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视频标签：Travel Journ,写作课
所属栏目：高中英语优质课视频
视频课题：基于思维导图展开读后续写教学-以Module 1 Unit 3 Travel Journal写作课为例
教学设计、课堂实录及教案：基于思维导图展开读后续写教学-以Module 1 Unit 3 Travel Journal写作课为例
课题：基于思维导图展开读后续写教学－－以Module 1 Unit 3 Travel Journal写作课为例
一、教材分析
所上的教学内容为人教版模块一第三单元的写作部分。授课老师根据浙江省新高考读后续写的题型，整合了课文的reading和using language的阅读部分，出了一份读后续写的题型进行授课。 二、学情分析
学生为高一年级的学生，因为学生并没有接触过读后的练习，对新题型比较生疏，授课老师希望通过指导学生用思维导图构思续写的故事和内容，帮助学生理清思路，组织好语言。
三、Teaching Contents
教学内容是教师自己改变的读后续写题型：
读后续写，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。
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. 所续写短文的词数应为150左右；
2. 应使用5个以上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:
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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