高考英语书面表达——思维导图在读后续写中的应用 教学设计

这是一份高考英语书面表达——思维导图在读后续写中的应用 教学设计，共5页。教案主要包含了教学流程等内容，欢迎下载使用。

1.借助思维导图梳理故事发展框架，概括故事主要内容。挖掘文本三大写作技巧即通过人物反应和环境描写烘托氛围；人物间的互动推动情节发展；人物的行为语言和心理塑造人物形象，并把提炼出来的三大技巧用于读后续写中。
2.借助思维导图，根据续写段落开头语预测可能的情节发展和结尾，构建符合逻辑的续写故事框架，培养学生的逻辑性和创新性思维能力，根据搭建的故事框架进行书面语言的输出。
3. 丰富学生相关语言储备：关于火灾的环境描写，人物动作反应描写和人物心里反应描写。同时，引导学生关注课文重点句式，学会仿写，灵活运用。
二、教学流程
（一）读前激活思维
步骤1：Lead- in
Q1: If a fire brke ut in yur flat, what wuld yu d?
Q2: Wuld yu risk yur life t take smething precius with yu?
【设计说明】本环节旨在引入主题，激活学生的背景知识，回顾记叙文的六要素，帮助学生构建一个结构清晰的记叙文理论框架，为接下去的读和写环节做好准备。
（二）读中训练思维
步骤1：Read fr infrmatin
Q1: Wh are the main characters?
Q2: What’s the relatinship between them?
Q3: What happened in their flat?
【设计说明】本环节旨在帮助学生理清文本脉络，培养学生提炼信息和概括信息的能力。
步骤2：Read fr plt
Q1: Hw was the fire? Was the fire big and terrifying? Find sme evidence.
Q2: What did peple say?
(“Quick! Quick! Remve the mtrcycles frm the shp”smene yelled.)
Q3: What did peple d?
(Peple were running and crying.)
Q4: Hw was the surrundings?
(Then a thick burning smell filled the air.)
(When Tm pened the frnt dr f their flat t investigate, a thick clud f smke greeted him. )
Tip1: Atmsphere= peple’s reactins+ surrundings+ a figure f speech
Q5: When Tm and Jane bth rushed ut and headed twards the stairway, Jane suddenly stpped,she remembered their neighbur Makcik was still sleeping at hme. what did they d?
Jane: She stpped and headed back the way they came.
Tm: He had n idea what Jane was ding, but he fllwed her.
Jane: Jane began banging n Makcik’ s dr, but gt n answer.
Tm: Tm was feared and cried: “She wuld have run fr safety like everyne else!”
Jane: Jane refused t give up. She punded against the dr.
Q6: Frm Jane’ s actins, what kind f persn is she? Hw did the authr create Jane’ s imagery? Hw abut Tm? Hw did the authr create Tm’ s imagery?
Tip2: Imagery = wrds+ mental states+ actins
Tip3: Plts are develped by the interactins between the main characters.
Q7: Frm the cntrast, whm did the authr really want t praise? Can yu give a title?
Q8:What’s the theme f the stry?
【设计说明】学生通过寻找动作厘清故事发展线索，再通过Jane一系列动作分析Jane 的人物形象(brave, selfless, heric)；同样通过Tm的行为，语言和情感提炼Tm 的人物形象(nervus, timid, selfish)。教师顺势归纳可以通过人物语言行为和情感塑造人物形象的技巧。学生通过对两者进行对比突出a heric girl,以及归纳出本文“help and lve between peple”这一主题，确定续写部分的主基调。
（三）读后拓展思维
步骤1: Plt deductin (推理)
Para.1:Tm nticed the flame was reaching up.
Para.2:Luckily, sme neighbrs passing by stpped and ffered help.
Q1: Accrding the tw given sentences, what can yu infer？
（Para1 is abut truble; Para2 is abut slutin））
Q2: What truble did they meet ? Please design the truble.
Q3: What’s the main idea f para2?

【设计说明】本环节通过对续写部分首句分析，引导学生去深入思考，结合文章主题，通过对全文整体的把握，确定好每段的主题和续写的具体内容。通过思维导图分析，让学生一步步解锁续写内容，帮助学生树立写作信心，克服不知写些什么，无从下手的消极心理。
步骤2: Plt design
Q1: Facing that the flame was reaching up, what wuld they d? What wuld they say? What are their feelings?

【设计说明】具体情节从人物间的互动展开，包括人物的行为，动作和情感，把阅读过程中提炼的写作技巧用于情节设计中。学生通过发散思维，对两个主人公之间的动作，情感和语言进行设置，丰富情节内容。
步骤3: Language guidance
Q1: Surrundings: Imitate the first sentence and cmplete the fllwing ne t shw Tm and Jane’ s situatin.
1.The dark, rainy evening, the wind, the thundering cluds held me entirely in their pwer. — Bk1 “Anne’s Best Friend”
The big, terrifying fire，the smke，the running peple held Jane and Tm entirely in their pwer.
2.There was n stpping the fires. There was n way t rganize r cmmunicate. — Bk1 “The Stry f An Eyewitness”
There was n stpping the fires. There was n way t pen the dr r awaken the ld lady.
Q1: Characters’ reactins: Facing the fire, what are peple’s physical and mental reactins?
physical reactins They were cughing.
They were chked t death.
They were sweating at every pre (毛孔).
Their eyes were stinging (刺痛) .
mental reactins Frzen with fear, he std rted t the spt.
A burst f hrrr held him ttally in its pwer, and he was unable t mve an inch.
He felt that the bld in his bdy frze rapidly because f the terrible sight.
Time seemed t stand still.
【设计说明】通过语言指导，鼓励学生有意识地去提升自己的语言表达能力，提高自己的语言表达能力不断努力。
步骤 4: Writing
【设计说明】根据思维导图所列的主题、情节、情感、语言等层面的要写，学生通过组织语言，形成语篇。
步骤5: Hmewrk
1. Plish yur writing with yur partners.
2. Use what we have learned in this class t cntinue the rest part f the stry.
【设计说明】通过设计这一课后作业，旨在让学生在巩固阅读读后续写文本的文章结构，文章内容，人物分析等基础之上，运用所学的思维导图的绘制，进行创造性写作，发展创新思维。