2023届湖北省黄冈市高三英语读后续写说课7 课件

县长在全县审计工作会议上的发言_1 县长在全县审计工作会议上的讲话 同志们: 县委、县政府决定召开审计工作会议,主要目的是进一步提高对审计工作的认识,把我们各部门、各单位、各街镇的思想统一到县委、县政府的要求上来,高度重视审计工作,主动配合审计工作,确保我们有限的财政资金能够用好,用出成效。这次会议的主要任务是总结近年来全县审计工作,安排部署今年审计工作任务。这次会议非常重要,在央要求转变工作作风,尽量压缩会议的大背景下,我们其他方面的业务会议都进行了认真整合、压缩、合并,就审计工作专门召开一次会议,这可见县委、县政府对审计工作的高度重视。刚才云生同志代表县委、县政府对审计工作作了认真的回顾总结,同时也安排了今年的审计工作任务,应该说云生同志的讲话不仅总结了我们这些年的审计工作,肯定了审计工作取得的成效、发挥的作用,同时实事求是地对我们这些年来审计部门在审计工作发现的问题进行了认真的梳理总结,对大家作了一些通报,希望全县各部门、各单位、各镇街以及学校、医院等单位,一定要认真贯彻好本次会议精神,回去以后要结合本单位工作实际,认真进行总结,认真进行整改。下面,我再讲四点意见: 一、充分肯定 Continuation Writing 2022年6月全国新高考Ⅰ卷 2 Analysis of the Question Type Blackboard Design 目录 contents Analysis of the Learning Condition Teaching Aims Important and Difficult Points Teaching Methods Teaching Procedures Teaching Reflection 1 2 3 4 5 6 7 8 3 Part 1. Analysis of the Question Type 学业质量水平与考试评价关系 水平一 主要用于检测必修课程的学习结果，是高中学生在英语学科应达到的合格要求，也是高中英语学业水平考试命题的主要依据； 水平三 主要用于检测选修课程中提高类课程的学习结果，可以作为其他相关考试或测评的依据。 水平二 主要用于检测选择性必修课程的学习结果，是英语高考命题的主要依据； 水平二 2-13 学生能在书面表达中有条理地描述自己或他人的经历，阐述观点，表达情感态度；能描述事件发生、发展的过程；能描述人或事物的特征、说明概念；能描述所读语篇的主要内容或续写语篇。 2-14 学生能在表达过程中有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑关联性；能使用多模态语篇资源，达到特殊的表达效果。 key information language feature accuracy and richness discourse structure creative thinking 4 Part 2. Analysis of the Learning Condition  Students are lacking in the ability to make proper  Students are unable to use accurate expressions. Most students don’t speak in class and only a few students are active. Their ability to get engaged in communicative activities in English is deficient. predictions based on the given information. 5 Part 3. Teaching Aims 1) Linguistic ability aims. (语言能力) a. To be able to improve reading skills, such as skimming for the structure of the reading part and scanning for key elements and plots. b. To develop writing skills by enriching expressions. 2) Thinking quality aims. (思维品质) a. To improve the logical thinking ability by extracting information while reading. b. To develop the creative thinking ability by deducing and imagining the following plots. 6 Part 3. Teaching aims 3) Learning ability aims. (学习能力) a. To improve the self-directed learning ability while reading and writing. b. To train the group cooperative learning by discussing the contents of writing and correcting each other's composition. 4) affective aims. (情感目标) a. To learn some good qualities, such as hard work, strong determination and perseverance. b. To learn the precious spirit of never giving up. 7 Part 4. Important and Difficult Points Important points 1)How to guide students to understand the material in a shorter time . 2)How to encourage students to reasonably imagine the contents. Difficult points 1)How to connect the reading part with writing part coherently and logically . 2)How to guide students to use accurate and rich expressions. 8 Part 5. Teaching Methods Interactive model Communicative language teaching Task-based language teaching 9 Part 6. Teaching Procedures Step 1. Lead-in Ask questions: Have you ever participated in any race, like marathon or the sports meeting? Did you stick to the end? Purpose: to naturally lead in the topic and arouse students' interest 1)Ask students to read the text quickly and read for key elements and plots. Purpose: to get a general idea of the article Step 2. Reading who what where when why how Step 3. Article analysis 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.” 12 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. 13 注意： 1. 所续写短文的词数应为150个左右； 2. 续写部分分为两段，每段的开头语已为你写好。 Paragraph 1: We sat down next to each other, but David wouldn’t look at me. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: I watched as David moved up to the starting line with the other runners. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 14 Step 3. Article analysis who what where when why how David, I David changed his mind and joined the run. the running field the day of the big cross-country run David had a brain disease and was afraid of being laughed at. David overcame his fear. Key elements Beginning development Climax Ending 1 2 3 ? David hesitated and decided not to run. I David shocked frustrated I turned to find David coming towards me. hopeful hopeless we sat down next to each other I watched as David moved up to the starting line 4 ? What did we do? How did David perform in the run? Purpose: to have a better understanding of the plots and lay the foundation of writing 16 Beginning Development Climax Ending ? Story Mountain ? (character and setting) (a time to solve the problem / how things turn out) (the main problem or conflict) 17 Paragraph 1: Paragraph 2: I watched as David moved up to the starting line with the other runners. We sat down next to each other, but David wouldn’t look at me. Tip1: Focus on the given sentence of paragraph2 first because some information in it must be mentioned in paragraph 1. Tip2: Make use of the key words in the given sentences to infer more information. Step 4. Logical plotting with the two given sentences Step 5. Writing guidance Para. 1 We sat down next to each other, but David wouldn’t look at me. 1. How did David feel? 2. What did I say to persuade David? 3. What did David do then? 19 Writing Guidance: Design the Plot 1. How did David feel? frustrated not confident lower his head avoid eye contact 2. What did I say to persuade David? determined , hard-working persistent, optimistic look at his eyes hold his hands tightly pat his shoulder gently 3. What did David do then? look up at me nod slightly stand up 20 What kind of ending would you prefer for this story? 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. How did the story come out? Tip3: some key words can guide us to imagine reasonably. Para. 2 I watched as David moved up to the starting line with the other runners. 1. How did I feel watching David moving up to the starting line? 2. How did David perform during the run? 3. What did I do during the run? 4. What was the result of the run? 22 Writing Guidance: Design the Plot 01 How did I feel watching David moving up to the starting line? a little nervous uncertain 02 How did David perform during the run? rush out (not) take the lead keep running forward 03 What did I do during the run? fasten my eyes on David deeply moved by his determination cheer with a sense of pride 04 What was the result of the run? finish the run surpass himself Purpose1: to develop students’ logical thinking ability Purpose2: to improve students’ writing ability by learning some useful expressions Step 6. Vivid writing Writing Criteria 1. Your story should be well connected to the given passage and the beginnings of the two paragraphs. 2. Your story should be well organized. 3.Your writing should be rich in vocabulary, grammar items and sentence patterns. 4. Your story should be coherent(连贯)，logical and reasonable. Task1: Personal creation work for the ending of the story Paragraph 1: We sat down next to each other, but David wouldn’t look at me. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: I watched as David moved up to the starting line with the other runners. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Purpose: to make students put what they have learned in this period into practice. Task2: Evaluation and correction Invite several students to share their works via multi media and appeal to each group to discuss the strengths and weaknesses together. Ask each group to mark the works. Ask students to correct and polish their partners’ works. Purpose1: to make students learn from others’ strong points and offset weaknesses. Purpose2: to develop cooperative awareness. Task3: The appreciation of the sample Paragraph 1: We sat down next to each other, but David wouldn’t look at me. “If you really don’t want to run today, no one will force you. It’s up to you, David. But I don’t want you to be influenced by other people. There will always be people saying mean things, but what really matters is whether you will let those people stop you from doing what you really want to do.” I said quietly. After a few minutes of silence, David held up his head and gazed at the track. From his determined eyes, I knew his decision. add some details use proper linking words use different structures Paragraph 2: I watched as David moved up to the starting line with the other runners. Given the hard work David has put in training, I had full confidence in him. But the run didn’t go as smoothly as I thought it would. David had only run a few meters before he tripped and fell to the ground and my heart sank at that moment. However, David gathered all his strength to stand up, regained his balance and dashed to the finish line. Although he didn’t place, he has overcome difficulties, and showed everyone the significance of perseverance. add some details using proper linking words use different structures Purpose: to improve students' writing skills Task4: Summary How to complete a narrative article ? Step one: analyze the given passage (who; when; where; what; why; how) Step two: logical plotting (the plot, the given two sentences, reasonable ending) Step three: vivid writing (linking words, details, sentence structures) Step 7. Homework assignment Ask students to memorize the useful expressions and make at least five sentences containing some of them. Purpose: to consolidate what students have learned. Results of discussion: possible plots Para.1 Para. 2 Part 7. Blackboard Design a little nervous uncertain fasten my eyes on David deeply moved by his determination cheer with a sense of pride rush out (not) take the lead keep running forward finish the run surpass himself frustrated not confident lower his head avoid eye contact look at his eyes hold his hands tightly pat his shoulder gently look up at me nod slightly, stand up 新课标高中英语学科核心素养 （Core Competence of English Discipline） Part 8. Teaching Reflection 核心 素养 语言能力 文化意识 思维品质 学习能力  Some of teaching links were dealt with hurriedly due to the limited time, causing haste in some parts of the teaching process.  Self-directed learning was not conducted thoroughly. 32 $$