1、Teaching Plan 读后续写 Continuation Writing Part 1 Analysis of teaching material This article is a continuation of one of the writing questions in the college entrance examination. The reading material provided is a narrative essay. This design focuses on the overall integration of content, thinking and
2、 language. The process implements the process of reading and writing from the aspects of learning objectives, reading methods, article interpretation, information processing and writing skills. Based on the structure of the text, the main line of basic information-main plot development-climax is sor
3、ted out. Then, through the prompt words and the first sentence of the second paragraph, it is reasonable to infer the way the author saved Tommy in the first paragraph and the changes of the characters inner emotions. At the same time, by analyzing the character of the author and Tommys being persua
4、ded to introduce another dark line of the article to highlight the theme - trust building and care between people. Part 2 Analysis of the students1. Analysis of students psychological characteristics The teaching objects of this course are students of senior two. Their emotions are very malleable, s
5、o it may not possible to make a comprehensive analysis of problems. 2. Analysis of students existing cognitive basis and experience By doing this type of writing constantly before, the students have some understanding of this type of writing, so the students have been familiar with the text form. Th
6、e guiding learning plan distributed first gradually guides students to perceive the text content, obtain and analyze the basic information. At the same time, the diversity of vocabulary and sentence patterns also need to be accumulated and supplemented to enrich the whole text. For students life exp
7、erience, there will be no deviation in their overall concept when they encounter such problems. In particular, the videos introduced before class will help students understand the means of the aid. 3. Analysis of individual differences The above analysis are based on the analysis of most students, a
8、nd the scope can be narrowed down, which can be further divided into three categories: (1) Top student: The article is easy to understand, and students of this level can analyze the characters and solutions well. The vocabulary and sentence patterns can be used correctly, but the richness needs to b
9、e improved.(2) Average students: There is no problem in understanding the article, but for these students, the psychological analysis of characters needs to be guided, and the vocabulary and sentence patterns also need constant development and guidance. (3) Students with learning difficulties: They
10、can basically fill in the basic knowledge of the guided study plan by referring to the articles. The characters personality and psychology, the use of basic vocabulary and simple sentence patterns need to be accumulated in advance. They do not have enough time to write in class, so they can draw the
11、 article frame and write main content in class. 4. Analysis of difficulties in writing The text interpretation, theme sublimation, accuracy and richness of language are the weak links of students writing. For example, there are some difficulties in describing the direction of the content after readi
12、ng. Only by accurately mastering the method of persuasion mentioned in the article as well as the action and psychological description, can students complete the first paragraph in class, making the content of the article keep to the point. Part 3 Teaching aims 1. To cultivate students to have a cle
13、ar map of the structures and obtain a good understanding of the whole text. 2. To lead students to analyze the character of the author and the changing emotions of Tommy and the author before and after the dangerous situation. 3. To teach students how to assess a passage in terms of specific criteri
14、a including coherence, transition, content, language, etc. Part 4 Key points and difficult points Key points of this lesson: First, grasp the plot development diagram of the text as a whole. Second, the psychological characteristics of the characters are analyzed according to their actions. Third, a
15、ccording to the development of the plot, predict the possibility of the story to be continued. Difficulties of this class: First, the completeness of the continuation and the harmony with the context of the original text. Second, the accuracy, appropriateness and diversity of the vocabulary and gram
16、matical structures used. Third, the cohesion of the context and the coherence of thetext. Part 5 Teaching methods and studying ways As a facilitator, I insist the teaching principles that teachers should cultivate students autonomy, creativity, independency and initiative. Ill mainly use Task-based
17、language teaching methods. Ill use pictures and word cards to make my teaching more interesting and let the students to get a better understanding of the structure of the passage. We advocate independent learning, cooperative learning and inquiry learning through students observations. Students pote
18、ntial should be cultivated, too. Part 6 Teaching procedure1.Lead-inTeachers activity(1)Talk freely to students and ask their feelings.(2)Lead in the video related to a depression experiment and ask them if they were the driver, what would they do to help the man. Students activity Watch the video an
19、d think about the solutions to persuade the man. 2.Reading the material Teachers activity (1)Introduce the basic requirements on continuation writing. (2)Ask students to list some of the requirements on reading skills and teach the five key elements of a story. (3)Introduce the plot mountain used to
20、 students .(4)Check the answers of the learning paper done before by the following parts. Read for the basic information (WHO, WHEN, WHERE, WHAT) Read for the development of the story (Try to use 1 or 2sentences in the story to summarize each paragraph) Read the climax of the story Students activity
21、 Complete the paper before class and check the answer in class. 3.Reading the given information Teachers activity (1)Focus on the 10 key words and ask students to clarify them, making the content keep to the point. (2)Focus on the 2 sentences and let students make predictions. (3)Read Tommys feeling
22、s and find an adjective to describe it. (4)Read the authors persuasion and summarize them. Students activity Make predictions and summarize the characters emotion and ways of persuasion.4.BrainstormingTeachers activity List four questions and help students to make the plot accurate. Students activit
23、y Discuss in group and write the possible expressions on the blackboard. 5.WritingTeachers activity (1)Introduce the basic requirements on writing skills. (2)Remind students of using all the information on the blackboard and screen. Students activity (1)Read the requirements on writing. (2)Complete
24、the first paragraph. 6.AssessmentUse the chart to finish self-evaluation and mutual evaluation. 7.AppreciationAfter assess students own passage, appreciate the model essay. 8.ConclusionMake a conclusion of steps to continue a story. 9.Appreciate a theme poem Love is giving. Love is Living. Love is taking someones load. Love helps them along the road. Love is caring. Love is sharing. Love will seek the best for others. Love treats everyone as brothers. 10.Assignment(1) Continue the rest part of the story.(2) Polish your writing with partners.(3) Neatly copy it down on the paper.
