北师大版（2019）选择性必修 第三册Unit 8 Literature Writing Workshop 教学设计（表格式）
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| 名称 | 北师大版（2019）选择性必修 第三册Unit 8 Literature Writing Workshop 教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-28 14:50:44 | ||
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Unit 8 Literature
Writing: A Continuation of a Story教学设计
单元主题 本单元围绕“文学”这一话题展开，属于“人与社会”主题。希望学生通过本单元的学习，学生掌握相关词汇，鉴赏小说《最后一片叶子》、诗歌《雪夜林畔小驻》、《水仙花》、《海底两万里》等文学作品，培养叙述故事概括续写等技能，提高对中外文学作品的鉴赏力。同时在语言能力、文化意识、思维品质和学习能力等方面得到融合发展。
单元目标 语言能力目标 本单元的重点语言知识和语言技能包括: 1.积累关于文学话题的词汇和词块，学会使用stimulating, absorbing, dramatic等形容词; adventure, romance, setting, plot等名词。2.能掌握状态动词和动作动词的用法。3.使用序数词first, second, third, fourth, finally及last连接内容。并学会使用如下句式… is the most important, the next thing is to..., after that等表现内容之间的逻辑性。 文化意识目标 “文学”这一话题具有丰富的内涵。学生初步学会欣赏文学作品，拓宽知识面，提高文学素养，愉悦自我。了解中外文化的差异与融合，体会文化的多样性。 思维品质目标 通过学习本单元关于文学的语篇，能够正确辨析中外文学作品的异同，创造性地表达自己对某个文学作品的看法，初步具备运用英语进行独立思考的能力。 学习能力目标 学会在听和读的过程中，提取关键词，记录重要信息；依据主题表达的需要，列出主要信息，组建基本信息结构；通过解释、举例等手段与人交流；利用构思、谋篇布局、起草、修改、编辑等手段创建和完善文本。
Writing: A Continuation of a Story板块教学设计
课型 Reading + Writing
主题语境 人与社会
内容分析 本节课主要是对小说《最后一片叶子》的续写。 教师通过引导学生绘制思维导图或列出提纲，帮助学生理清思路，拓展思维，为续写提供帮助。 指导学生续写故事需强调：一、认真观察、把握中心。把握中心思想，基本情节、主要人物特点以及人物关系，续写合情合理。二、过渡自然。理顺故事情节，注意故事的前后关联；三、构思情节，大胆创新。注意当时人的动作、神态以及语言，情节要编得引人入胜。
教学目标 基于对写作范例的分析列出自己的写作提纲(基本行文结构)； 梳理故事的中心思想，基本情节、主要人物特点以及人物关系； 借鉴范例中的精彩语言和句式并运用到自己的初稿写作中； 对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作。
教学重点 梳理故事的中心思想，基本情节、主要人物特点以及人物关系。
教学难点 对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Get ready for writing T asks Ss to discuss questions with their partner. ①What happened in the story “The Last Leaf” ②What might happen next ③What is important in continuing a story Ss discuss questions with their partner. . Lead to the topic, activate the Ss’ background knowledge.
Task1: Read for the basic information. T asks Ss to read the article and answer the questions. ①Where did this part of the story happen ②What did the narrator meet ③What did Ned think would happen to them Ss read the article and answer the questions. Learn about the basic information.
Task2 :Reread the story and figure out the plot. T asks Ss to read the article and fill the story mountain. How is the continuation connected with the original story Ss read the article and answer the questions. . Learn about the plot of the story and predict the continuation.
Task3:Read for clues. T asks Ss to read the article and find the main clues in the story. Think about the changes of the clues. Ss read the article to find the main clues in the story. Think about the changes of the clues. Learn about the clues of the story and predict the development of the main clues in continuation.
Task4: Read the given sentences and predict the story. Para.1 .Tears came to Johnsy’s eyes as she knew what Mr. Behrman had done for her. Q1：What were her feelings What did she do Q3：What would she say to Mr.Behrman Para.2.Ten years later, Johnsy became a famous painter due to her dedication and hard work. Q1:What would she do when she realized her dream Q3:How did she feel when remembered the past Q3:What was Mr.Behrman’s influence on her paintings With the help of the teacher,student try to predict the plot the continuation. to predict the plot the continuation.
Task 5: Read for language T asks Ss to recall the words and phrases the writer uses different words to express similar meanings. Read some sentences, find out their features of then. Ss recall the words and phrases learnt in the story. Think about the features of them. Prepare language for writing.
Task6: Outline T asks Ss to draw a story map for their continuation of “The Last Leaf”. Make sure their continuation is coherent with the original story. Ss draw a story map for their continuation of “The Last Leaf”. Make sure their continuation is coherent with the original story. Read to extract and summarise the information and understand the narrative structure.
Tack 7 Drafting,Self- evaluation and Editing T asks Ss to use their outline and the Writing Help to write the first draft. T asks Ss to do the self-evaluation. T asks Ss to edit their story continuation in pairs according to the following Peer Editing Sheet. Ss use their outline and the Writing Help to write the first draft. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Ss edit their story continuation in pairs according to the following Peer Editing Sheet. Improve writing through peer evaluation. Students’ self-assessment can improve their learning enthusiasm and improve their learning. Good articles are not written, but altered.
Homework T asks Ss to polish the passage written in class. Ss polish the passage written in class. Students promote writing by reading, and stimulate writing enthusiasm effectively
The story was set in Greenwich Village in November when Pneumonia（肺炎） was a deadly disease.A young girl named Johnsy had fallen ill and was dying of pneumonia. She lay, barely moving,in her bed staring out the window,she counted the leaves falling from a vine, and decided that when the last leaf dropped, she would "drop," and die.Sue, Johnsy’s sister tried to tell her to stop thinking like that, but Johnsy’s mindwas made up.‘“I’m tired of waitting.Iwant to go sailling down ,just like one of those poor ,tired leaves.”
An old man, named Behrman, was an artist (and a very bad one too) who lived nearby, and who had been claiming that he would paint a masterpiece, even though he had never even attempted to start.Sue went to him, told him about Johnsy’s longing to slip away like the leaves. Behrman crird with disbelief and thought this as foolishness,
Behrman and Sue looked out the window and noticed there was one remaining leaf.The next morning, Johnsy asked to see the vine, to be sure that all the leaves were gone, but there was still one leaf left.she insisted it would fall that day. But it didn’t, nor did it fall through the night nor the next day. Johnsy lay for a long time looking at it, and realized that it was a cime to want to die. She regained her will to live, and made a full recovery throughout the day.In the afternoon, a doctor came and said Johnsy would survive. The doctor also told that Mr. Behrman had no hope.The next day,Sue told Johnsy Mr.Behrman died and he was ill only 2 days. A janitor（看门人） had found him helpless with pain, and his shoes and clothing were wet and icy cold.He painted the last leaf when it fell.
Para.1.Tears came to Johnsy’s eyes as she knew what Mr. Behrman had done for her.________________________________________
Para.2.Ten years later, Johnsy became a famous painter due to her dedication and hard work. _______________________________
Self- Evaluation List
Is the tense（时态）used correctly
Are some v-ing phrases used properly
Are some conjunctions（连词）or proper adverbials used in almost sentences
Is the first word in each sentence capitalized（大写）
Is the topic of the two paragraphs consistent（一致的）with the passage
Writing: A Continuation of a Story教学设计
单元主题 本单元围绕“文学”这一话题展开，属于“人与社会”主题。希望学生通过本单元的学习，学生掌握相关词汇，鉴赏小说《最后一片叶子》、诗歌《雪夜林畔小驻》、《水仙花》、《海底两万里》等文学作品，培养叙述故事概括续写等技能，提高对中外文学作品的鉴赏力。同时在语言能力、文化意识、思维品质和学习能力等方面得到融合发展。
单元目标 语言能力目标 本单元的重点语言知识和语言技能包括: 1.积累关于文学话题的词汇和词块，学会使用stimulating, absorbing, dramatic等形容词; adventure, romance, setting, plot等名词。2.能掌握状态动词和动作动词的用法。3.使用序数词first, second, third, fourth, finally及last连接内容。并学会使用如下句式… is the most important, the next thing is to..., after that等表现内容之间的逻辑性。 文化意识目标 “文学”这一话题具有丰富的内涵。学生初步学会欣赏文学作品，拓宽知识面，提高文学素养，愉悦自我。了解中外文化的差异与融合，体会文化的多样性。 思维品质目标 通过学习本单元关于文学的语篇，能够正确辨析中外文学作品的异同，创造性地表达自己对某个文学作品的看法，初步具备运用英语进行独立思考的能力。 学习能力目标 学会在听和读的过程中，提取关键词，记录重要信息；依据主题表达的需要，列出主要信息，组建基本信息结构；通过解释、举例等手段与人交流；利用构思、谋篇布局、起草、修改、编辑等手段创建和完善文本。
Writing: A Continuation of a Story板块教学设计
课型 Reading + Writing
主题语境 人与社会
内容分析 本节课主要是对小说《最后一片叶子》的续写。 教师通过引导学生绘制思维导图或列出提纲，帮助学生理清思路，拓展思维，为续写提供帮助。 指导学生续写故事需强调：一、认真观察、把握中心。把握中心思想，基本情节、主要人物特点以及人物关系，续写合情合理。二、过渡自然。理顺故事情节，注意故事的前后关联；三、构思情节，大胆创新。注意当时人的动作、神态以及语言，情节要编得引人入胜。
教学目标 基于对写作范例的分析列出自己的写作提纲(基本行文结构)； 梳理故事的中心思想，基本情节、主要人物特点以及人物关系； 借鉴范例中的精彩语言和句式并运用到自己的初稿写作中； 对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作。
教学重点 梳理故事的中心思想，基本情节、主要人物特点以及人物关系。
教学难点 对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Get ready for writing T asks Ss to discuss questions with their partner. ①What happened in the story “The Last Leaf” ②What might happen next ③What is important in continuing a story Ss discuss questions with their partner. . Lead to the topic, activate the Ss’ background knowledge.
Task1: Read for the basic information. T asks Ss to read the article and answer the questions. ①Where did this part of the story happen ②What did the narrator meet ③What did Ned think would happen to them Ss read the article and answer the questions. Learn about the basic information.
Task2 :Reread the story and figure out the plot. T asks Ss to read the article and fill the story mountain. How is the continuation connected with the original story Ss read the article and answer the questions. . Learn about the plot of the story and predict the continuation.
Task3:Read for clues. T asks Ss to read the article and find the main clues in the story. Think about the changes of the clues. Ss read the article to find the main clues in the story. Think about the changes of the clues. Learn about the clues of the story and predict the development of the main clues in continuation.
Task4: Read the given sentences and predict the story. Para.1 .Tears came to Johnsy’s eyes as she knew what Mr. Behrman had done for her. Q1：What were her feelings What did she do Q3：What would she say to Mr.Behrman Para.2.Ten years later, Johnsy became a famous painter due to her dedication and hard work. Q1:What would she do when she realized her dream Q3:How did she feel when remembered the past Q3:What was Mr.Behrman’s influence on her paintings With the help of the teacher,student try to predict the plot the continuation. to predict the plot the continuation.
Task 5: Read for language T asks Ss to recall the words and phrases the writer uses different words to express similar meanings. Read some sentences, find out their features of then. Ss recall the words and phrases learnt in the story. Think about the features of them. Prepare language for writing.
Task6: Outline T asks Ss to draw a story map for their continuation of “The Last Leaf”. Make sure their continuation is coherent with the original story. Ss draw a story map for their continuation of “The Last Leaf”. Make sure their continuation is coherent with the original story. Read to extract and summarise the information and understand the narrative structure.
Tack 7 Drafting,Self- evaluation and Editing T asks Ss to use their outline and the Writing Help to write the first draft. T asks Ss to do the self-evaluation. T asks Ss to edit their story continuation in pairs according to the following Peer Editing Sheet. Ss use their outline and the Writing Help to write the first draft. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Ss edit their story continuation in pairs according to the following Peer Editing Sheet. Improve writing through peer evaluation. Students’ self-assessment can improve their learning enthusiasm and improve their learning. Good articles are not written, but altered.
Homework T asks Ss to polish the passage written in class. Ss polish the passage written in class. Students promote writing by reading, and stimulate writing enthusiasm effectively
The story was set in Greenwich Village in November when Pneumonia（肺炎） was a deadly disease.A young girl named Johnsy had fallen ill and was dying of pneumonia. She lay, barely moving,in her bed staring out the window,she counted the leaves falling from a vine, and decided that when the last leaf dropped, she would "drop," and die.Sue, Johnsy’s sister tried to tell her to stop thinking like that, but Johnsy’s mindwas made up.‘“I’m tired of waitting.Iwant to go sailling down ,just like one of those poor ,tired leaves.”
An old man, named Behrman, was an artist (and a very bad one too) who lived nearby, and who had been claiming that he would paint a masterpiece, even though he had never even attempted to start.Sue went to him, told him about Johnsy’s longing to slip away like the leaves. Behrman crird with disbelief and thought this as foolishness,
Behrman and Sue looked out the window and noticed there was one remaining leaf.The next morning, Johnsy asked to see the vine, to be sure that all the leaves were gone, but there was still one leaf left.she insisted it would fall that day. But it didn’t, nor did it fall through the night nor the next day. Johnsy lay for a long time looking at it, and realized that it was a cime to want to die. She regained her will to live, and made a full recovery throughout the day.In the afternoon, a doctor came and said Johnsy would survive. The doctor also told that Mr. Behrman had no hope.The next day,Sue told Johnsy Mr.Behrman died and he was ill only 2 days. A janitor（看门人） had found him helpless with pain, and his shoes and clothing were wet and icy cold.He painted the last leaf when it fell.
Para.1.Tears came to Johnsy’s eyes as she knew what Mr. Behrman had done for her.________________________________________
Para.2.Ten years later, Johnsy became a famous painter due to her dedication and hard work. _______________________________
Self- Evaluation List
Is the tense（时态）used correctly
Are some v-ing phrases used properly
Are some conjunctions（连词）or proper adverbials used in almost sentences
Is the first word in each sentence capitalized（大写）
Is the topic of the two paragraphs consistent（一致的）with the passage