2022届高考英语二轮复习：完型填空的两条线索教学设计（表格式）
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| 名称 | 2022届高考英语二轮复习：完型填空的两条线索教学设计（表格式） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-03-07 08:09:46 | ||
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梳理完型填空的两条线索教学设计
——梳理完型填空的两条线索
教学目标：
1: 语言能力目标：a: to think about the words to describe a story.
b: to describe a story in English.
2: 学习能力目标：to conclude the two clues in Cloze Test and choose the best answers based on the two clues.
3: 思维品质、文化意识目标：to learn some qualities of the medical workers like Klein and be inspired by them.
教学重点：a: to help students to summarize the words to describe a story in
English.
b：to conclude the two clues Cloze Test and choose the best
answers based on the clues.
教学难点: to help students to fill in the blanks without given answers according
to the clues.
教学过程：
教学环节 教师活动 学生活动 设计意图 核心素养提升点
StepⅠWarming up 1. Ask students to enjoy an English song “We are one” and think about a question “What will come to your mind ” 2. List the elements of a story on the blackboard.3. Lead Ss to sing the song together.4.List the words describing a story on the blackboard. 1.Ss think about the question with the help of the elements of a story “Who, When, Where, What, Why, How”2. Ss sing the song to the music.3.Answer the question. Brainstorm the words to describe “What and How”. 4.Ss classify the words .5.Ss conclude the two clues of a story including plot and emotion. 利用歌曲，创设情境，引出主题。让学生关注歌曲描述的故事，引导学生英语思维。学会用英语描述故事。并观察词汇特征推断出描述故事一般有两条线索。明线情节线，暗线情感线。 语言能力：获取，概括分类描述故事词块。并用英文描述故事。思维品质：一起歌唱歌曲，产生情感共鸣。
StepⅡ Read the story Task one Read the story for the theme 1. Share a story about foreigners who extending their helping hands to us like the story described in the song with students to lead in the reading material in the cloze Test .2 Give students tips when reading the text for the first time. 1. Read the story for the first time to get the theme “ Human and society”.2. Try to underline the words about time \ place \persons\event and fill in the form on the paper sheet.3. Answer the questions about “When, Where, Who, What , Why , How”.4. List the key words to describe“What did Klein do How did he feel ” 学生自主阅读，关注文章主题语境，获取描述故事要素的词块，尤其是动词，名词，形容词和副词为梳理文章两条线索做准备。学生积极参与课堂，根据描述故事的要素回答问题，并能归纳出故事主题，培养用英语描述故事的能力。列出两条情节线的关键词。 语言能力：提取概括信息；描述故事词块；整合运用语言进行表达；思维品质：梳理逻辑关系；从多视角认识世界；通过辨析，判断其价值，作出正确评价。文化意识：具有人类命运共同体的认识。有正确的价值观，道德情感。学习能力：自主学习，合作学习。
StepⅡ Task twoRead for the two clues 1. Ask Ss to read the story for the second time to draw a mind map and fill in the blanks based on the two clues.2. Direct Ss to learn about some skills of Cloze Test.3. Assess Ss’ work and encourage them to practice more to improve. 1. Draw a mind map and fill in the blanks based on the clues. 2. Discuss in groups to decide who will to show their mind map and the words filled in the blanks.3. After discussion Ss show their mind map and words filled in the blanks. 4. Other students assess their presentations and put forward their different ideas. 通过之前积累的词块，梳理，归纳并画出两条线索的思维导图，体验作者的思维过程。能根据线索暗示，在十五个空中填入适当的词，使文章连贯，通顺。 语言能力：整合运用语言进行表达。思维品质：利用结构分析概括并整合信息。文化意识：联系现实生活，思考人类面临的共同挑战。学习能力：自主学习，合作学习。
Step ⅢTask three Read the story once more 1. Hand out the paper sheets of given choices （A、B、C、D、）to Ss.2. Give the answers and help Ss to check them. 1. Compare the words used in the blanks with the given four answers to choose the best one.2.Check the answers.3.Summarize the skills of Cloze Test that they used . 旨在培养学生归纳整合信息的能力，并能综合运用语言。并引导学生思维。 语言能力：整合运用语言。提出自己的问题。作出正确的推理判断。
Step Ⅳ Reflection
Ask the questions “After enjoying the story what do you think of Klein What shoud we do as a student Ss express their opinions in English according to the information given by the teacher. 旨在培养学生的核心素养。通过故事学到优秀品质，要有责任感，学会感恩。面对共同地灾难，有人类命运共同体的认识。加强德育浸润，迁移创新。 思维品质： 思考人类共同面临灾难的问题。文化意识：联系生活，提出自己观点。
Step Ⅴ Homework Assign the task after class. Ss summarize other characteristics of Cloze Test. 旨在对本节课的反思巩固。 学习能力：回顾前面所学内容，发现未能解决的问题。
教学评价:
1. 评价内容：学生反思课堂学到的知识，回归课堂学习目标，对自
己有正确认识，并在以后有针对性的提高改进。老师进行鼓励。
评价方法：学生自评；生生互评：老师的评价。
Self-assessment
Content Criteria My difficulties are:
Excellent Good More improvement
Already know how to describe a story in English
Already be able to conclude the two clues of Cloze Test
板书设计：
Blackboard DesignSkills of Cloze TestElements ↙ ↘Who, When, What Where, Why, How↓ ↓ fight,heal, save, make a sacrificeprotect, help, break out, lock downa sense of duty, contain, devote…to,contribute… to , safeguard, show no fear ↓↓ verb, noun, verb phrase↓↓plotproud, moved, encouraged, frightened, inspireddeeply, highly ↓↓adj., adv.↓↓emotion
案列说明：
本案例我基于语篇解读和学情分析，设计了层层递进、相互关
联的教学目标。教学活动设计以目标为导向，仅仅围绕抗击疫情的话题展开。用感人的歌曲引入，再分享另一个感人的抗击疫情的故事。首先创设情境，从身边的事，结合学生生活实际，引导学生英语思维，并紧扣描述故事的基本要素，培养学生用英文描述故事并表达观点的能力，同时渗透德育。完型填空有的放矢的选择的是山东新高考题型，设空十五个空。并敢于创新，不给选项的前提下，培养锻炼学生通过梳理出的完型的两条线索填上适当的单词。并归纳出完型填空设空特征。本课我自己根据学情，开发适合学生的工具单，采用先学后导的模式，培养学生良好的自主学习的习惯。并在教学过程中注重培养学生的核心素养。
课后反思：
本堂课达到了预期目标。学生积极参与课堂，积极用英语描述故事，并能在老师的引导下自主归纳梳理出故事的两条线索，并在此帮助下完成完型填空的填词任务。同时也渗透了学科核心素养。也养成了学生课前预习的习惯，认真完成了老师所设计的工具单，并对此进行自我评价，有助于学生在今后的训练中针对自己的不足，加以改进提高。只是本堂课仅仅展现的是完型填空梳理线索这一点，还有后续的做法，无法呈现。因此在有限时间内对学生生成的思维导图的展示上还有所欠缺。在后面的教学中我会继续加强。
完型语篇：
Reading material
After persuading most of his patients, his wife and son to go back to France following the lockdown of Wuhan, Philippe Klein, a French doctor, decided to stay in the epicenter during the COVID-19 outbreak.
"I am a doctor, so I have to do my job and do my 1 ," said Klein, a general practitioner at Wuhan Union Hospital in Hubei province.
Before authorities in Wuhan 2 the city, suspending （停运）all outbound flights and trains in late January to 3 the highly infectious disease, Klein had 4 about 500 foreigners living in Wuhan, most of them French.
Following the outbreak, he closed his 5 at the hospital to reduce the chances of infection for his patients. Instead, he began to give 6 and treatment at patients' homes.
But while he continued to see his patients, Klein found some had fever and he might be 7 with the virus, so he decided to send his wife and son back to France.
"When I came back home after seeing patients, I didn't feel very comfortable. I really did not want to put my family 8 , so I asked my wife to leave Wuhan on the second plane organized by the French government," he said. "My son was crying when we 9 , but it was better for them to leave Wuhan and let me do my job. Also they were very proud because I was doing my duty here."
In addition to his sense of duty as a doctor, he said he also chose to stay because of his deep 10 for the people and the city, where he has lived for six years.
“People in Wuhan are very friendly to French, and here I feel like a star sometimes,” he said.
11 the lockdown of a vast city with 11 million people, which is rare in human history, has made a big 12 on Klein. He said he is touched by the 13 Wuhan residents have made to contain the outbreak.
“The last month was the craziest month in my 14 life,” he said. “and I would like to say to the people of Wuhan and to the Chinese people that they are going to overcome this epidemic. And their sacrifice, their courage, their unity, will 15 . It will be an example to the world to make such a sacrifice to protect the rest of the world.”
1．A．share B．duty C．thing D．bit
2．A．sealed B．decorated C．damaged D．saved
3．A．contain B．decrease C．fuel D．cancel
4．A．healed B．recovered C．served D．cured
5．A．studio B．clinic C．agency D．firm
6．A．finance B．analyses C．relief D．diagnoses
7．A．tested B．influenced C．infected D．detected
8．A．in trouble B．in danger C．in anxiety D．in progress
9．A．departed B．left C．flew D．parted
10．A．affection B．influence C．attitude D．association
11．A．Sensing B．Witnessing C．Smiling D．Hearing
12．A．contribution B．point C．impact D．difference
13．A．offer B．promise C．risk D．sacrifice
14．A．intellectual B．professional C．productive D．amateur
15．A．catch on B．come back C．take off D．pay off
——梳理完型填空的两条线索
教学目标：
1: 语言能力目标：a: to think about the words to describe a story.
b: to describe a story in English.
2: 学习能力目标：to conclude the two clues in Cloze Test and choose the best answers based on the two clues.
3: 思维品质、文化意识目标：to learn some qualities of the medical workers like Klein and be inspired by them.
教学重点：a: to help students to summarize the words to describe a story in
English.
b：to conclude the two clues Cloze Test and choose the best
answers based on the clues.
教学难点: to help students to fill in the blanks without given answers according
to the clues.
教学过程：
教学环节 教师活动 学生活动 设计意图 核心素养提升点
StepⅠWarming up 1. Ask students to enjoy an English song “We are one” and think about a question “What will come to your mind ” 2. List the elements of a story on the blackboard.3. Lead Ss to sing the song together.4.List the words describing a story on the blackboard. 1.Ss think about the question with the help of the elements of a story “Who, When, Where, What, Why, How”2. Ss sing the song to the music.3.Answer the question. Brainstorm the words to describe “What and How”. 4.Ss classify the words .5.Ss conclude the two clues of a story including plot and emotion. 利用歌曲，创设情境，引出主题。让学生关注歌曲描述的故事，引导学生英语思维。学会用英语描述故事。并观察词汇特征推断出描述故事一般有两条线索。明线情节线，暗线情感线。 语言能力：获取，概括分类描述故事词块。并用英文描述故事。思维品质：一起歌唱歌曲，产生情感共鸣。
StepⅡ Read the story Task one Read the story for the theme 1. Share a story about foreigners who extending their helping hands to us like the story described in the song with students to lead in the reading material in the cloze Test .2 Give students tips when reading the text for the first time. 1. Read the story for the first time to get the theme “ Human and society”.2. Try to underline the words about time \ place \persons\event and fill in the form on the paper sheet.3. Answer the questions about “When, Where, Who, What , Why , How”.4. List the key words to describe“What did Klein do How did he feel ” 学生自主阅读，关注文章主题语境，获取描述故事要素的词块，尤其是动词，名词，形容词和副词为梳理文章两条线索做准备。学生积极参与课堂，根据描述故事的要素回答问题，并能归纳出故事主题，培养用英语描述故事的能力。列出两条情节线的关键词。 语言能力：提取概括信息；描述故事词块；整合运用语言进行表达；思维品质：梳理逻辑关系；从多视角认识世界；通过辨析，判断其价值，作出正确评价。文化意识：具有人类命运共同体的认识。有正确的价值观，道德情感。学习能力：自主学习，合作学习。
StepⅡ Task twoRead for the two clues 1. Ask Ss to read the story for the second time to draw a mind map and fill in the blanks based on the two clues.2. Direct Ss to learn about some skills of Cloze Test.3. Assess Ss’ work and encourage them to practice more to improve. 1. Draw a mind map and fill in the blanks based on the clues. 2. Discuss in groups to decide who will to show their mind map and the words filled in the blanks.3. After discussion Ss show their mind map and words filled in the blanks. 4. Other students assess their presentations and put forward their different ideas. 通过之前积累的词块，梳理，归纳并画出两条线索的思维导图，体验作者的思维过程。能根据线索暗示，在十五个空中填入适当的词，使文章连贯，通顺。 语言能力：整合运用语言进行表达。思维品质：利用结构分析概括并整合信息。文化意识：联系现实生活，思考人类面临的共同挑战。学习能力：自主学习，合作学习。
Step ⅢTask three Read the story once more 1. Hand out the paper sheets of given choices （A、B、C、D、）to Ss.2. Give the answers and help Ss to check them. 1. Compare the words used in the blanks with the given four answers to choose the best one.2.Check the answers.3.Summarize the skills of Cloze Test that they used . 旨在培养学生归纳整合信息的能力，并能综合运用语言。并引导学生思维。 语言能力：整合运用语言。提出自己的问题。作出正确的推理判断。
Step Ⅳ Reflection
Ask the questions “After enjoying the story what do you think of Klein What shoud we do as a student Ss express their opinions in English according to the information given by the teacher. 旨在培养学生的核心素养。通过故事学到优秀品质，要有责任感，学会感恩。面对共同地灾难，有人类命运共同体的认识。加强德育浸润，迁移创新。 思维品质： 思考人类共同面临灾难的问题。文化意识：联系生活，提出自己观点。
Step Ⅴ Homework Assign the task after class. Ss summarize other characteristics of Cloze Test. 旨在对本节课的反思巩固。 学习能力：回顾前面所学内容，发现未能解决的问题。
教学评价:
1. 评价内容：学生反思课堂学到的知识，回归课堂学习目标，对自
己有正确认识，并在以后有针对性的提高改进。老师进行鼓励。
评价方法：学生自评；生生互评：老师的评价。
Self-assessment
Content Criteria My difficulties are:
Excellent Good More improvement
Already know how to describe a story in English
Already be able to conclude the two clues of Cloze Test
板书设计：
Blackboard DesignSkills of Cloze TestElements ↙ ↘Who, When, What Where, Why, How↓ ↓ fight,heal, save, make a sacrificeprotect, help, break out, lock downa sense of duty, contain, devote…to,contribute… to , safeguard, show no fear ↓↓ verb, noun, verb phrase↓↓plotproud, moved, encouraged, frightened, inspireddeeply, highly ↓↓adj., adv.↓↓emotion
案列说明：
本案例我基于语篇解读和学情分析，设计了层层递进、相互关
联的教学目标。教学活动设计以目标为导向，仅仅围绕抗击疫情的话题展开。用感人的歌曲引入，再分享另一个感人的抗击疫情的故事。首先创设情境，从身边的事，结合学生生活实际，引导学生英语思维，并紧扣描述故事的基本要素，培养学生用英文描述故事并表达观点的能力，同时渗透德育。完型填空有的放矢的选择的是山东新高考题型，设空十五个空。并敢于创新，不给选项的前提下，培养锻炼学生通过梳理出的完型的两条线索填上适当的单词。并归纳出完型填空设空特征。本课我自己根据学情，开发适合学生的工具单，采用先学后导的模式，培养学生良好的自主学习的习惯。并在教学过程中注重培养学生的核心素养。
课后反思：
本堂课达到了预期目标。学生积极参与课堂，积极用英语描述故事，并能在老师的引导下自主归纳梳理出故事的两条线索，并在此帮助下完成完型填空的填词任务。同时也渗透了学科核心素养。也养成了学生课前预习的习惯，认真完成了老师所设计的工具单，并对此进行自我评价，有助于学生在今后的训练中针对自己的不足，加以改进提高。只是本堂课仅仅展现的是完型填空梳理线索这一点，还有后续的做法，无法呈现。因此在有限时间内对学生生成的思维导图的展示上还有所欠缺。在后面的教学中我会继续加强。
完型语篇：
Reading material
After persuading most of his patients, his wife and son to go back to France following the lockdown of Wuhan, Philippe Klein, a French doctor, decided to stay in the epicenter during the COVID-19 outbreak.
"I am a doctor, so I have to do my job and do my 1 ," said Klein, a general practitioner at Wuhan Union Hospital in Hubei province.
Before authorities in Wuhan 2 the city, suspending （停运）all outbound flights and trains in late January to 3 the highly infectious disease, Klein had 4 about 500 foreigners living in Wuhan, most of them French.
Following the outbreak, he closed his 5 at the hospital to reduce the chances of infection for his patients. Instead, he began to give 6 and treatment at patients' homes.
But while he continued to see his patients, Klein found some had fever and he might be 7 with the virus, so he decided to send his wife and son back to France.
"When I came back home after seeing patients, I didn't feel very comfortable. I really did not want to put my family 8 , so I asked my wife to leave Wuhan on the second plane organized by the French government," he said. "My son was crying when we 9 , but it was better for them to leave Wuhan and let me do my job. Also they were very proud because I was doing my duty here."
In addition to his sense of duty as a doctor, he said he also chose to stay because of his deep 10 for the people and the city, where he has lived for six years.
“People in Wuhan are very friendly to French, and here I feel like a star sometimes,” he said.
11 the lockdown of a vast city with 11 million people, which is rare in human history, has made a big 12 on Klein. He said he is touched by the 13 Wuhan residents have made to contain the outbreak.
“The last month was the craziest month in my 14 life,” he said. “and I would like to say to the people of Wuhan and to the Chinese people that they are going to overcome this epidemic. And their sacrifice, their courage, their unity, will 15 . It will be an example to the world to make such a sacrifice to protect the rest of the world.”
1．A．share B．duty C．thing D．bit
2．A．sealed B．decorated C．damaged D．saved
3．A．contain B．decrease C．fuel D．cancel
4．A．healed B．recovered C．served D．cured
5．A．studio B．clinic C．agency D．firm
6．A．finance B．analyses C．relief D．diagnoses
7．A．tested B．influenced C．infected D．detected
8．A．in trouble B．in danger C．in anxiety D．in progress
9．A．departed B．left C．flew D．parted
10．A．affection B．influence C．attitude D．association
11．A．Sensing B．Witnessing C．Smiling D．Hearing
12．A．contribution B．point C．impact D．difference
13．A．offer B．promise C．risk D．sacrifice
14．A．intellectual B．professional C．productive D．amateur
15．A．catch on B．come back C．take off D．pay off