1、读后续写之情节设计 导学案Learning objectivesAfter this lesson, you will be able toLearning ability （学习能力） design suitable and reasonable plots in continuation writing by using Labov narrative structures.Linguistic ability（语言能力）express their own ideas and design plots clearly.Thinking ability （思维品质）catch the mai
2、n idea quickly and check whether the plot designs are reasonable or not.Cultural awareness（文化意识）be aware that human beings should live in harmony with nature and wildlife. Teaching key pointStudents can understand and use Labov narrative structures in designing plots of continuation writing.Teaching
3、 difficult point Students can design suitable and reasonable plots in continuation writing.Teaching Method: Efficient Class 6+1Teaching Aids: Multi-media facilities and a whiteboardTeaching proceduresStep 1 Lead-in 导 (7 mins)Activity 1 Watch the video clip and think about the following questions. (学
4、生活动1: 观看视频并回答以下问题)1. At the beginning, what did the Master want to do?2. Did they succeed directly in achieving their goal?3. What problems did they encounter?4. Whats the ending of the video?Activity 2 Understand Table 1. (学生活动2: 理解表格1)拉波夫叙事模式 Labov narrative structures1.点题Abstract (What is the sto
5、ry about?)2.指向Who, When, Where3.进展故事线：Conflict (开始出现进一步激化） Climax（高潮）Resolution情感线：frightened, regretful, relaxed, sad, relieved, happy.4.评议Opinion, Attitude5.结局A whole and happy ending6.回应The storys effect or meaning on realityTable 1Activity 3 Take Journey to the West as an example. (学生活动3: 通过西游记来
6、理解拉波夫叙事模式)1. 点题：大唐皇帝李世民差遣唐僧前往西天求取真经 故事线：矛盾(conflictclimax) 解决1 失败 解决2 成功3. 进展 情感线：angryhappy5. 结局：积极向上正能量成功取经6. 指向：When we encounter frustrations, we should be .Step 2思Thinking (14 mins) Passage One fall, my wife Elli and I had a single goal: to photograph polar bears. We were staying at a research
7、camp outside “the polar bear capital of the world” the town of Churchill in Manitoba, Canada. Taking pictures of polar bears is amazing but also dangerous. Polar bears like all wild animals, should be photographed from a safe distance. When Im face to face with a polar bear, I like it to be through
8、a camera with a telephoto lens. But sometimes, that is easier said than done. This was one of those times. As Elli and I cooked dinner, a young male polar bear who was playing in a nearby lake sniffed, and smelled our garlic bread. The hungry bear followed his nose to our camp, which was surrounded
9、by a high, wire fence. He pulled and bit the wire. He stood on his back legs and pushed at the wooden fence posts. Terrified, Elli and I tried all the bear defense actions we knew. We yelled at the bear, hit pots hard, and fired blank shotgun shells into the air. Sometimes loud noises like these wil
10、l scare bears off. Not this polar bear though he just kept trying to tear down the fence with his massive paws (爪子). I radioed the camp manager for help. He told me a helicopter was on its way, but it would be 30 minutes before it arrived. Making the best of this close encounter (相遇), I took some pi
11、ctures of the bear. Elli and I feared the fence wouldnt last through 30 more minutes of the bears punishment. The camp manager suggested I use pepper spray. The spray burns the bears eyes, but doesnt hurt them. So I approached our uninvited guest slowly and, through the fence, sprayed him in the fac
12、e. With an angry roar (吼叫), the bear ran to the lake to wash his eyes.Task 1 Read the Passage and finish Table 2 (学生任务1: 阅读文章，完成表2）1. 点题2. 指向Who: When: Where: 3. 进展A hungry bear . He the wire.Conflict (开始出现进一步激化） Climax（高潮）ResolutionHe kept trying to The bear ConflictClimaxResolutionI used to burn t
13、he bears eyes.We at the bear, , and into the air. .Table 2Task 2 Design the plots of the two paragraphs by using Labov narrative structures. (学生任务2: 设计以下续写段落的情节。)A few minutes later, the bear headed back to our camp. At that very moment, the helicopter arrived. Step 3 Discussion 议(6 mins) Students d
14、iscuss the plots in groups.（学生任务：以小组为单位，讨论彼此的情节设计）Step 4 Presentation 展 (10 mins) Invite some students to share and explain the plots.（学生任务：以小组为单位，上台展示小组的情节设计）Step 5 Comment 评 (2 mins) Comment on students performances and add some related information.Step 6 Check 检 (1 mins) Complete Table 3. (学生活动:
15、填写表3) 拉波夫叙事模式 Labov narrative structures1. Abstract (What is the story about?)2. Who, When, Where3. 故事线：Conflict (开始出现进一步激化） Climax（高潮）Resolution情感线：frightened, regretful, relaxed, sad, relieved, happy.4. Opinion, Attitude5. A whole and happy ending6. The storys effect or meaning on realityTable 3 Step 7 Practice 练 (Homework) Finish designing continuation writing plots on page 181 Camping Cousins.
