2022年新高考英语一卷读后续写说课课件-

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ContinuationWriting—2022新高考Ⅰ卷TheoreticalBasis新高考读后续写历年真题概况卷别情节主题2022年全国卷身体残疾学生在老师鼓励下参加越野跑bravery2022年1月浙江卷与不喜欢的人分在一组做研究shareandrespect2022年6月浙江卷参与社区慈善服务love/kindness2021年全国卷双胞胎为母亲做早餐，送节日惊喜love2020年1月浙江卷主人上大学后，狗狗伤心consideration近年高考续写选材都贴近生活，情节设计中的“冲突”使得“真善美”得以传递，使得文中主人公得到自我成长，完美地体现了素质教育的本质育人为本，满足了学生个性发展需求,促进了英语学科核心素养的有效形成，落实了立德树人的根本任务，。TeachinganalysisTeachingobjectivesTeachingproceduresBlackboarddesign

TeachingreflectionWhatWhy

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KeyanddifficultpointsTeachingandlearningmethodsTeachinganalysisproceduresboarddesign

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David’sRun

—ByLindaKelownaItwasthedayofthebigcross-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.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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reflectionobjectives

analysisLanguageabilityTeachingkeyanddifficultpointsTeachingkeypointsUnderstandthetext;Scaffoldthewriting;CreatetheappropriateworksTeachingdifficultpointsGraspthein-depththeme;EvaluateandpolishthewritingTeachingandlearningmethods1Task-basedTeaching2Student-centeredTeaching3DiscussingMethod讨论法4PracticeMethod练习法TeachingmethodsLearningMethodsCooperativeLearningMethodEvaluatingLearningMethodTeachingproceduresTeachingproceduresLead-inStep1.CarefulreadingVividwritingLogicalplotting

出错情境正常情境Step2.Step3.Summary英语活动教学观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教学重点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主题升华BeginningClimaxDevelopmentDavidhasdecidednottorun.IpersuadedandencouragedDavid.Daviddecidedtorun.EndingDavidfinishedtheraceThemesublimation

Bravery,perseverance...AskSstodiscussandlisttheoutlineofthewholeplot.Step2LogicalplottingPurpose：Masterthereasoningandjudgingabilityofusingthekeywordsinthegivensentencestoinfermorenewinformation.教学难点1

教学目标3,4教学重点2VividwritingStep3

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analysis1.AskSstoworkwiththeirdeskmatetocontinuewriting.Student1writePara.1Student2writePara.2Para.1Wesatdownnexttoeachother,butDavidwouldn’tlookatme.______________________________________Para.2IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.___________________________________________非谓语动词+独立主格介词短语(尤其with)三大从句(定从，状从，同位从)状态形容词,副词

动作链（verb1,verb2andverb3）特殊句式

(倒装,感叹,强调...)高级优化句子表达常见微技能✱无灵主语（物作主语）VividwritingStep3

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analysis2.AskSstoassesspeer’sworkwiththehelpofthelist.543211.Reasonableplot(情节合理,

衔接恰当）2.Content（内容的逻辑性和丰富性）3.Language（语法和词汇使用的准确和丰富）4.Handwriting（书写工整，卷面整洁）standardgradeVividwritingStep3

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

教学目标1教学重点3

Purpose：Summarizewhatwehavelearnttoday.Makeasummary

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objectivesanalysisCarefulreadingLogicalplottingVividwritingmainidea,theplotandfeelingsthe