2026届高三英语读后续写复习之情节构思——以伏笔回收与问题链驱动为路径 说课 课件

该高中英语高考复习课件聚焦读后续写专题，依据高考评价体系梳理了情节逻辑、伏笔回收、主题升华三大核心考点，通过真题分析明确伏笔回收占40%、逻辑连贯占35%的高频考查权重，构建“伏笔提取-问题链驱动-情节闭环”的答题体系，对接语言能力和思维品质素养要求。 课件亮点在于“实战策略+素养融合”的复习路径，如以伏笔关键词（如枯萎的树、花园）构建问题链，指导学生用“三问法”（是什么、为什么、怎么做）推进情节，培养逻辑推理和分析能力。配套高考真题评价量表和范文解析，帮助学生掌握伏笔回收技巧，教师可据此精准训练学生的情节构思能力，实现高效备考。

年级：高三 课型：写作复习课 课时：1课时（45分钟） 高三英语读后续写复习之情节构思 ——以伏笔回收与问题链驱动为路径 Analysis of Teaching Material Analysis of Students Analysis of Teaching Objectives Analysis of Teaching Focus&Difficulty Analysis of Teaching Methods 05 04 03 02 01 Index 06 Analysis of Teaching Procedure 07 Analysis of Blackboard Design 08 Analysis of Teaching Effectiveness&Reflection Continuation Writing ——Plot Construction 2 Analysis of Teaching Material 01 3 01 Analysis of Teaching Material ecological theme foreshadowings (the withered tree, the gardens,etc.) cause-effect structure (the king’s action→ecological collapse→revelation of cause →father’s solution) logical plot construction 4 Analysis of Students 02 5 02 Analysis of students Strengths: ①fundamental reading comprehension skills; ②familiarity with the “ecology” theme; ③active imagination and creative potential. Weaknesses: ①tracking and utilizing foreshadowings. ②creating logical closure in writing. Opportunities: logical thinking; textual analysis; plot construction abilities. Threats: time constraints; Individual differences. 6 Analysis of teaching objectives 03 7 03 Analysis of Teaching Objectives （王蔷， 2017） 1.track and resolve foreshadowings using question chains to create logically coherent continuations. 2.deepen understanding of ecological balance while enhancing collaborative evaluation skills. (Language & Thinking) (Culture & Learning) 8 Analysis of Teaching Focus&Difficulty 04 9 04 Analysis of Teaching Focus&Difficulty Teaching Focus: Guiding students to identify and analyze foreshadowings, and use Question Chains to transform them into logical drivers for plot development. Teaching Difficulty: Enabling students to translate analyzed clues into a well-written, logical paragraph that effectively recycles foreshadowings and achieves narrative closure. 10 Analysis of Teaching Methods 05 11 1 2 3 PWP Model(Pre-,While-,Post-writing) Task-Based Language Teaching (TBLT) 05 Analysis of Teaching Methods Inquiry-Based Learning (IBL) →provides a clear instructional framework →drives learning →guides students to discover patterns and consturct knowledge 12 Analysis of Teaching Procedure 06 06 Analysis of Teaching Procedure (Step1: Lead_in) ①Draw a flower on the paper. ②Draw some butterflies on the right side of the flower. ③Fold the paper in half and then tear it into two pieces. Theme: ecological balance 06 Analysis of Teaching Procedure (Step2 Text Analysis) First: 06 Analysis of Teaching Procedure (Step2 Text Analysis) Second: 06 Analysis of Teaching Procedure (Step2 Text Analysis) Third: 06 Analysis of Teaching Procedure (Step3.Plot Design) First: 06 Analysis of Teaching Procedure (Step3.Plot Design) Second: 06 Analysis of Teaching Procedure (Step3.Plot Design) Third: 06 Analysis of Teaching Procedure (Step3 Plot Design) Fourth: 06 Analysis of Teaching Procedure (Step4:Presentation&Evaluation) 06 Analysis of Teaching Procedure (Step4:Presentation&Evaluation) 06 Analysis of Teaching Procedure (Step5:Summary&Homework) 06 Analysis of Teaching Procedure (Step5:Summary&Homwork) To ensure all students practice the core method. To promote ability transfer for advanced learners. 07 Analysis of Blackboard Design 08 Analysis of Teaching Effectiveness & Reflection ②Enhanced Thinking skills ①Visible Skill Transfer ③Increased Engagement ①The dual-column blackboard effectively visualizes the abstract writing process. ②Future iterations could incorporate brief individual think-time before group discussions to further deepen independent thinking. “Foreshadowings→Question chains→Callbacks” strategy analytical,logical reasoning, and critical evaluation abilities sturctured methodology and collaborative approach Thank you for your attention! 28 $