Actions in Continuation Writing“动作描写”教学设计尹文静一、整体设计思路1. 理论依据Krashen的二语习得输入理论认为二语学习既需要大量的可理解性输入，也需要产出可理解性输出。高考英语新题型读后续写则促成理解 (receptive skill)与产出(productive skill) 的紧密结合，使语言的模仿性与创造性有机结合，产生协同效应和拉平效应。2. 学情分析读后续写灵活地考查了学生的综合语言运用能力，对于刚接触这一题型的学生来说比应用文难度大，对英语基础薄弱的学生来说更是“难于上青天”。因此，除了不断的引导和大量的输入，微技巧的教授也必不可少，唯有如此，才能让学生意识到续写“有迹可循”“有路可套”，从而增强其信心，提升其写作水平。3. 设计思路从学过的读后续写着手，再次鉴赏、分析，感悟动作描写之妙。在此基础上教授写作技巧(tips)，并扩充学生动作描绘词汇量。最后，让学生在大量的输入的基础上，进行输出。学有所用，学用结合，才能提升学生对续写的热情。整个过程，学生温故知新，有意识地模仿和运用所授技能，这正是续写的初衷。二、 教学过程Step1. Lead-in-Appreciation呈现两首通俗易懂的古诗咏鹅、静夜思，让学生圈出诗中的动作描写，引出“动作描写”的话题。Goose, goose, goose, song to heaven.White hair floating green water,red palm poking clear waves.Looking up, I find the moon bright;Bowing, in homesickness Im drowned设计意图(Justification)：激活学生已有的背景知识，激发学生对未知的兴趣，直接进入动作描写的主题。Step2. Input-Review通过对三篇已学的读后续写题进行提炼，总结出动作描写三大用处，即表现人物情感情绪、塑造人物性格、推动情节发展，表明动作描写对于续写三要素Feelings、Character、Plots的重要性。True Love of A FamilyWhat kind of feeling was shown in each of the sentences? 1) As soon as they got there, they raced (飞奔) down to the sea to try out their new surfboards (冲浪板). 2) Brendon quickly paddled (划船) over to his brother who was in danger.Marks Story: From Punishment to PraiseWhat kind of person was Mark?1) talked without stopping. 2) wink at me.Getting Lost on A Camping Trip.Jane walked awayShe suddenly realized that she got lost.Conclusion: 动作描写的三大用处_。 设计意图(Justification)：将学过的东西作为新的学习资料，一作复习巩固用，二作呈现(Presentation)用，并为下一步动作描写技巧的学习提供依据。本环节主要训练学生的分析能力。Step3. Input-Tips for action description本课主要学习三个动作描写的技巧(tips)-tip1:动词+adv./介词短语; tip2: 动词+非谓语; tip3: 选择生动具体的动词。本环节的思维训练涉及比较、归纳等。Which sentence is more vivid?1) They clapped their hands.2) They clapped their hands excitedly.3) “It is a lie!” he shouted.4) “It is a lie!” he shouted angrily.Conclusion: Tip 1: Add _ Make the original sentences more advancedThe children jumped up and down with joy when they saw the big box. 句式升级：_the big box, the children jumped up and down with joy.Conclusion: Tip 2: Add _ Which expression impresses you most?He was smiling.He w_ a _ smile on his face.His eyes _ with pleasure.Conclusion: Tip 3: Add_设计意图(Justification)：让学生通过例句的学习自行归纳三个小技巧，学习如何让动作描写更生动、更有感染力。拓展：More vivid verbs for studentsActions with “hands”_Actions with “eyes”_Actions with “feet”_设计意图(Justification)：在帮助激活学生已有的相关词汇的同时，也在为学生提供新的输入。Step4. Output-Integrated activities在前面各个维度的输入之后，在该环节让学生运用所学。活动分为两个，第一个是根据图片描写动作，学生需运用前面所学技巧完成句子。Practice: V.+adv/介短/非谓语She _ her mouth _and _ at the bicycle. Her eyeswere _ like _.第二个活动为小组活动，学生已提前分组，第一组进行动作表演，第二组负责描写看到的动作，第三组评价第二组的动作描写。Group work-Show time设计意图(Justification)：两个活动，两种形式，综合地考查了学生运用所学技巧和自身词汇库进行动作描写的能力。Step5. Summary and Homework回顾本课所学，布置作业。Summary: 输入（动作描写之用处、动作描写小技巧、动作类词汇积累）+输出（完成句子+语篇动作描写）Homework:Continuation Writing: Use what weve learnt in this lesson to continue writing their story.