2022年新高考I卷读后续写说课课件 高考英语复习备考

高中英语说题

No.19AnAnalysisofCoherentWriting

----inthe(new)NMET2022

CONTENTS1234延时符Propositionalintention

AnalysisofmaterialsProcess&techniquesLearning&teachingstrategies

WHYWHATHOW5AnalysisofproblemsCoherentWriting

AnalysisofstudentsStrategiesAnalysisofmaterialsPropositionalIntention

Process1CorevaluesSubject

literacyNecessaryknowledge

KeycompetenceFundamentalityInnovativenessComprehensivenessApplication1.Strengthenmoralityeducation2.Selectthequalifiedpersonnel3.GuideteachingGaokaoAssessmentFrameworkCorecompetenceExaminationcontentRequirementsWHYWHATHOWIntention--Intention2CulturalAwareness1Linguisticcompetence读后续写提升英语学科核心素养comprehensionandexpressionabilitypositiveenergyandcorrectculturalvalueorientation3Thinkingquality

prediction,analysis,generalization,inference...4Learning,abilityuseandadjustEnglishlearningstrategiesProcessStrategiesAnalysisofmaterialsPropositionalIntention

Analysisofstudents2CoherentWriting

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn'twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool'scoachandaskedhimwhathadhappened."Iwasafraidthatkidsfromotherschoolswouldlaughathim,"heexplaineduncomfortably."Igavehimthechoicetorunornot,andlethimdecide."Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell-hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger-that'sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.AsaspecialeducationteacherattheDavidfacedandwasschool,Iwasfamiliarwiththechallengesthechallengesproudofhisstrongdetermination.

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Analysisofmaterials---originalmaterialAnalysisofmaterials---Source

combinewithknowledge,interest,thoughtandpractice，andhightlightthedistinctcharacteristicsoftheageandlife.

source

Analysisofmaterials--Propositionallaw年份主题主要内容思维品质2020人与社会制作popcorn帮助贫困学生爱满人间人间有真情2021人与社会姐妹给妈妈制作惊喜早餐感恩亲情2022人与自我老师帮助特殊孩子树立信心爱满人间师生情永不放弃自强不息2023??

?题材上看育人性思维上看内容上看ProcessStratygiesAnalysisofmaterialsPropositionalIntention

AnalysisofproblemsCoherentWriting

3延迟符problemsa125bcInadequateunderstandingoftheimportanceThemeplotlogical

awarenessTheteachingmodetheevaluationform

Leavetoolittlespaceforstudentstowrite34Analysisofproblems---teachers’andstudents’延迟符problemsa125bcInadequateunderstandingoftheimportanceThemeplotlogical

awarenessTheteachingmodetheevaluationform

Leavetoolittlespaceforstudentstowrite34Analysisofproblems---teachers’andstudents’延迟符problemsa125bcInadequateunderstandingoftheimportanceThemeplotlogical

awarenessTheteachingmodetheevaluationformThelanguage

Leavetoolittlespaceforstudentstowrite34Analysisofproblems---teachers’andstudents’延迟符problemsa125bcInadequateunderstandingoftheimportanceThemeplotlogical

awarenessTheteachingmodetheevaluationformThelanguage

Leavetoolittlespaceforstudentstowrite34Neatness

Analysisofproblems---teachers’andstudents’延迟符problemsa125bcInadequateunderstandingoftheimportanceThemeplotlogical

awarenessTheteachingmodetheevaluationformThelanguage

Practice

Leavetoolittlespaceforstudentstowrite34

ReflectionNeatness

Analysisofproblems---teachers’andstudents’StrategiesAnalysisofmaterialsIntention

AnalysisofproblemsProcess&techniquesCoherentWriting

4

Process3step1pre-howtoanalyze---写前审题与分析，提升学生思维品质。step2while-whattodraft---输入相关文化比例，培养学生文化意识。step3while-howtopolish--关注语言输出有效度，强化学生语言能力。step4post-Self-assessment

andMutualassessment--写后自评与互评，增强学生学习能力。Step1Analyze--toimproveThinkingability01020304whatplotandlogicemotionskeyinformationtheme5wwhowhenwhywhatwhere

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn'twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool'scoachandaskedhimwhathadhappened."Iwasafraidthatkidsfromotherschoolswouldlaughathim,"heexplaineduncomfortably."Igavehimthechoicetorunornot,andlethimdecide."Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell-hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger-that'sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.AsaspecialeducationteacherattheDavidfacedandwasschool,Iwasfamiliarwiththechallengesthechallengesproudofhisstrongdetermination.

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.whatwhenwhowherewhatwhowherewhatwhywhat1readforkeyinformation--5wquestions略读文章，确定文章关键信息

Step1Analyze---

whenthedayofthebigcross-countryrun.wherethroughthickevergreenforest.whoDavidandmewhat

DavidrefusedtorunforfearofbeinglaughedatbyotherrunnerswhyDavidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren

Step1Analyze-----

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn'twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool'scoachandaskedhimwhathadhappened."Iwasafraidthatkidsfromotherschoolswouldlaughathim,"heexplaineduncomfortably."Igavehimthechoicetorunornot,andlethimdecide."Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell-hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger-that'sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.AsaspecialeducationteacherattheDavidfacedandwasschool,Iwasfamiliarwiththechallengesthechallengesproudofhisstrongdetermination.

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.2readforplot扫读文章，寻找文章情节beginningDevelopmentClimaxEndinghesitateexplanationproudlogicemotion

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.第一段交代时间、事件IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn'twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool'scoachandaskedhimwhathadhappened."Iwasafraidthatkidsfromotherschoolswouldlaughathim,"heexplaineduncomfortably."Igavehimthechoicetorunornot,andlethimdecide."Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell-hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger-that'sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.AsaspecialeducationteacherattheDavidfacedandwasschool,Iwasfamiliarwiththechallengesthechallengesproudofhisstrongdetermination.

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

3.readforproblemsandforeshadowingStep1Analyze--第二段主要人物出现：I，David场景：byafence人物刻画：经常大大的微笑事件：不想跑了第三段侧面交代：David最努力的准备埋下悬念：为什么退赛？第四段新人物：coach作用：解答David退赛的理由。担心其他孩子嘲笑他。悬念：为什么嘲笑他？第五段：作者经过了解事情的来龙去脉，理解了教练的做法。对David奇怪的跑步姿势进行描写。层进式揭露David身体出了问题所以想退赛。第六段：真相大白，David患有脑部疾病。其他同学不知道他的情况，用正常的眼光要求他。David的决心和巨大的付出为参加越野赛对做的准备。进一步刻画我的身份：特殊教育老师。心理刻画：为David感到骄傲和自豪。IntroductionClimaxEndingPara5fearPara.3-4DevelopmentPara.1-2quit4readforlogic

扫读文章，寻找文章逻辑StorymountainWesatdownnexttoeachother,butDavidwouldn'tlookatme...IwatchedasDavidmoveduptothestartinglinewiththeotherrunners...howStep1Analyze--

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

1.

重视首句，构思文章（compose）

writewithlogicandcoherence

Step2Draft（拟稿）--Q1.WhatdidtheteacherdoandsaytochangeDavid’smind?Q2.Ihepara2.betweentheparas3.betweenthelastsentenceandnextpara

Action-----Responserule

(includesilentaction)Ending:thespiritofconstantlystrivetobecomestrongerQ1.:IsitsuitablethatDavidwonthefirstplace.Q2.:Howwillthelaughingbedealtwith.BRAINSTORMQuestionchains：符合主题的结局主题David的行为I的行为情节行为的语言David的心理I的心理情节心理的语言低阶思维高阶思维

Step2Draft（拟稿）--

2.Writewithdetails

想说做看走

3.writewithathemeandagoodending

2.哲理升华(sublimation):Maybeifweknewwhatotherpeoplewerethinking.we'dknowthatnoone'sordinary.Andwealldeserveastandingovationatleastonceinourlives.1.首尾呼应(echo)：themostunforgettabledayofthebigcrosscountryrun.Histoothysmilewasback.3.情感共鸣(emotionalresonance):Forme,itwas...ButforDavid,itwasasignalofbeingconfidentandbeingportofthegroup.

Step2Draft（拟稿）--activatereader’sthinking

〖参考范文1〗Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Hiseyesdeliberatelyavoidedmine,andhissmilealsodisappearedontheface,

withhislimbsshakingasweakasleaves.“It”snottherealyou,David”,Ibrokethesilence,walkedtohisfront,holdinghisshouldersandcontinued,“Listen,David,youhavepreparedsomuchforthisrunning,ifyouwanttoquit,Iwillbeforyou.”Davidburstintotears.Suddenly，agroupofkidsemergedaroundus.ThecameuptoDavid,andembracedhimandshouted“Cheerup.David,youcandoit!”Davidstoppedcryingandhisfacelitupbytheirencouragement.Turingaround,hegavemeasmileandwalkedtothestartinglinewhereotherkidswerereadytostart.(124)IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Start！Allthekidsdisappearedswiftlylikelighteningintotheforest,leavingDavidstaggeringandstrugglinghisstepsforward.Buthisbodywasuncontrollable,soonhisheelswerebleeding,becausehisshoeswerewornout.Afteralongtime,Davidwasstill100metersawayfromthefinishingline.Thepathwaslinedwiththecoachandotherkidsintears,whowereinformedofthepoorbodyconditionofDavid.Noonelaughedathim,butcheeredupandclappedforhim.Davidwastouchedandhewassteppingforwardwhenhewastrippedbyabigrock.“Heisbleeding!”criedtheotherkids.“David!David!David!”thevoicebecamelouderandlouderuntilDaviddraggedhislegsurpassingtheterminal.Hedidit,withhisbeliefandencouragementandlovefromeveryonepresent.Itwasamiracle.Hisusualbigtoothysmilewouldnotbeabsentforever.(150)Step3Polish（润色）---

关注语言输出有效度，强化学生语言能力。独倒非定形，强时无虚名。

〖参考范文1〗Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Hiseyesdeliberatelyavoidedmine,andhissmilealsodisappearedontheface,

withhislimbsshakingasweakasleaves.“It”snottherealyou,David”,Ibrokethesilence,walkedtohisfront,holdinghisshouldersandcontinued,“Listen,David,youhavepreparedsomuchforthisrunning,ifyouwanttoquit,Iwillbeforyou.”Davidburstintotears.Suddenly，agroupofkidsemergedaroundus.ThecameuptoDavid,andembracedhimandshouted“Cheerup.David,youcandoit!”Davidstoppedcryingandhisfacelitupbytheirencouragement.Turingaround,hegavemeasmileandwalkedtothestartinglinewhereotherkidswerereadytostart.(124)IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Start！Allthekidsdisappearedswiftlylikelighteningintotheforest,leavingDavidstaggeringandstrugglinghisstepsforward.Buthisbodywasuncontrollable,soonhisheelswerebleeding,becausehisshoeswerewornout.Afteralongtime,Davidwasstill100metersawayfromthefinishingline.Thepathwaslinedwiththecoachandotherkidsintears,whowereinformedofthepoorbodyconditionofDavid.Noonelaughedathim,butcheeredupandclappedforhim.Davidwastouchedandhewassteppingforwardwhenhewastrippedbyabigrock.“Heisbleeding!”criedtheotherkids.“David!David!David!”thevoicebecamelouderandlouderuntilDaviddraggedhislegsurpassingtheterminal.Hedidit,withhisbeliefandencouragementandlovefromeveryonepresent.Itwasamiracle.Hisusualbigtoothysmilewouldnotbeabsentforever.(150)Step3Polish（润色）---

关注语言输出有效度，强化学生语言能力。独倒非定形，强时无虚名。

Step4Post-Self-assessmentandMutualassessmenttoenhance

Learningabilityassesementform：Name

Class

Peer-evaluationscore.ProjectContinuousWritingItemsRequirementsFullScoresScores情节Cohesion(衔接)andtransition(过渡)tolinkupthecontext8语言Vividexpressionsofactionsandfeelings;someexpressionslearndfromthetext8主题Aclear-cutandpositivethemefromthebeginningtotheend7我欣赏的地方我要进步的地方

Step4Post-Self-assessmentandMutualassessmenttoenhance

Learningabilityassesementform：Name

Class

Peer-evaluationscore.ProjectContinuousWritingItemsRequirementsFullScoresScores情节Cohesion(衔接)andtransition(过渡)tolinkupthecontext8语言Vividexpressionsofactionsandfeelings;someexpressionslearndfromthetext8主题Aclear-cutandpositivethemefromthebeginningtotheend7我欣赏的地方我要进步的地方AnalysisofmaterialsIntention

AnalysisofproblemsProcess&techniquesCoherentWriting

5Learning&teachingstrategies3延迟符problems11223Cultivatethethinkingquality

ofstudentsAccumulateappropriatelanguagematerials

Thekeyistoextractandusethemrepeatedly.sodosomemicrowritingindailylearning.CultivatetheawarenessofreadingandwritingLearning&teachingstrategies3延迟符problems112