高考英语专题复习：读后续写教学设计
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Continuation Writing Teaching design
The analysis of teaching materials The reading material provided is a narrative essay. It is a story between “I ”and mother with the main idea ：“I” quarreled with my mom and ran out of home and after that a seller reminded me that “I” should be grateful for what mother had done for me. This design focuses on learning objectives, article interpretation, skills and writing. Based on the content of the text, the main elements and plot line are sorted out by fast reading. Then, through analyzing the first and the second paragraph, it is reasonable to infer that before every sentence, one conjunction or adverbial should be used in the narrative passage. At the same time, by analyzing the underlined sentences, the non-finite forms of verb such as V-ing, V-ed, to-V. could be used if possible. At last, write down the two paragraphs after discussing how to collect the plots.
The analysis of students The teaching objects of this course are students of senior one and their English grades are on average 70 points. Maybe not perfect, but they are willing to try to express themselves in English though they have some difficulty in describing something precisely.
Teaching objectives After this class, students can find the main elements from the given text by fast reading. make a frame of the two paragraphs by analyzing the development of plots of the given text. write the two paragraphs by using some skills and tips.
Teaching key and difficult points How to organize the frame of the two paragraphs and add more specific details properly by using some skills and tips.
Teaching methods Tasked-based teaching method Observation method Inductive method
Teaching aids Multi-media, blackboard, chalks
Teaching procedures Step1. Leading-in(3mins): Watch a piece of video about a little boy who left away from home and then ask some questions. Before watching it, its background will be introduced for the students. the Background of the video : The little boy named Sheldon is a genius(天才) and his IQ is 187, so the ways he deals with problems are different, but he still is a little boy. 1.What did the little boy do 2.What ‘s the reaction (反应)of his parents and grandma
Teaching procedures Step 2. Read for elements Task 1 Read the context quickly, and then find the following elements(要素). （2mins） Task 2: Read for the context again, and finish the story mountain and predict the story. (5mins) Step3. Reading for some skills. (5mins) Task 3. Read Para 1 and 2, then underline the conjunctions or adverbial. Tip 1: Before every sentence, one __________ or ____________ should be used in your narrative passage. Task 4. Read the sentences with underline, can you find out how these sentences add details a. After eating some pieces, I cried. b. I was really surprised after hearing that. c. When arriving home, I saw my mother sitting at the dinner table, worried and tired. Tip2: try to use _________,___________, _________ and proper adverbials.
Teaching procedures Teaching procedures Step4. Discussion and writing ：(12-15mins) Task 5. What would happen Find out 4-5 verbs to collect the two plots. Para.1: Just at that moment Para.2: When arriving home, , many memories came back I saw my mother sitting at the into my mind. Dinner table, worried and tired. How to develop Para1. 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________ 4. _________________________________________________________________________ 5. _________________________________________________________________________ Para 2. When arriving home, I saw my mother sitting the ending at the dinner table, worried and tired. How to develop Para2. 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________ 4. _________________________________________________________________________ 5. _________________________________________________________________________
Step 5. Group work and Presentation(7mins) Step1 Exchange drafts in groups of four by using self-evaluation list to help you revise the draft. Step2 Recommend(推荐) one of your works to share with us. Self- Evaluation List Is the tense used correctly Are some v-ing phrases used properly Are some conjunctions or proper adverbials used in almost sentences Is the first word in each sentence capitalized Is the topic of the two paragraphs consistent with the passage Step6. Homework: Polish your composition by using the self-evaluation list, and then share with your classmates.
Blackboard design The blackboard would be divided into four parts. Part1: The topic and title of this lesson Part2-3: place for the screen and students’ works. Part 4. The main teaching steps and others
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The analysis of teaching materials The reading material provided is a narrative essay. It is a story between “I ”and mother with the main idea ：“I” quarreled with my mom and ran out of home and after that a seller reminded me that “I” should be grateful for what mother had done for me. This design focuses on learning objectives, article interpretation, skills and writing. Based on the content of the text, the main elements and plot line are sorted out by fast reading. Then, through analyzing the first and the second paragraph, it is reasonable to infer that before every sentence, one conjunction or adverbial should be used in the narrative passage. At the same time, by analyzing the underlined sentences, the non-finite forms of verb such as V-ing, V-ed, to-V. could be used if possible. At last, write down the two paragraphs after discussing how to collect the plots.
The analysis of students The teaching objects of this course are students of senior one and their English grades are on average 70 points. Maybe not perfect, but they are willing to try to express themselves in English though they have some difficulty in describing something precisely.
Teaching objectives After this class, students can find the main elements from the given text by fast reading. make a frame of the two paragraphs by analyzing the development of plots of the given text. write the two paragraphs by using some skills and tips.
Teaching key and difficult points How to organize the frame of the two paragraphs and add more specific details properly by using some skills and tips.
Teaching methods Tasked-based teaching method Observation method Inductive method
Teaching aids Multi-media, blackboard, chalks
Teaching procedures Step1. Leading-in(3mins): Watch a piece of video about a little boy who left away from home and then ask some questions. Before watching it, its background will be introduced for the students. the Background of the video : The little boy named Sheldon is a genius(天才) and his IQ is 187, so the ways he deals with problems are different, but he still is a little boy. 1.What did the little boy do 2.What ‘s the reaction (反应)of his parents and grandma
Teaching procedures Step 2. Read for elements Task 1 Read the context quickly, and then find the following elements(要素). （2mins） Task 2: Read for the context again, and finish the story mountain and predict the story. (5mins) Step3. Reading for some skills. (5mins) Task 3. Read Para 1 and 2, then underline the conjunctions or adverbial. Tip 1: Before every sentence, one __________ or ____________ should be used in your narrative passage. Task 4. Read the sentences with underline, can you find out how these sentences add details a. After eating some pieces, I cried. b. I was really surprised after hearing that. c. When arriving home, I saw my mother sitting at the dinner table, worried and tired. Tip2: try to use _________,___________, _________ and proper adverbials.
Teaching procedures Teaching procedures Step4. Discussion and writing ：(12-15mins) Task 5. What would happen Find out 4-5 verbs to collect the two plots. Para.1: Just at that moment Para.2: When arriving home, , many memories came back I saw my mother sitting at the into my mind. Dinner table, worried and tired. How to develop Para1. 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________ 4. _________________________________________________________________________ 5. _________________________________________________________________________ Para 2. When arriving home, I saw my mother sitting the ending at the dinner table, worried and tired. How to develop Para2. 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________ 4. _________________________________________________________________________ 5. _________________________________________________________________________
Step 5. Group work and Presentation(7mins) Step1 Exchange drafts in groups of four by using self-evaluation list to help you revise the draft. Step2 Recommend(推荐) one of your works to share with us. Self- Evaluation List Is the tense used correctly Are some v-ing phrases used properly Are some conjunctions or proper adverbials used in almost sentences Is the first word in each sentence capitalized Is the topic of the two paragraphs consistent with the passage Step6. Homework: Polish your composition by using the self-evaluation list, and then share with your classmates.
Blackboard design The blackboard would be divided into four parts. Part1: The topic and title of this lesson Part2-3: place for the screen and students’ works. Part 4. The main teaching steps and others
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