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

学校年
级
高二年级执教教师授课班级
科目英语
课
题
Continuation Writing The Stone in the Road
解读学生学情分析
授课对象为高二（7）班的学生，本班学生英语基础中等，学习态度较认真，学习热情较高。

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
及逻辑思维能力。

但对他们面言，续写是全新的挑战，他们缺乏系统性的训练,
在语言表达、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
教学将基于故事基本信息,在提取语言特点及人物品格以及提炼文章主题大面给
予学生指导和帮助。

在写作方面,学生仍需要教师搭建更多的语言支架。

简言之,
学生能够在教师的指导下,完成本课学习,在阅读和写作中实现思维和语言的提
升。

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
【what】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
（Background）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
At the end of this lesson, students will be able to:
1.get the main idea and the implied meaning of the story The Stone In the
Road；
2.learn to appreciate the language and writing skills of the story and apply
them to the continuation writing；
3.develop proper life attitude and value by getting inspired by the virtue of
the character in the story；
4.draw reasonable conclusions of the young girl’s virtues based on facts and
details from reading the story.
教学重点
1.Ss can get the main idea and the implied meaning of the story The Stone
In the Road.
2.Ss can learn to appreciate the language and writing skills of the story and
apply them to the continuation writing.
教学难点
Ss can learn to appreciate the language and writing skills of the story and
apply them to the continuation writing.
解读方法教学方法Activity-based method.
学习方法
1. Self-inquiry method.
2. Cooperative learning method.教学手段PPT, multimedia, 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
Activity 1
Lead in
(1 min)
T presents a picture and asks Ss. to answer the
following question.
What will you do if you come across a big stone in
the middle of the road?
T:Look at the picture. What will you do if you come
across a big stone in the middle of the road?
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
题。

图片的导入能
激发学生的学
习兴趣，激活
背景知识。

Activity 2
Read for
plot
(9 mins)
T asks students to read paragraphs 1-2 carefully
and fill in the table.
The king’s idea
T: Please pay attention to the verbs in this part.
because they can show you a vivid picture about what
the king did. Then what did the king see? Who
moved the stone away?Now please read Paragraphs 3
to 7 to find more information about the story.
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。

T asks students to read paragraphs 3-7 carefully and answer the questions.
People’s response to the road in the stone(Para.3&5) Most people’s response(Para.3&5)
How did these people express their emotions?
How did the king feel after a day’s watch? What did the king think about?
The climax (Para.6&7)
Who appeared and changed his thought?
T: Let's share more details of the story
S1:The milkman crashed into the stone. He felt very angry and just went away.
S2:The woman tripped over the stone, picked herself up and limped away in tears. She felt very sad.
S3:Other villagers complained about the stone. Nobody made an attempt to move the stone, though they felt upset.
T: Again,we see vivid verbs can tell us the characters’different actions. Besides, did they say or think about something?
S1: The milkman shouted, “What fool put this stone here?”
T: Actually, what was he doing by saying so?
Ss: He was complaining.
T: How did the king feel after a day's watch?
Ss: He was in despair
T: How do you know?
Ss: The king thought."ls there no one in the village who feels any responsibility to keep their neighbors from harm?”
T: Who appeared and changed his thought?
Ss: A young girl.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
的人物品质有
深入的了解。

Ss:Though she was very tired, she succeeded in moving the stone. She was surprised to find the gold coins under it.
Activity 3 Draw conclusions (3 mins)T guides students to draw conclusions of the
young girl’s good qualities.(Pair work)
T:Wonderful!And this is the climax of the plot,
because it's the turning point of the whole story. As
we know, the girl solved the problem. What kind of
person was she? How do you know?
S1:I think she was kind-hearted and determined.
Before she saw the stone, she had been working all
day and was very tired”. “The girl pushed the stone
with her might."and“After a great deal of effort, she
finally succeeded in moving it the side of the street."
T:I can't agree with you more. Any other opinions?
S2: I think she was considerate and selfless.
T: Why do you think so?
S2: When she saw the stone, she said to herself“This
stone is a danger to anyone who comes down the
street after dark. I'll move it out of the way.”
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
the young
girl身上的
优秀品格。

为续写人物
设定提供协
同可能。

Activity 4 Taste the writing skill
(4 mins)T guides students to taste the writing skill.
T:Great.Different description methods are used here
to give us vivid pictures of what happened to these
people. When we write a story, it's a good idea to
describe the characters’actions, words and feelings.
(Tip1:Create a vivid image by describing the
characters'actions, words and feelings. )
T:So we know the other passers-by complained the
stone while the girl made an attempt to move it away.
Why were so many other people mentioned in the
passage? What's the writing skill here?
Ss: To make a contrast.
T: What's its function?
Ss: To stress the girl's kindness.
T:Excellent! The author used the writing technique of
contrast.Contrast can highlight the image of the main
character.
(Tip2:Contrast can highlight the image of the main
character.)
分析与判断活
动；描述与阐
述活动。

通过让学生找
出不同人物对
于石头的做
法、心情、反
应让学生进一
步感知故事情
节的同时，引
导他们学会运
用生动形象的
动作、语言和
心理描写来使
人物形象饱
满。

同时,让学
生体会对比的
写作手法,它
不仅推动了情
节的发展,也
使学生可以展
开想象,预测
下文情节。

学生学会运用
生动形象的动
作、语言和心
理描写来塑造
人物形象,同
时让学生在续
写中协同对比
的写作手法。

Activity 5 Explore the theme (2 mins)T guides Ss to explore the theme.
T:What is the implied meaning of the stone in the
road?
Ss:Social problem.
T:What can you learn from this story?
S1:I can learn some good virtues from the girl, such
as being considerate, selfless and so on.
S2: We'd better solve problems instead of
complaining.
S3: We should bear our social responsibility.
T:So,what will you do when meeting a large stone in
the middle of the road next time?
Ss: Move it away!
T:After learning the story, I hope that all of you can
have the sense of social responsibility and that's also
the theme of this story. Plot and characters should be
written to serve the theme in a story..
T:Let’s watch a short video to have a better
understanding of the story.
概括与整合活
动。

探究“语境
义”，揭示故
事主题，领会
故事所蕴含的
深刻道理。

学生领会故事
所蕴含的深刻
道理，同时让
学生在续写中
达到主题协
同。

Activity 6 Design the plot (5 mins)1. T asks Ss to work in groups to design the
Plot.
T:How would the king feel after seeing the girl's
deeds?
S1:Amazed.
T:What would they say,do and think? Please have a
brainstorm and complete the table according to your
own writing plan.
Ss:...
2. T asks some Ss to present their idea to the class.
T:Who would like to share your idea with us?
S1:..
S2:..
迁移与创新活
动。

指导学生
模仿原文对人
物动作、语言、
心理的指写手
段,培养他们
人物描写的微
技能。

搭建输出的桥
梁,为写作做
好语言铺垫。

Activity 7 Writing (10 mins)Ss writes individually.让学生将课
堂所学运用
到实践创新
中去,从而真
正实现读后
续写的目
的。

学生能运用所
学（语言、修
辞、写作技巧）
完成读后续
写。

Activity 8 Evaluation
and appreciatio
n
(4 mins)1.T gives an evaluation to students’ writing.
2.T invites some Ss to evaluate their classmates’
writing.
师生互评,生
生互评，更好
地实现教学评
一体化。

师生互评,生
生互评，更好
地实现教学评
一体化。

Self- assessment (1min)T asks students to evaluate their performance in
the class.
通过让学生从
语言能力、学
习能力、文化
意识和思维品
质这四个方面
进行自我评价
来反馈本节课
的教学，聚焦
核心素养，读
懂学生，做到
以评促教，以
评促学，达到
教学评一体化
的效果。

学生通过完成
自我评价表，
记录自己在课
上的收获与思
考，帮助学生
自我反思，促
进学生的自我
监督，树立自
信心，提高英
语学习自主能
力。

Homework (1 min)Compulsory homework (a must):
1.Polish your writing, based on the theme, plot,
language and writing style of the story.
2.Finish paragraph 2.
Optional homework:
Act out the scene between the king and the girl.
分层作业充分
尊重学生的差
异性。

将写作
转变出表演，
提高学生学习
英语的兴趣和
运用英语的能
力。

板书设计
Continuation Writing The Stone in the Road
教学反思在本次课例的研磨中，本人获益良多，以下是我对本次教学进行的反思：
亮点：
1.基于协同,模仿创造
王初明教授指出,读后续写最大的优势在于将语言的模仿和内容的创新有机结合,在于释放使用者想象力的同时提高其准确运用外语的能力。

学生通过模仿原文写作手法、语言表达,并将其运用到续写中的过程就是他们在内容、语言、思维三方面与原文拉平协同的过程(王初明，2014)。

本课基于协同理论，通过导入、阅读、预测、续写四个步骤，完成知识的学习理解、应用实践及迁移创新。

通过本课学习，学生的续写在语言、思维与内容三个维度与原文保持协同，最终实现以读促写，以写促读。

2.本节课遵循了“三义三向”的教学原则。

在《“三义三向”文本分析法：英语教学再思考》这本书中，刘玉红博士指出“三义三向”包括内文本分析的“三义”和外文本分析的“三向”。

内文本分析意在理解、赏析文本的文学性。

在Activity 4 Taste the writing skill教学环节中，通过让学生找出不同人物对于石头的做法、心情、反应让学生进一步感知故事情节的同时，引导他们学会运用生动形象的动作、语言和心理描写来使人物形象饱满。

同时,让学生体会对比的写作手法,引导学生理解修辞手法“修辞义”为后文续写垫下了基石。

在Activity 5 Explore the theme教学环节中，老师引导学生探讨“stone”的“语境义”，让学生领会故事所蕴含的深刻道理，同时也让学生在续写中达到主题协同。

3.立足目标,精设板书
本节课的教学活动设计和实施紧扣主题,且基于教学目标展开。

本板书体现了教学目标中对语言能力,文化意识,思维品质和学习能力的要求。

它由情节、主题、人物和写作技巧四个部分组成,体现了本节课的主要授课内容和思路。

同时，思维导图的应用有助于学生整合零散信息,形成系统的学习和思维习惯。

需要改进的地方和措施：
1.时间把握不当，教学节奏不够紧凑，学生展示环节时间不够充分。

应充分规划好各环节时间，把握好课堂节奏。

2.不够了解学情，设置的有些问题不能符合学生目前的水平，有些学生的参与度不够高。

应针对学情在教学过程中进行适当调整。