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視頻標簽：Travel Journ,寫作課
所屬欄目：高中英語優質課視頻
視頻課題：基于思維導圖展開讀后續寫教學-以Module 1 Unit 3 Travel Journal寫作課為例
教學設計、課堂實錄及教案：基于思維導圖展開讀后續寫教學-以Module 1 Unit 3 Travel Journal寫作課為例
課題：基于思維導圖展開讀后續寫教學－－以Module 1 Unit 3 Travel Journal寫作課為例
一、教材分析
所上的教學內容為人教版模塊一第三單元的寫作部分。授課老師根據浙江省新高考讀后續寫的題型，整合了課文的reading和using language的閱讀部分，出了一份讀后續寫的題型進行授課。 二、學情分析
學生為高一年級的學生，因為學生并沒有接觸過讀后的練習，對新題型比較生疏，授課老師希望通過指導學生用思維導圖構思續寫的故事和內容，幫助學生理清思路，組織好語言。
三、Teaching Contents
教學內容是教師自己改變的讀后續寫題型：
讀后續寫，閱讀下面短文，根據所給情節進行續寫，使之構成一個完整的故事。
My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamt about taking a great bike trip. After graduating from college, we finally got the chance to take a bike trip. It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.
Although it was autumn, the snow was already beginning to fall in Tibet. Our legs were so heavy and cold that they felt like blocks of ice. Have you ever seen snowmen ride bicycles? That’s what we looked liked! Along the way children dressed in long wool coats stopped to look at us. In the late afternoon we found it was so cold that our water bottles froze. However, the lakes shone like glass in the setting sun and looked wonderful. Wang Wei rode in front of me as usual. She is very reliable and I knew I didn’t need to encourage her. To climb the mountains was hard work but as we looked around us, we were surprised by the view. We seemed to be able to see for miles. At one point we were so high that we found ourselves cycling through clouds. Then we began going down the hills. It was great fun especially as it gradually became much warmer. In the valleys colourful butterflies flew around us and we saw many yaks and sheep eating green grass. At this point we had to change our caps, coats, gloves and trousers for T-shirts and shorts.
In the early evening we always stop to make camp. We put up our tent and then we eat. After supper Wang Wei put her head down on her pillow and went to sleep but I stayed awake. At midnight the sky became clearer and the stars grew brighter. It was so quiet. There was almost no wind—only the flames of our fire for company. As I lay beneath the stars I thought about how far we had already travelled. 注意：
1. 所續寫短文的詞數應為150左右；
2. 應使用5個以上短文中標有下劃線的關鍵詞語； 3. 續寫部分分為兩段，每段的開頭語已為你寫好； 4. 續寫完成后，請用下劃線標出你所使用的關鍵詞語。 Paragraph 1:
The next day we crossed the border into Lao and were attracted by the scenery
by the river.___________________________________________________________ _______________________________________ Paragraph 2:
On our way to the south, we saw an old man fishing on the Mekong, who told us life by the river has changed a lot.__________________________________________
四、Design of Teaching Objectives
a. Introduce the concept of mind map to the students. b. Help students to learn some strategies of writing.
c. Encourage the students to draw a mind map before writing and finish their article with the
help of mind map.
d. Help students to build up confidence in writing. 五、Teaching Difficult points
a. This is a brand new writing exercise for the students, so they feel it difficult to do such kind of
exercise.
b. This is also a challenge to the teachers. 六、Teaching Aids
七、Teaching Procedures Step 1: Greeting and lead in 1. Greet the students
2. Lead in by asking the questions:
a. What are the characteristics of this new writing exercise? b. What are the difficulties you are facing to finish the writing? 3. introduce the concept of “Mind Map”
Step 2: Read
1. Introduce to the students the elements of a narrative
In this part, teacher will give students some writing strategies. 1. Strategy One: raise questions
Ask students to raise as many questions as possible before writing about what will happen in the story
2. Strategy Two: analyze the given sentences
Ask students to analyze the given sentences and try to find out the information we can
get from the given sentences. For example, in the first sentence, “The next day we
crossed the border into Lao and were attracted by the scenery by the river.”, students can find out the key word “scenery”. In the second sentence,
“On our way to the south, we saw an old man fishing on the Mekong, who told us life by the river has changed a lot.”, students can easily find that we can describe the changes in the paragraph.
3. Strategy Three: analyze the underlined words
Because students are asked to use at least 5 underlined words, they can easily decide which words to use after analyzing them.
4. Strategy Four: enlarge vocabulary
Since vocabulary is the basic of writing, students are required to use various expressions to express a similar meaning. Therefore, in the part, students are asked to think out different expressions.
.
Step Four: Write their own mind map
1. Ask students to write their own mind map of the following first paragraph or the
second one.
2. Comment on their mind map
Step Five: Homework
Ask students to finish their article with the help of the mind map
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