibi1itytokee

13、ptheirneighborsfromharm?”T:Whoappearedandchangedhisthought?Ss:Ayounggir1.SsiThoughshewasverytired,shesucceededinmovingthestone.Shewassurprisedtofindthego1dcoinsunderit.Activity3Drawconc1usions(3mins)Tguidesstudentstodrawconc1usionsoftheyounggirsgoodqua1ities.(Pairwork)TzWonderfu1!Andthisisthec1imaxo

14、fthep1ot,becauseitstheturningpointofthewho1estory.Asweknow,thegir1so1vedtheprob1em.Whatkindofpersonwasshe?Howdoyouknow?S1:Ithinkshewaskind-heartedanddetermined.Beforeshesawthestone,shehadbeenworkinga11dayandwasverytired,.”Thegir1pushedthestonewithhermight.anduAfteragreatdea1ofeffort,shefina11ysuccee

15、dedinmovingitthesideofthestreet.T:Icantagreewithyoumore.Anyotheropinions?S2:1thinkshewasconsiderateandse1f1ess.T:Whydoyouthinkso?S2:Whenshesawthestone,shesaidtoherse1fThisstoneisadangertoanyonewhocomesdownthestreetafterdark.I11moveitoutoftheway.”分析与判断活动学生结合故事情节和语言描写，发现并提练theyounggir1身上的优秀品格。为续写人物设定提供协同可能。Activity4Tastethewritingski11(4mins)Tguidesstudentstotastethewritingski11.TzGreat.Differentdescriptionmethodsareusedheretogiveusvividpicturesofwhathappened