<p class="ql-block">易老师这节读后续写课的主题是“人与社会”。</p> <p class="ql-block">易老师上课前，大家一起讨论，进行磨课。</p> <p class="ql-block">教案设计流程：本节写作公开课按照写作步骤“一读二析三构四激五写”来设计。</p> 读后续写原文 <p class="ql-block">跨越法西的圣诞礼物</p> <p class="ql-block">第二节（满分 25 分) </p><p class="ql-block"> A red balloon first caught David’s attention on December 16, 2018. He was hiking behind his ranch(牧场) in Patagonia, a town near the France-Spain </p><p class="ql-block">border(边界), when he found a balloon on the grass. David walked towards it with his dog, thinking he would pick up something useless and throw it away. That was when he noticed the balloon was connected to a piece of paper. </p><p class="ql-block">“Dayami”, it read on one side, in a child’s writing. Turning the paper over, he saw a numbered list, all in Spanish. “My Spanish isn’t very good, but I could see it was a Christmas,” he said.</p><p class="ql-block"> David was attracted. He thought that maybe a child had tried to send Santa Claus(圣诞老人) a Christmas wish list by balloon, something he used to do himself when he was a kid. Nobody had ever returned the letters David had sent, but he wondered whether he could find the kid who had sent this one. </p><p class="ql-block">It would be difficult, but he believed he could work it out. About 32 kilometers to the southwest, just across the border, was the city of Andorra, Spain. “Based on the prevailing wind(盛行风), I was pretty sure that’s where it came from,” he said. </p><p class="ql-block"> David brought the note home to his wife, who is good at Spanish and helped him translate the list. The elderly couple figured out that Dayami, probably a girl, had asked for a doll, a dollhouse, clothes and some art supplies. </p><p class="ql-block"> David then posted on social media along with some photos, hoping some of his friends in Andorra might know the girl’s family. A few days passed with no useful information provided, and David worried that time was running out before Christmas. </p><p class="ql-block"> On December 19, 2018, he decided to send a message to Radio XENY, a radio station based in Andorra. </p><p class="ql-block">注意：</p><p class="ql-block">1. 续写词数应为 150 左右；</p><p class="ql-block">2. 请按如下格式在答题卡的相应位置作答。</p><p class="ql-block">To his surprise, someone from the station called him back right away. </p><p class="ql-block"> </p><p class="ql-block">Arriving at the Radio XENY offices with presents, the elderly couple finally met</p><p class="ql-block">the excited little girl.</p> <p class="ql-block">开始进入Reading 阶段。在阅读阶段，让学生在规定时间内读完原文，在相应的词块处用不同颜色的笔做标注，并用原文的词块去填写记叙文的6要素，此环节运用思维导图的设计，梳理细节思路更清晰。接着用Story Mountain 梳理本文重要情节，让学生用词块填写情节设空处和人物的情绪变化，并在小组讨论两位主人公的 problem,resolution and ending.在写作阶段，根据两段提示句构思合理情节。根据两段段首提示句巧设问，形成问题链，再形成合理的情节。</p> <p class="ql-block">情节分析: 本文讲述了住在巴塔哥尼亚的戴维偶然在他的牧场捡到一个气球，气球上系着
一张纸，经过辨认，戴维发现这是一个孩子写的圣诞节愿望清单，但是用西班牙语写的。戴
维把纸条带回家，让擅长西班牙语的妻子翻译了纸条，确认了自己的想法，戴维向社交媒体和无线电台 XENY 求助，希望能够找到这个孩子，帮她实现愿望</p> <p class="ql-block">分析情节构建</p> <p class="ql-block">话题词块激活</p> <p class="ql-block"><br></p><p class="ql-block"> 词块激活</p><p class="ql-block">行为类</p><p class="ql-block">①找到：locate/find ②给某人某物：give sth. to sb./hand sth. to sb. ③拥抱：hug/embrace </p><p class="ql-block">情绪类</p><p class="ql-block">①高兴的：happy/glad ②激动的：excited/thrilled ③惊讶地：in surprise/in amazement</p> <p class="ql-block">词块优化</p><p class="ql-block">Hug---give sb. a big bear hug</p><p class="ql-block"> ---embrace sb. in one's arms</p><p class="ql-block">Happy---</p><p class="ql-block"><br></p> <p class="ql-block">Happy---joyful</p><p class="ql-block">1 、on top of the world</p><p class="ql-block">幸福到极点</p><p class="ql-block">2. tickled pink</p><p class="ql-block">眉开眼笑</p><p class="ql-block">3. make one's day</p><p class="ql-block">使某人的一天过得难忘(或愉快)</p><p class="ql-block">4、walk on air</p><p class="ql-block">洋洋得意</p><p class="ql-block">5、in seventh heaven</p><p class="ql-block">6、on cloud nine</p><p class="ql-block">乐不可支</p><p class="ql-block">7、be full of the joys of spring</p><p class="ql-block">非常开心</p><p class="ql-block">8、have a whale of a time</p><p class="ql-block">玩得非常痛快</p><p class="ql-block"><br></p><p class="ql-block"><br></p><p class="ql-block"><br></p> <p class="ql-block">词块优化应用技巧之一 ～高级句式</p> <p class="ql-block">易老师对学生做的话题词块优化应用技巧的板书。</p> <p class="ql-block">主题升华高级句式</p> 学生作品 <p class="ql-block">部分学生按照话题词块分类整理的“词块库”。</p> <p class="ql-block">范文赏析</p> 下水范文赏析 <p class="ql-block"> To his surprise, someone from the station called him back right away. David was told that the girl had been found and that a meeting would be arranged at the radio station at their convenience before Christmas. On hearing the good news, David felt his heart racing with excitement and his eyes sparkling with delight. Without delay, he and his wife went to different stores to buy all the gifts on Dayami’s wish list. With everything bought, they had the gifts wrapped in a beautiful big box, picturing how cheerful the girl would be. The next day early in the morning, the elderly couple set off for Andorra as scheduled. </p><p class="ql-block"> Arriving at the Radio XENY offices with presents, the elderly couple finally met the excited little girl. Dressed as a Santa Claus, David gave the presents to the girl. The little girl opened the big box with curiosity and expectation. In the box lay a doll, a doll house, clothes and some art supplies. At the sight of everything she wanted, she hugged “Santa Claus” tightly with a broad smile on her face and tears in her eyes. Seeing how excited and cheerful the little girl was, David was siezed with a wave of warmth, feeling his childhood dream fulfilled. In David’s mind, with kindness and a warm heart, everyone can be a Santa Claus bringing happiness and love to others.</p> <p class="ql-block">指导老师林小恋老师来听课了。</p> <p class="ql-block">课后大家一起评课。</p> <p class="ql-block">骆老师指出，部分学生对情节的解读还存在困难，是因为对原文的一些信息词块没有掌握其意义和用法，导致理解失误。</p> <p class="ql-block">例如:第一段段首提示句中的call...back,意为“回电话”。有些学生理解成“写回信”或者“发邮件”，那么接下来的情节自然就偏了方向。</p> <p class="ql-block">王老师提出，部分同学不能看懂“elder couple”的意思，把主人翁两夫妻写成了年轻人，这与原文情节呼应就不一致了，没有起到情节协同效应。</p> <p class="ql-block">易老师发言: 如果教师重视引导学生积累和运用读后续写常考话题的词块，那么学生在写作时，很容易就根据话题联系脑海中所储存的词块，更迅速地进行续文输出。</p> <p class="ql-block">林小恋老师首先肯定了这节课，认为这是一节比较流畅、成功的课。林老师肯定了“一读二析三构四激五写”的读后续写设计流程和写作步骤，对于学生“话题词块库”的积累和做法很是赞同！</p> <p class="ql-block">最后，这节研究课成功地落下了帷幕。</p>