2022年新高考英語一卷讀后續(xù)寫說課課件-

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ContinuationWriting—2022新高考Ⅰ卷TheoreticalBasis新高考讀后續(xù)寫歷年真題概況卷別情節(jié)主題2022年全國卷身體殘疾學(xué)生在老師鼓勵(lì)下參加越野跑bravery2022年1月浙江卷與不喜歡的人分在一組做研究shareandrespect2022年6月浙江卷參與社區(qū)慈善服務(wù)love/kindness2021年全國卷雙胞胎為母親做早餐，送節(jié)日驚喜love2020年1月浙江卷主人上大學(xué)后，狗狗傷心consideration近年高考續(xù)寫選材都貼近生活，情節(jié)設(shè)計(jì)中的“沖突”使得“真善美”得以傳遞，使得文中主人公得到自我成長(zhǎng)，完美地體現(xiàn)了素質(zhì)教育的本質(zhì)育人為本，滿足了學(xué)生個(gè)性發(fā)展需求,促進(jìn)了英語學(xué)科核心素養(yǎng)的有效形成，落實(shí)了立德樹人的根本任務(wù)，。TeachinganalysisTeachingobjectivesTeachingproceduresBlackboarddesign

TeachingreflectionWhatWhy

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KeyanddifficultpointsTeachingandlearningmethodsTeachinganalysisproceduresboarddesign

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David’sRun

—ByLindaKelownaItwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.ThemeContext:HumanandSelfTextType:NarrativeStoryContent:Encouragedbytheteacher,David,withabraindisease,succeedsfinishingacross-countryrun.materialproceduresboarddesign

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analysisstudentslearningattitudelearningabilitymainproblemsSenior3studentsenoughenthusiasmforlearningobtaininformation;basicwritingabilityunabletograspthein-depththemeofthetext;inadequateevaluationandimprovementabilityTeachingobjectivesCorecompetenceofEnglishDisciplineUnderstandthecontentandplot;GraspthestepstowriteacontinuationwritingLearntoevaluatethecontinuationwritingtoimproveSs’writingskillsHoldbraveandperseverantattitudestowardslifeSummarizeinformation;Reasoningandjudgingability;ExplorethethemeLearningabilityThinkingqualityCulturalawareness

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analysisLanguageabilityTeachingkeyanddifficultpointsTeachingkeypointsUnderstandthetext;Scaffoldthewriting;CreatetheappropriateworksTeachingdifficultpointsGraspthein-depththeme;EvaluateandpolishthewritingTeachingandlearningmethods1Task-basedTeaching2Student-centeredTeaching3DiscussingMethod討論法4PracticeMethod練習(xí)法TeachingmethodsLearningMethodsCooperativeLearningMethodEvaluatingLearningMethodTeachingproceduresTeachingproceduresLead-inStep1.CarefulreadingVividwritingLogicalplotting

出錯(cuò)情境正常情境Step2.Step3.Summary英語活動(dòng)教學(xué)觀LearningandunderstandingApplyingandpracticingTransferringandcreatingHomeworkFreetalk：ShowthepicturetoSsandletthemthinkaboutthefollowingquestions.Purpose：ProvidebackgroundinformationandarouseSs’readinginterest.Lead-in

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analysis1.Whathappenedinthepicture?2.Ifyouweretheboy,willyoujoinintherace?Why?CarefulreadingStep1

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analysisTask1:ReadforthebasicinformationAtthefieldoftherunDavid,me,coachThedayofthebigcross-countryrunThedayofthebigcross-countryrunDavidhadabraindiseaseandmaybehewouldbelaughedatBymakingachoiceofthecoach’soptions教學(xué)重點(diǎn)1CarefulreadingStep1

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analysisTask2:ReadfortheplotsTip:TrytoapplythestorymountainmethodOpening:_________(Characters,settings)Build-up:_______(Feelings,reasons...)Climax:________(Conflict,Challenges)

Resolution:_______(Solution,changes)Ending:_________(Reflection,Theme)actionsfeelingsPurpose：Mastertheinformationthrough5W;Practicesummaryability.LogicalplottingStep2

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analysisPara.1Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Para.2IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.GiveninformationMainidea:decidedtorunNewinformationQ1.

WhatdidtheteachersaytopersuadeDavid?Q2.

HowcouldDavidexpresshishesitation?Q3.HowcouldPara.1endreasonably?LogicalplottingStep2

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analysisPara.2IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.GiveninformationNewinformationQ1.

WhatistheresultofDavid’srun?Q2.

HowpeoplepresentreacttoDavid’srun?Q3.HowcouldPara.2endreasonably?

ConveypositivemessageThemesublimation主題升華BeginningClimaxDevelopmentDavidhasdecidednottorun.IpersuadedandencouragedDavid.Daviddecidedtorun.EndingDavidfinishedtheraceThemesublimation

Bravery,perseverance...AskSstodiscussandlisttheoutlineofthewholeplot.Step2LogicalplottingPurpose：Masterthereasoningandjudgingabilityofusingthekeywordsinthegivensentencestoinfermorenewinformation.教學(xué)難點(diǎn)1

教學(xué)目標(biāo)3,4教學(xué)重點(diǎn)2VividwritingStep3

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analysis1.AskSstoworkwiththeirdeskmatetocontinuewriting.Student1writePara.1Student2writePara.2Para.1Wesatdownnexttoeachother,butDavidwouldn’tlookatme.______________________________________Para.2IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.___________________________________________非謂語動(dòng)詞+獨(dú)立主格介詞短語(尤其with)三大從句(定從，狀從，同位從)狀態(tài)形容詞,副詞

動(dòng)作鏈（verb1,verb2andverb3）特殊句式

(倒裝,感嘆,強(qiáng)調(diào)...)高級(jí)優(yōu)化句子表達(dá)常見微技能?無靈主語（物作主語）VividwritingStep3

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analysis2.AskSstoassesspeer’sworkwiththehelpofthelist.543211.Reasonableplot(情節(jié)合理,

銜接恰當(dāng)）2.Content（內(nèi)容的邏輯性和豐富性）3.Language（語法和詞匯使用的準(zhǔn)確和豐富）4.Handwriting（書寫工整，卷面整潔）standardgradeVividwritingStep3

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analysis3.PresenttwoSs’writingsofdifferentgradesintheclass.Purpose：Sscancreateandevaluatethewritingbasedonthegivenclues,thusimprovingwritingskills.

教學(xué)目標(biāo)1教學(xué)重點(diǎn)3

Purpose：Summarizewhatwehavelearnttoday.Makeasummary

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objectivesanalysisCarefulreadingLogicalplottingVividwritingmainidea,theplotandfeelingsthe