2023届湖北省黄冈市高三英语读后续写说课6 课件

2022年6月新高考英语读后续写的讲评 continuation writing 自然衔接 丰富内容 CONTENTS 1 2 3 4 5 Analysis of the teaching material Analysis of the students Teaching aims Teaching procedures Teaching Reflection 1.Analysis of the teaching material This is the continuation writing part in 2022 NMET.The passage is about a boy named David with a brain disease participating in a cross- country run.On the running day he decided not to run because he was afraid of being laughed at by kids from other schools. It's a story of overcoming oneself and persevering in what one does. Combining reading and writing,this new question type aims to test the students’ comprehensive language competence.Not only is it to test the students’reading ability,it is mainly to test the students’writing ability. 2.Analysis of the students Although the students have been learning the continuation writing for two years and have the ability to get the main idea of the passage,most students have some common problems.For example,they can’t have a good understanding of the text in a short time;the plot is quite poor,lacking in the abundant contents;the story is developed lack of coherence. Linguistic ability aims Learning ability aims Culture awareness aims To improve their reading skills. To develop their writing skills. To improve their self-directed learning ability. To train the students’ abilities of the group cooperation. To encourage the students to persevere in what they do. To teach the students to show gratitude to others. 3.Teaching aims Thinking quality aims To improve their logical thinking ability . To develop their creative thinking ability. 4.Teaching procedures Step 1: Reading Step 2: Designing Step 3: Writing Step 4: Polishing Step 5: Blackboard Step 6: Homework 高考真题 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn't with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school's coach and asked him what had happened. "I was afraid that kids from other schools would laugh at him," he explained uncomfortably. "I gave him the choice to run or not, and let him decide." I bit back my frustration (懊恼). I knew the coach meant well-he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. Para.1We sat down next to each other, but David wouldn't look at me. Para.2I watched as David moved up to the starting line with the other runners. Step 1: Reading Task1：Read for basic information Who What When Where Why David decided not to participate in the big cross- country run. When holding the big cross- country run. Along the route through thick evergreen forest. David was afraid of being laughed at by others. David, I,the coach，other kids Purpose: To make the students have a good understanding of the story and lay the foundation for writing. Step 1: Reading 5W1H: David always finished the practice and thought of a regular kid. How did David feel? David: determined,optimistic David: self-doutful,nervous,upset David: pleasesd, happy David decided not to run. ? ? David: discouraged David: confident David succeeded in finishing the run. David showed great gratitude to me. (Para.1)We sat down next to each other, but David wouldn't look at me. Da(Para.2)I watched as David moved up to the starting line with the other runners. David was standing by himself off to the side by a fence. Step 1: Reading plot line-- actions emotion line-- feelings Purpose: : To make the students learn feelings change as the story develops. Task2 Task3：Read for the theme David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. The theme: persevere in what one does be grateful to the teacher Purpose: To guide the students to get the theme by the story mountain and key information and lay the foundation for designing and writing. Step 1: Reading (Para.1)We sat down next to each other, but David wouldn't look at me. (Para.2)I watched as David moved up to the starting line with the other runners. What’s the ending of the story? about the run about the relationship possible ending David succeeded in finishing the run. David showed great gratitude to me. theme persever in what is done be grateful to the teacher Purpose: To make use of the theme to predict a positive ending of the story. Step 2: Design the plots Task1：Think out four sentences (Para.1)We sat down next to each other, but David wouldn't look at me. (Para.2)I watched as David moved up to the starting line with the other runners. Possible plot: I gently patted him to get his attention. Purpose: To get the first sentence of Para.1 by analyzing the first given sentence of Para.1. Step 2: Design the plots (Para.1)We sat down next to each other, but David wouldn't look at me. (Para.2)I watched as David moved up to the starting line with the other runners. David succeeded in finishing the run. David showed great gratitude to me. Possible plot: David finally determined to run. Purpose: The ending of the story, and the 1st sentence of Para.2 can help you determine the ending of Para.1 . Step 2: Design the plots (Para.1)We sat down next to each other, but David wouldn't look at me. (Para.2)I watched as David moved up to the starting line with the other runners. Possible plot: The starter’s gun sounded,and David ran with other kids. Purpose: To get the first sentence of Para.2 by analyzing the given sentence of Para.2. Step 2: Design the plots It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线)through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. Task2:Foreshadowing Step 2: Design the plots Try to find some foreshdowing . Purpose: To help the students to write the abundant plot in a shorter time. (Para.1)We sat down next to each other, but David wouldn't look at me. (Para.2)I watched as David moved up to the starting line with the other runners. What happened to David during the run? What did the audience do to David? What was the result of the run for David? How did David appear? What could I say to persuade him to run? How would David react to my words? Purpose: To generate detailed ideas by asking related questions . Step 2: Designing Task3:Think out three questions （Group Work) What happened to David during the run?(神情+动作） What did the audience do to David?(神情+动作+语言） What was the result of the run for David?(动作+情感+点题） How did David appear?(神情+动作） What could I say to persuade him to run?(神情+动作+语言） How would David react to my words?(神情+动作） Purpose: To guide the students how to write the plot vividly by describing the character’s expressions,body language and actions. Step 3: Writing Task1 :Answer the questions(Group Work) He ducked his head silently ,his hands crossed together. I patted him,saying in a gentle voice,“You always participate to the best of your ability in whatever you do.People admire you for it.” Encouraged by my words,David was determinded to run with all his efforts. David was soon far behind others.Worse still,he lost his balance,falling down. I looked at him with a worried expression while the audience cheered for him“Come on! You can do it.” With all his might,he threw himself across the finish line.A usual big toothy smile on his sweety face.For others,it was just a simple run.But for David,it was a symbol of strong determination and perseverence. Step 3: Writing 3 Principles 1.Action-Response 2.Conflict-Solution 3.Negative-Positive (Para.1)We sat down next to each other, but David wouldn't look at me. (Para.2)I watched as David moved up to the starting line with the other runners. Purpose: To write the plot according to the three principles . Task2: Combination Step 4: Polishing strategies 1.advanced words and phrases 2.abundant sentence patterns 3.proper conjunctions Purpose: To make the students know how to write a better composition. Step 5: Blackboard 5W1H story mountain：plot/emotion 4 sentences 6 questions foreshadowing Step 6: Homework 5W1H story mountain：plot/emotion 4 sentences 6 questions foreshadowing The football season was almost over. Sally had been playing football all summer. She really enjoyed running around with the other players in her bright orange uniform, chasing the black and white ball across the grassy field. As much as she tried, though, Sally still had not scored one single goal. Before each game, they had a practice session. The coach showed Sally and her team how to pass the ball to each other and take shots at the goal. Sally was pretty good at passing the ball, but even during practices, she couldn't kick the ball past the goalkeeper. She wondered if she should quit football and join a different club. "Don't give up," said the coach. But it was half-time, and Sally was feeling frustrated（沮丧）. She was trying! Every time she got a chance to kick the ball, it would go in the wrong direction or a player from the other team would take control of it. She sipped at her cola and pouted（撅嘴）. The break was over and the referee blew his whistle to start the game again. The two teams walked back onto the field, both determined to win. Sally bent, tied up her shoelace and heard her mother whisper in her ear. "Stay focused. Keep your eyes on the ball. Look for an opportunity to get the ball. You can do it." Sally stood up and took a deep breath. Even if she didn't get one goal all summer, she knew that she had tried her best. That was something to be proud of. So she smiled at her mother and headed to her position. The whistle blew, and the game continued. The score was tied with one goal each. The green team was pretty good, but Sally's orange team was fast. The girls' ponytails bounced as they ran, with many feet kicking frantically（拼命地）at the ball when it came near them. It was a rather boring game and Sally's heart was no longer in it. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Sally started daydreaming about joining other school clubs. Recalling her mother's words, Sally was woken from her daydream. Purpose: To consolidate what has been learned and put it into practice. 1 2 The students can get the main idea of the text in a shorter time.They are not afraid of doing the continuation writing,at least knowing how to design the abundant plot,how to be coherent in the context. They can’t express themselves in proper words.They have some difficulty in polishing the writing ,such as lack of advanced words and phrases as well as abundant sentence patterns.Given these problems,I will guide my students to do better in polishing part by using some micro-skills in the following teaching process,directing them in each class and requiring them to accumulate related vocabulary. 5.Teaching reflection Thank you! $$