读后续写教学设计Through the ice

主题语境：人与自然

语篇类型：故事性文章

授课时长：一课时（每课时40分钟）

文本分析

这是一篇冰上救人的故事。Harry和“我”兄弟两人常常穿过一排橡树到农场后面的池塘扔石头。夏天的池塘恶臭难闻，而到了冬天塘面结冰。“我”在Harry的驱使下走上了冰面，最终随着冰面裂开，“我”掉入冰洞。几番挣扎无果，“我”向Harry求助，却只看到Harry跑开了。

救人类型的故事是高考读后续写故事类型之一，选取这一类型的故事进行训练旨在帮助学生熟悉此类话题，从5W1H入手梳理故事情节及人物情感变化，通过两个段首句及问题链来预测后续情节的发展，帮助学生养成阅读类似话题的思维能力。

故事发展暗藏伏笔。例如 “…run through a stand of oak trees（橡树） to skip stones there”，留心的同学会在后面“Harry跑开”时联想到Harry可能是去取树枝来救“我”；又如环环相扣的两个段首句，根据 “The moment I crashed through the kitchen door…”可推断“我”一定是获救了，再结合“Harry turned and ran from the pond.”，可以知道Harry跑开是去取东西来救“我”的。此外，文本语言生动形象，学生在续写时语言也应尽量神似。

学情分析

授课对象是高二年级美术班（2）班学生，学习态度较认真，学习热情较高，但英语基础一般，思维活跃度和想象力还有待提高。所以大量梳理故事情节及相关语料的准备工作须在在课前预习完成。

Teaching objectives:

By the end of this period, the students will be able to:

1. analyze the narrative’s elements, the plot and the changes of the characters’ feelings;

2. predict the plot based on the given sentences and skills of raising questions;

3. use more specific body language and action language to express emotion vividly;

4. end the story reasonably by standing in the characters’ position (age, feelings, etc.) and combine the story itself (an experience)

Teaching important points:

1. Understand the clues of the plot and the changes of the characters’ feelings;

2. Predict the development based on the given sentences, and develop the storyline by asking questions.

Teaching difficult point:

Give the story a reasonable ending by standing in the characters’ position and combine the story itself.

Teaching materials:

Multimedia; learning paper

Teaching procedures: