2025-2026学年高二上学期英语读后续写解题技巧教学设计（表格式）
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| 名称 | 2025-2026学年高二上学期英语读后续写解题技巧教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 26.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-20 10:51:28 | ||
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文档简介
教学设计
课程基本信息
学科 英语 年级 高二 学期 秋季
课题 高考英语读后续写解题技巧
教科书 书 名：普通高中教科书 出版社：外语教学与研究出版社 出版日期：2019年7月
教学目标
Knowledge and Skills. Master the core plot connection, logical closure and high-frequency sentence structures . Process and Methods .Through case analysis, group discussions, practical exercises and other activities, learn to use plot expansion skills . Affective Attitude and Values Objective: Enhance the ability to understand and perceive English narrative texts
教学内容
教学重点：Mastering effective plot development strategies . 教学难点： using accurate and varied vocabulary and sentence structures to express complex plots and emotions. 教学方法：讲授法，任务型教学法、小组合作讨论法。 教学工具：多媒体PPT、粉笔、黑板
教学过程
Step1: Lead in： Greeting students. Show the students a picture （The boy was late for school and the teacher frowned. Suddenly, the door opened and…） Guess what might happen next？ Step2:Study : Analyse the points of continuation writing . 让学生知道英语读后续写考什么？题怎么考？学生怎么做？（解读考纲要求及五年考情规律） Step3:presentation: Reading & Understanding the Story Task1: 第一步： 读懂原文 1、先把文章读懂，抓住重要动词，梳理出主线。 2、读懂出题人的两句段首句，对文章进行预测。 Task2: 第二步： 主要情节分析 1、找出5W+1H。 2、找出文章隐藏的问题或矛盾，再续写中对应的解决（得分要点）。 人物 ( main characters ) : me特殊教育老师 ，David患有脑部疾病，school’s coach,other students. 主要要素 (Main elements): Where/when:big cross-country run. Who:David, teacher, coach, other students What:David wanted to give up the event. Why/How:1、Felt disappointed for his illness. Afraid of being laughed at. His teacher and classmates encouraged him. 抓出主要情节 ( main plots): 铺垫情节一: 越野赛前，因教练怕患有脑疾的David被其他学校的学生嘲笑，善意询问，导致David犹豫不决，想要放弃。 I was afraid that kids from other schools would laugh at him. His usual big toothy smile was absent today. He hesitated and then said he had decided not to run. 铺垫情节二:David 为了这次比赛做出了非常多的努力。 What was wrong He had worked so hard for this event! He always participated to the best of his ability in whatever they were doing. 铺垫情节三: 即使David有脑疾，学校同学也一直把他当作正常孩子来对待，没人觉得他参加越野比赛是件不正常的事。 David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. 铺垫情节四: David 为了这次比赛做出了非常多的努力。作为一名特殊教育的老师，我对David强烈的意志力感到自豪，并不希望他就此放弃。 As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. Task 3: 提示句的关系 1. We sat down next to each other, but David wouldn’t look at me. ( What’s the relationship between this two paragraphs ) 2.I watched as David moved up to the starting line with the other runners. (如何在续写中解决上文所提及的“铺垫情节”？) Task 4: 冲突与高潮 1 、David wanted to give up.(David想要放弃。) Took part in the event eventually. (David最终还是参加了比赛。) 2、As his teacher, I did not want to see David give up.（我不想看到David放弃） I managed to persuade David to attend the event. （成功说服David参加比赛。） 3、David has a strong determination.（David的有坚定的意志力。） David insisted on running.在比赛过程中David坚持不懈 。） Task 5: 线索 ( Clues for writing) 我鼓励David,使他心里想法发生变化→David 采纳了我的建议，愿意参加比赛。→比赛过程中David努力克服了自身的困难，同学们为他加油助威。→完成了比赛，主题升华：他战胜了自己，无关名次，而是他的勇敢和坚定让这一切成为可能。 Step4. Practice Task1:词汇句型积累 1、运用相应的心理描写、动作描写用语。 2、解决矛盾冲突，对文章进行书写润色。 为动作类: 深呼吸：with a deep breath/breathe deeply 坚持做：insisted on doing/be stick to doing 垂下头：lower one’s head 拍拍肩膀：tap sb. on his shoulder 情绪类： 热情：enthusiastically /with great passion 骄傲：be proud of/take pride in 鼓舞：encouraging/full of positive energy 决心： make up one’s mind/ determined Task2： 句型准备 1、定语从句： You have a full preparation before this event, which is the most important reason why you show up here. 2、with 的复合结构： Thunderous applause broke out, with the name David echoing again and again. 3、强调句： It was his brave heart and strong faith that could make something unusual happen finally. Step5: Appreciation of Model Essays.（范文欣赏） We sat down next to each other, but David wouldn’t look at me. I said gently and quietly, “No one can change your mind, except yourself. If you desire to challenge yourself, there is nothing to do with others’ thoughts.” He sat still with a deep breath. “You have a full preparation before this event, which is the most important reason why you show up here”, I added with a sincere tone. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. His coach heard what David said and gave me a look—the kind that was more determined than anyone else’s. I watched as David moved up to the starting line with the other runners. The race started. It seemed that the runway was extremely long for young children, not to mention a child with a brain disease. David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within the a few kilometers. It didn’t take long before he picked himself up again and continued his mission. Classmates all appeared on the racing track, cheering for him. “Come on! You can make it! We are proud of you!” they shouted enthusiastically. To everyone’s joy, he reached the final line and ranked the 50th. It was no more important whether he won the first place or not. It was his brave heart and strong faith that could make something unusual happen finally. Step6: Conclusion 本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。 Step7: homework ： 1、结合本课所学，完成续写，上交批改。 2、继续积累读后续写词块。 Step8: reflection 读： 阅读文本归纳主要信息 、总结归纳文本、画出文中重点词汇、 根据文本展开推测 写：恰当的词汇表达（动作、心理、情绪……） 完整的句型、 列出写作提纲、、 结构表达清晰 发现问题- 分析问题-解决问题-升华主题
课程基本信息
学科 英语 年级 高二 学期 秋季
课题 高考英语读后续写解题技巧
教科书 书 名：普通高中教科书 出版社：外语教学与研究出版社 出版日期：2019年7月
教学目标
Knowledge and Skills. Master the core plot connection, logical closure and high-frequency sentence structures . Process and Methods .Through case analysis, group discussions, practical exercises and other activities, learn to use plot expansion skills . Affective Attitude and Values Objective: Enhance the ability to understand and perceive English narrative texts
教学内容
教学重点：Mastering effective plot development strategies . 教学难点： using accurate and varied vocabulary and sentence structures to express complex plots and emotions. 教学方法：讲授法，任务型教学法、小组合作讨论法。 教学工具：多媒体PPT、粉笔、黑板
教学过程
Step1: Lead in： Greeting students. Show the students a picture （The boy was late for school and the teacher frowned. Suddenly, the door opened and…） Guess what might happen next？ Step2:Study : Analyse the points of continuation writing . 让学生知道英语读后续写考什么？题怎么考？学生怎么做？（解读考纲要求及五年考情规律） Step3:presentation: Reading & Understanding the Story Task1: 第一步： 读懂原文 1、先把文章读懂，抓住重要动词，梳理出主线。 2、读懂出题人的两句段首句，对文章进行预测。 Task2: 第二步： 主要情节分析 1、找出5W+1H。 2、找出文章隐藏的问题或矛盾，再续写中对应的解决（得分要点）。 人物 ( main characters ) : me特殊教育老师 ，David患有脑部疾病，school’s coach,other students. 主要要素 (Main elements): Where/when:big cross-country run. Who:David, teacher, coach, other students What:David wanted to give up the event. Why/How:1、Felt disappointed for his illness. Afraid of being laughed at. His teacher and classmates encouraged him. 抓出主要情节 ( main plots): 铺垫情节一: 越野赛前，因教练怕患有脑疾的David被其他学校的学生嘲笑，善意询问，导致David犹豫不决，想要放弃。 I was afraid that kids from other schools would laugh at him. His usual big toothy smile was absent today. He hesitated and then said he had decided not to run. 铺垫情节二:David 为了这次比赛做出了非常多的努力。 What was wrong He had worked so hard for this event! He always participated to the best of his ability in whatever they were doing. 铺垫情节三: 即使David有脑疾，学校同学也一直把他当作正常孩子来对待，没人觉得他参加越野比赛是件不正常的事。 David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. 铺垫情节四: David 为了这次比赛做出了非常多的努力。作为一名特殊教育的老师，我对David强烈的意志力感到自豪，并不希望他就此放弃。 As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. Task 3: 提示句的关系 1. We sat down next to each other, but David wouldn’t look at me. ( What’s the relationship between this two paragraphs ) 2.I watched as David moved up to the starting line with the other runners. (如何在续写中解决上文所提及的“铺垫情节”？) Task 4: 冲突与高潮 1 、David wanted to give up.(David想要放弃。) Took part in the event eventually. (David最终还是参加了比赛。) 2、As his teacher, I did not want to see David give up.（我不想看到David放弃） I managed to persuade David to attend the event. （成功说服David参加比赛。） 3、David has a strong determination.（David的有坚定的意志力。） David insisted on running.在比赛过程中David坚持不懈 。） Task 5: 线索 ( Clues for writing) 我鼓励David,使他心里想法发生变化→David 采纳了我的建议，愿意参加比赛。→比赛过程中David努力克服了自身的困难，同学们为他加油助威。→完成了比赛，主题升华：他战胜了自己，无关名次，而是他的勇敢和坚定让这一切成为可能。 Step4. Practice Task1:词汇句型积累 1、运用相应的心理描写、动作描写用语。 2、解决矛盾冲突，对文章进行书写润色。 为动作类: 深呼吸：with a deep breath/breathe deeply 坚持做：insisted on doing/be stick to doing 垂下头：lower one’s head 拍拍肩膀：tap sb. on his shoulder 情绪类： 热情：enthusiastically /with great passion 骄傲：be proud of/take pride in 鼓舞：encouraging/full of positive energy 决心： make up one’s mind/ determined Task2： 句型准备 1、定语从句： You have a full preparation before this event, which is the most important reason why you show up here. 2、with 的复合结构： Thunderous applause broke out, with the name David echoing again and again. 3、强调句： It was his brave heart and strong faith that could make something unusual happen finally. Step5: Appreciation of Model Essays.（范文欣赏） We sat down next to each other, but David wouldn’t look at me. I said gently and quietly, “No one can change your mind, except yourself. If you desire to challenge yourself, there is nothing to do with others’ thoughts.” He sat still with a deep breath. “You have a full preparation before this event, which is the most important reason why you show up here”, I added with a sincere tone. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. His coach heard what David said and gave me a look—the kind that was more determined than anyone else’s. I watched as David moved up to the starting line with the other runners. The race started. It seemed that the runway was extremely long for young children, not to mention a child with a brain disease. David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within the a few kilometers. It didn’t take long before he picked himself up again and continued his mission. Classmates all appeared on the racing track, cheering for him. “Come on! You can make it! We are proud of you!” they shouted enthusiastically. To everyone’s joy, he reached the final line and ranked the 50th. It was no more important whether he won the first place or not. It was his brave heart and strong faith that could make something unusual happen finally. Step6: Conclusion 本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。 Step7: homework ： 1、结合本课所学，完成续写，上交批改。 2、继续积累读后续写词块。 Step8: reflection 读： 阅读文本归纳主要信息 、总结归纳文本、画出文中重点词汇、 根据文本展开推测 写：恰当的词汇表达（动作、心理、情绪……） 完整的句型、 列出写作提纲、、 结构表达清晰 发现问题- 分析问题-解决问题-升华主题