读后续写教学案例-.docxVIP

读后续写教学案例- 读后续写教学案例- PAGE PAGE 4 PAGE 4 读后续写教学案例- 高中英语读后续写教学案例 课题：新高考背景下的英语写作之读后续写 教学内容分析： “读后续写”作为一种全新的高考英语题型，对于学生的语言综合运用能力的考查要求更高，满分25分。要求考生依据所提供的一段350词左右的语言材料内容、所给段落开头语和所标示关键词进行续写(150词左右)，将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。 阅卷时将主要考虑以下内容： (1)与所给短文及段落开头语的衔接程度; (2)内容的丰富性和对所给关键词语的覆盖情况； (3)应用语法结构和词汇的丰富性和准确性; (4)上下文的连贯性。 学情分析： 高中生已具备一定的阅读理解能力，大概理解所给材料没有问题，但会忽略一些细节。也已具备一定的写作能力，可以就故事内容进行续写，但受本身词汇量及思维习惯的限制，某些表达不到位，影响文章的连贯性及语言的准确性。 教学目标： 以读带写，以写促读，进而为学生搭建写作支架，使其读后续写内容结构完整有逻辑，语言准确又丰富。 设计理念： 支架式理论主要来源于维果斯基的最近发展区理论，基于学生的最近发展区设计相应的教学活动，利用读后续写的命题特点和读写之间的内在联系，引导学生把学到的语言知识，悟到的谋篇布局，激发的情感思维自觉应用到写作上，有效帮助学生搭建写作支架。 教学过程:（以2018年6月浙江高考真题为例） ?? It was summer, and my dad wanted to treat me to a vacation like never before. He decided to take me on a trip to the Wild West. We took a plane to Albuquerque, a big city in the state of New Mexico. We reached Albuquerque in the late afternoon. Uncle Paul, my dad’s friend, picked us up from the airport and drove us up to his farm in Pecos. ??? His wife cooked us a delicious dinner and we got to know his sons Ryan and Kyle. My dad and I spent the night in the guestroom of the farm house?listening to the frogs and water rolling down the river nearby. Very early in the morning, Uncle Paul woke us up to have breakfast. “ The day starts at dawn on my farm,” he said. After breakfast, I went to help Aunt Tina feed the chickens, while my dad went with Uncle Paul to take the sheep out to graze(吃草). I was impressed to see my dad and Uncle Paul riding horse. They looked really cool. ??? In the afternoon, I asked Uncle Paul if I could take a horse ride, and he said yes, as long as my dad went with me. I wasn’t going to take a horse ride by myself anyway. So, my dad and I put on our new cowboy hats, got on our horses, and headed slowly towards the mountains. “Don’t be late for supper.” Uncle Paul cried, “and keep to the track so that you don’t get lost!” “Ok!” my dad cried back. After a while Uncle Paul and his farm house were out of sight. It was so peac