读后续写教学设计

阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。

It was somewhere between spring and summer，my mom and I were driving through the countryside. Back then，I was 13 years old，and always felt unhappy with mom．But little did I know that this trip was going to be a special one．A pot of flowers sat in the back seat，whose heavenly scent filled the car．

Suddenly，in the middle of nowhere，my mom pulled over．“What are you doing?”I cried，fearing that the car had broken down and we’d be stuck there，so far from home．But that wasn’t the ca se．My mom hopped out of the car，grabbing the flowers from the back seat．“It’ll just be a minute，”she called back through the open windows．My eyes impatiently skimmed the edge of the road before settling on a little sign showing that it was a nursing home．I looked back to the building，somewhat annoyed，as my mom reappeared—empty-handed．

Before she started the car，curiosity drove me to ask，“Do you know someone there?”She shook her head．“Then what did you do with the flowers?”She smiled slightly，“I gave them to the receptionist．”“What?”She laughed at my confusion．“I told the receptionist to give the flowers to whoever needed them，especially who hasn’t gotten any in a while．”

I kept silent for a moment．Not long after we continued our driving，I spoke again，“Did y ou leave your name?”To this she answered instantly，“No．Leaving flowers there for someone who will appreciate them makes me feel good，which is enough of a thank for me．”

Suddenly，still thinking about Mom’s deeds，I heard something burst loudly．It was our car that broke down! Nothing could be worse，because neither my mom nor I understood how to repair it，and we didn’t know where the garage was．It also seemed impossible to wait for any passer-by，since we had seen so few along the way．

注意：1．所续写的短文的词数应为150左右；

2．至少使用5个短文中标有下划线的关键词语；

3．续写部分分为两段，每段的开头语已为你写好；

4．续写完成后，请用下划线标出你所使用的关键词语。

Paragraph 1：

We were worrying about what could be done．_______________ Paragraph 2：

As we drove along，a flower shop came into sight__________________

整体设计思路

1. 理论依据

《普通高中英语课程标准（征求意见稿）》将英语核心素养凝练为语言能力、文化品格、思维品质和学习能力。英语学科核心素养中提出：学生应以主题意义探究为目的，以语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，构建结构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化理解，塑造学生正确的人生观和价值观，促进英语学科核心素养的形成和发展。

2. 教材分析及设计思路

本文所提供的阅读材料是一篇记叙文。本次的设计关注内容、思维和语言三者的有机融合，从文本解读、课堂目标、信息加工、写作策略等多个方面，落实读写过程。该文本主要讲述了处于青春叛逆期的我和妈妈在开车路途中，妈妈突然下车把后座的花送给经过的老人院，并且没有留下姓名。我对妈妈此行为极度不理解，产生了丰富的情感变化。试题中给出两个续写段落的首句分别是：（1）We were worried about what could be done. （2）As we drove along, a flower shop came into sight.试题中要求学生在写作中使用的10个关键词分别是：mom, driving, trip, flowers, car, road, receptionist, silent, name, repair。故事情节简单清楚，人物关系简单，主人公“我”的情绪发展线索清晰，细节描写丰富。文本可读性强，阅读难度不高，有助于激发学生的想象力，也能让学生提笔进行续写。根据该文本的特点，教师让学生通过文本细节解读，更好理解文本，通过问题链的形式帮助学生开拓思维。学生续写时根据首句，情感线建立情节与内容支架，让想象力更有合理性和融洽性。

3. 学情分析

本课的授课对象为高二学生。在平时的考练中有获取和分析基本信息的能力，但深层次的文本解读、主题升华和语言美化方面显然是薄弱环节。由于一节课的课上时间有限，课前学生会被要求提前对文章做简单阅读，已节省课上阅读环节的时间！

二、教学目标

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

1. obtain a good understanding of the whole text;

2. apply the skills on continuation writing to continue the story;

三、教学重难点

1. Analyze how and why writer’s feelings changed;

2. Enable students to learn how to continue the story according to the plots and change of emotion;

3. Strengthen the ability of critical reading, therefore developing students’ critical and creative thinking.

四、教学过程

Step 1 Lead in

Show a short video.

Q: What will you do to celebrate the special day?

【设计意图】通过观看短片聊天的形式，能让学生在轻松的氛围中进入本节课。

Step 2 Read for main idea

Ask students to conclude the main idea by filing the key words.

【设计意图】使学生关注文章主题。

Step 3 Read for plots

Ask Ss to complete the development of the story through a chain of questions

Q1: What did happen during the trip?

Q2: Before mom sent the flowers, what did I feel?

Q3: When mom sent the flowers , what did I feel?

Q4: After that, what did I feel?

Q5: What happened after we restarted the car?

Q6：What would happen next?

Q7: Would my feeling towards mo m’s deeds change after that? And how?

【设计意图】使学生通过回答有关故事发展的问题链回顾文章，理清文章主要情节，梳理语篇内容的推进方向并关注作者情感变，思考原文作者写作意图，以此来判断续写的方向。。

Step 4 Prediction (discuss in group of 4)

Ask students to discuss the development of para. 1 and para. 2 according to the given sentence of each para and 10 underlined words.

Para 1 Q1: Who repaired their car?（Why is it the receptionist but a passer-by who repaired their car?）

Q2: In para 1, they were worrying about what could be done, so how to show the worries?

Q3: Why did you think their car was repaired?

Q3：Which underlined words can be used in this para?

Para 2 Q1: Why did the writer buy the flowers?

Q2: Back to then before our car broke down, the writer was thinking about mom’s deeds, so did she understand her mom’s deeds at last?

Q3：How to show her understanding of her mom’s deeds?

【设计意图】通过读续写段落的首句，抓住关键信息以及10个给出的划线单词，推断续写段落之间的逻辑关系，以及各段的主要内容,通过教师追问使学生关注续写的依据及写作技巧，就学生分享的故事发展设置问题链，使学生一步步深入理解故事的发展脉络。教师精心搭建的支架对学生“读后续写”的思路有一定的导向性，有助于学生与原文的作者产生共鸣并对段落中情感的表达进行举例，让学生更加容易下笔。

Step 5 Continue the story

【设计意图】根据前面写作内容、语言和逻辑的铺垫，学生课堂实践。

Step 7 Assess the writing

【设计意图】通过分享评价学生作品，学生能更深刻理解读后续写要注意的写作要点。同时，这也有助于学生改进自己的续写作品。通过一起评价习作，进一步总结和指导续写的写作技巧。

Step 8 Assignment：1. Continue the rest part of the story. 2. Polish your writing with partners.