2024届高考英语Reading for Writing课堂教学设计有效模式课件(80张PPT)
文档属性
| 名称 | 2024届高考英语Reading for Writing课堂教学设计有效模式课件(80张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 48.6MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-07-08 08:06:09 | ||
图片预览
文档简介
(共80张PPT)
Reading for Writing课堂教学设计有效模式
高中生英语写作常见问题
01
目 录
02
读写结合教学案例
03
读写结合教学策略
高中生英语写作常见问题
01
《普通高中英语课程标准（2017年版）》指出：在高中英语学习阶段，学生能够独立起草、修订并完成短文，并且要求短文“语言正确、内容完整、意思连贯、结构完整、文体恰当。”
我们的目标
学生写作常见问题
应用文写作
It is my honor to give a speech on whether students take notes in class...
文体不当
1.Recently ,we conduct a survey among students. Asking if they take notes in class,the results are as follows.
2.There are 25% of the students take notes.
3.38% percent of them never take notes for don’t know how to write.
Recently，We conduct a survey among students on whether they take
notes in class. The results are as follows.
25% of the students take notes.
Not knowing what to take , 38% percent of them never take notes at all.
用词不当
中式英语
语法错误
huge (hug)
causelly(casually)
raidiantly(radiantly)
benefitful(beneficial)
devope(develop)
quiet important(quite)
relvant(relevant)
拼写错误
guidence（guidance）
reaserch（research）
voluable（valuable）
in totall（total）
screte（secret）
enermy (enemy)
familar(familiar)
The result of this survey shows that 25% of our students have the habit of taking note in class, who are more likely to have better grades. /37% of our students are trying to take notes but have no idea about what to take, who are in desperate need of guidance of our teachers. /38% of our students hardly take notes having no idea about how to do it .
The result of this survey shows that 25% of our students have the habit of taking note in class, who are more likely to have better grades. ,37% of our students are trying to take notes but have no idea what to take, who are in desperate need of guidance of our teachers. 38% of our students hardly ever take notes having no idea how to take take.
结构松散
句式单一
Besides
However/it is surprising that
语言正确
内容完整
意思连贯coherence
结构完整unity
文体恰当
段落架构的基本方式
1.时间顺序法
2.空间顺序法
3.步骤和过程法
4.比较和对比法
5.因果法
6.例证法
7.分类法
8.下定义法
9.综合运用
The result of this survey shows that 25% of our students have the habit of taking note in class, who are more likely to have better grades. ,37% of our students are trying to take notes but have no idea what to take, who are in desperate need of guidance of our teachers. 38% of our students hardly ever take notes having no idea how to take take.
Besides
However/it is surprising that
读后续写
Reading for writing
读
写
重写轻读
1.The first sign language for deaf people was developed in Europe in the 1500s. 2.In Spain, a man was the first person to teach deaf children using sign language. 3.Another Spaniard,Juan Pablo Bonet, was the first person to write a book on teaching sign language to deaf teacher.4.Most of his students were from rich families.
内容与主题不一致
（irrelevant sentences）
语法错误
拼写错误
中
式
英
语
结
构
松
散
学生写作常见问题
内容
与
主题
不一致
重
写
轻
读
文体不当
语言 结构
读写分家
重阅读轻写作
评价单一
Reading for Writing 教学存在的问题
畏惧心理
02
读写结合教学策略
1.我要去哪？（目标定位）
2.我如何去那？（教学活动设计）
3.我怎么判断我已经到那了
（多元评价）
Reading for Writing
1.我要去哪
目标意识 To begin with the end in mind.
以终为始
objective
activities
2.我如何去那？
教学活动设计
writing
reading
框架+语言+写作微技能
抓住重点，多次重复
3.我怎么判断我已经到那了
多元评价
（评价表）
教师讲评/面批
小组汇报表
自我评价
同伴评价
读写结合教学案例
常规课
03
选择性必修一
unit 4
using language
How do I know My Students
learning objectives:
1.我要去哪？
At the end of the class,students will be able to :
1.Understand and talk about body language
2.Find out the basic structure of the passage
3.Write a passage to describe the body language of our teacher（about 50words）.
How do I know my students/teacher（about 50words)
Reading
Writing
框架+语言+写作微技能
2.如何去那？
How do I know my teacher
动作描写和心理描写
How do I know My Students
抓住重点，多次重复
Activity 1 Informal chatting
What was he doing
What did his body language tell you
创设
真实情境
针对
教学重点
调动
学生兴趣
快速导入
1.What is the text type of the passage
A. Narration(记叙文).
B. Argumentative Essay(议论文).
C. Expository Writing(说明文).
D. Practical Writing(应用文).
2.What is the structure of this text
A
B
C
2.语篇意识——文章体裁，结构
文章结构框架）
Activity 2 Fast reading
①
②
③
④
⑤
⑥
Introduce the____________
Recognise when students are
_______________
Recognise when students are___________
Distinguish when students are____________
______________________ is an important component of being a teacher.
interested or bored
distracted
troubled
Reacting to body language
topic
段落大意+心理描写
Who Body language Meaning
look up and make eye contact
lean forward and look at me.
Interested
Really interested
They
They
动作描写
Activity 3 Detailed reading
Interested, they looked up and made eye contact.
Really interested, they leaned forward and looked at me.
阅读中铺垫写作，实现从读到写的跨越
When they are interested, they looked up and made eye contact.
Who Body language Meaning
The student
Two friends Some students lower his head to look at his watch
lean their heads together to write notes
look up but eyes barely move
Bored
Detailed reading
Bored, the student lowered his head to look at his watch.
Body language Meaning
(Amused by
something else)
Distracted
look anywhere but at the teacher
chins on hands, stare out of the window
or up at the ceiling
Who
They
They
Detailed reading
头部动作
lower one’s head
脸部动作
look up
make eye contact
an absence of eye contact
eyes (barely) move
stare out of the window
stare up at the ceiling
eyes are red from weeping
distant expression on the face
frown/wear a frown
身体动作
lean forward
lean heads together
手的动作
write notes to each other
chins on their hands
hide faces in their hands
cross their arms
brush one’s hair
动作描写
pat sb on the head
scratch one’s head
rub your chin thoughtfully
fold one’s arms
stir the tea
chop carrots up
arrange flowers
slam the door
press the button
iron one’s clothes
roll up one’s sleeves
hold out one’s hand
embrace somebody warmly
ring the doorbell
clap one’s hands
stamp one’s feet
pick flowers
cover one’s mouth with a hand
wolf down /eat like a wolf
narrow his eyes
clench one’s fist
rub one’s hands
step forward
inch forward
shrug one’s shoulder
动作描写
2.我如何去那？
教学活动设计
writing
reading
心理描写，动作描写，动作描写和心理描写整合
重复和循环
Activity 4 Compose your Writing
Write a short passage(about 50 words) to describe the body language of your teacher.
Remember: Don't speak out his or her name in your passage. And exchange your draft with a parter.
内容和语言
3.我怎么判断我已经到那了
多元评价
自我评价
同伴评价
教师评价
小组汇报表
（评价表）
Checklist for Unity
1. Is there only one main idea in the paragraph
2. Is the main idea clear
3. Are there any sentences that are unnecessary or irrelevant
to the main idea
4. Are the sentences put in a logical order
5. Are there any mistakes (tense, voice, single/plural form,
preposition, spelling, etc.)
6. Is the handwriting neat and tidy
内容的一致性
内容的连贯性
Checklist for Coherence
1. Does the writer state the opinion clearly
2. Are the reasons supported by examples,statistics or facts
3. Is the passage logically organized
4. Does the writer use proper pronouns
5. Does the writer use any transitional words
小组汇报表
小组汇报表是对全班写作中出现的问题进行汇总
Revising Chart for Spelling Mistakes
Revising Chart for Confusing Sentences.
Revising Chart for Grammatical Mistakes
Revising Chart for Spelling Mistakes
小组汇报表1
1组汇报表（拼写错误）
Revising Chart for Grammatical Mistakes
2组汇报表2（语法错误）
Revising Chart for Confusing Sentences.
3组汇报表3（句意不清）
赏识教育
读写结合教学案例
公开课
03
必修二unit 5
Reading for Writing
Write a Speech
Suppose you are going to attend the English Public Speaking Competition, whose topic is
“Music and Me”.
Please write a speech.
focuses on one topic
has a clear structure
Good speech writing…
engages audience
Speech writing sends a message to readers. The goal of a speech is to influence them to think or act in your favor.
What is speech writing
Read for the main ideas
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
Opening: introducing the topic
Closing: calling to action
Thanks to the audience
Music helped me recover
Music gave me good feelings
The impact of music on me
focuses on one topic
Beginning
Body
Ending
Paragraph 1
Paragraph 2
Paragraph 4
Read for the structure
“Speech Sandwich”
Paragraph 3
Paragraph 5
has a clear structure
Good morning. My name is Sarah Williams. It’s an honour to be here and to share with you the story of how music has had an impact on my life.
Greet the audience
Introduce yourself
Propose the topic
Beginning
(para 1)
Read for the details in the beginning
Beginning
______________. My name is__________. It’s an honour to be here and to share with you _______________________________.
Write the beginning of “Music and Me”
Greet the audience
Introduce yourself
Propose the topic
Beginning
_____________a medical treatment
_____________________ to relax
began to ______________
music helped me__________
had a ___________
Then one day
From then on
Two years ago
timeline
serious disease
alone
discouraged
went through
so much better
listen to music
all the time
recover
Body
Personal story
engages audience
was very _______
felt ______ and ___________
afraid
felt______________
listened to some music
+event
+ feelings
Read for the details in the body part.
Story of Music inspiring emotion in a healthy way
e.g. Story of Music helping me make friends
Story of Music enhancing my learning
Story of Music sparking my imagination
Story of Music relieving my pressure
engages audience - using personal story
Brainstorming
Story of Music...
Read for the language
engages audience – using rhetorical devices
Music gave me happiness. When I listened to music, it made my spirits fly like a kite in the wind. Music gave me strength and brought me relief. It was the rock I leant on to become strong and to get through those hard times. Moreover, music gave me hope and a sense of satisfaction. It became my best friend. It spoke words of encouragement to the deepest part of my being.
Body
Metaphor 暗喻
Simile明喻
Personification 拟人
Body
Personal story
Rhetorical devices
Write the body part
“Music and Me”
Summary of main point
Call to action
Ending
(para 4-5)
Of course, I hope none of you have to go through the same kind of suffering that I did. At the same time, we all go through various periods when we feel sad or alone. During those times, music can help you in the same way that it helped me. I hope all of you will somehow begin to treasure music and make it a part of your life.
Thank you!
Ending
Thank the audience
Read for the details in the ending
Ending
Summary of main point
Call to action
Ending
Thank the audience
Read for the details in the speech ending
Write the ending
“Music and Me”
Ending
Peer Review Checklist
Check the ( ) with “√” or “x"and give your classmate
feedback. He/She can:
( )focus on one topic
( )write a clear structure
( )use personal story to engage the audience.
( )use rhetorical devices to engage the audience.
( )include a summary of main point and a call to action in the ending
( )use other strategies to make a good speech writing
SHOW TIME
1.高效的导入
我们要去哪？
我们如何去那？
2.读写穿插
read
analyse
write
框架
语言
写作微技能
3.学生充分的写作时间
Reading for Writing课堂教学设计有效模式
1.我要去哪？（目标定位）
2.我如何去那？（教学活动设计）
3.我怎么判断我已经到那了
（多元评价）
Reading for Writing
1 .lead-in（创设真实情境 针对教学重点 调动学生兴趣 快速导入）
2.Fast Reading快速阅读抓文章结构和段落大意
2.Detailed Reading 挖掘语言和写作微技能，重点重复，反复循环
2.Detailed Reading 挖掘语言和写作微技能，重点重复，反复循环
3.Compose your writing
4.Assess your writing
高中英语Reading for Writing
课堂教学设计有效模式
语法错误
拼写错误
中
式
英
语
结
构
松
散
学生写作常见问题——语言和结构
内容
与
主题
不一致
重
写
轻
读
文体不当
Reading for Writing 教学存在的问题
畏惧心理
重阅读轻写作
读写分家
评
价
单
一
Thank you!
Reading for Writing课堂教学设计有效模式
高中生英语写作常见问题
01
目 录
02
读写结合教学案例
03
读写结合教学策略
高中生英语写作常见问题
01
《普通高中英语课程标准（2017年版）》指出：在高中英语学习阶段，学生能够独立起草、修订并完成短文，并且要求短文“语言正确、内容完整、意思连贯、结构完整、文体恰当。”
我们的目标
学生写作常见问题
应用文写作
It is my honor to give a speech on whether students take notes in class...
文体不当
1.Recently ,we conduct a survey among students. Asking if they take notes in class,the results are as follows.
2.There are 25% of the students take notes.
3.38% percent of them never take notes for don’t know how to write.
Recently，We conduct a survey among students on whether they take
notes in class. The results are as follows.
25% of the students take notes.
Not knowing what to take , 38% percent of them never take notes at all.
用词不当
中式英语
语法错误
huge (hug)
causelly(casually)
raidiantly(radiantly)
benefitful(beneficial)
devope(develop)
quiet important(quite)
relvant(relevant)
拼写错误
guidence（guidance）
reaserch（research）
voluable（valuable）
in totall（total）
screte（secret）
enermy (enemy)
familar(familiar)
The result of this survey shows that 25% of our students have the habit of taking note in class, who are more likely to have better grades. /37% of our students are trying to take notes but have no idea about what to take, who are in desperate need of guidance of our teachers. /38% of our students hardly take notes having no idea about how to do it .
The result of this survey shows that 25% of our students have the habit of taking note in class, who are more likely to have better grades. ,37% of our students are trying to take notes but have no idea what to take, who are in desperate need of guidance of our teachers. 38% of our students hardly ever take notes having no idea how to take take.
结构松散
句式单一
Besides
However/it is surprising that
语言正确
内容完整
意思连贯coherence
结构完整unity
文体恰当
段落架构的基本方式
1.时间顺序法
2.空间顺序法
3.步骤和过程法
4.比较和对比法
5.因果法
6.例证法
7.分类法
8.下定义法
9.综合运用
The result of this survey shows that 25% of our students have the habit of taking note in class, who are more likely to have better grades. ,37% of our students are trying to take notes but have no idea what to take, who are in desperate need of guidance of our teachers. 38% of our students hardly ever take notes having no idea how to take take.
Besides
However/it is surprising that
读后续写
Reading for writing
读
写
重写轻读
1.The first sign language for deaf people was developed in Europe in the 1500s. 2.In Spain, a man was the first person to teach deaf children using sign language. 3.Another Spaniard,Juan Pablo Bonet, was the first person to write a book on teaching sign language to deaf teacher.4.Most of his students were from rich families.
内容与主题不一致
（irrelevant sentences）
语法错误
拼写错误
中
式
英
语
结
构
松
散
学生写作常见问题
内容
与
主题
不一致
重
写
轻
读
文体不当
语言 结构
读写分家
重阅读轻写作
评价单一
Reading for Writing 教学存在的问题
畏惧心理
02
读写结合教学策略
1.我要去哪？（目标定位）
2.我如何去那？（教学活动设计）
3.我怎么判断我已经到那了
（多元评价）
Reading for Writing
1.我要去哪
目标意识 To begin with the end in mind.
以终为始
objective
activities
2.我如何去那？
教学活动设计
writing
reading
框架+语言+写作微技能
抓住重点，多次重复
3.我怎么判断我已经到那了
多元评价
（评价表）
教师讲评/面批
小组汇报表
自我评价
同伴评价
读写结合教学案例
常规课
03
选择性必修一
unit 4
using language
How do I know My Students
learning objectives:
1.我要去哪？
At the end of the class,students will be able to :
1.Understand and talk about body language
2.Find out the basic structure of the passage
3.Write a passage to describe the body language of our teacher（about 50words）.
How do I know my students/teacher（about 50words)
Reading
Writing
框架+语言+写作微技能
2.如何去那？
How do I know my teacher
动作描写和心理描写
How do I know My Students
抓住重点，多次重复
Activity 1 Informal chatting
What was he doing
What did his body language tell you
创设
真实情境
针对
教学重点
调动
学生兴趣
快速导入
1.What is the text type of the passage
A. Narration(记叙文).
B. Argumentative Essay(议论文).
C. Expository Writing(说明文).
D. Practical Writing(应用文).
2.What is the structure of this text
A
B
C
2.语篇意识——文章体裁，结构
文章结构框架）
Activity 2 Fast reading
①
②
③
④
⑤
⑥
Introduce the____________
Recognise when students are
_______________
Recognise when students are___________
Distinguish when students are____________
______________________ is an important component of being a teacher.
interested or bored
distracted
troubled
Reacting to body language
topic
段落大意+心理描写
Who Body language Meaning
look up and make eye contact
lean forward and look at me.
Interested
Really interested
They
They
动作描写
Activity 3 Detailed reading
Interested, they looked up and made eye contact.
Really interested, they leaned forward and looked at me.
阅读中铺垫写作，实现从读到写的跨越
When they are interested, they looked up and made eye contact.
Who Body language Meaning
The student
Two friends Some students lower his head to look at his watch
lean their heads together to write notes
look up but eyes barely move
Bored
Detailed reading
Bored, the student lowered his head to look at his watch.
Body language Meaning
(Amused by
something else)
Distracted
look anywhere but at the teacher
chins on hands, stare out of the window
or up at the ceiling
Who
They
They
Detailed reading
头部动作
lower one’s head
脸部动作
look up
make eye contact
an absence of eye contact
eyes (barely) move
stare out of the window
stare up at the ceiling
eyes are red from weeping
distant expression on the face
frown/wear a frown
身体动作
lean forward
lean heads together
手的动作
write notes to each other
chins on their hands
hide faces in their hands
cross their arms
brush one’s hair
动作描写
pat sb on the head
scratch one’s head
rub your chin thoughtfully
fold one’s arms
stir the tea
chop carrots up
arrange flowers
slam the door
press the button
iron one’s clothes
roll up one’s sleeves
hold out one’s hand
embrace somebody warmly
ring the doorbell
clap one’s hands
stamp one’s feet
pick flowers
cover one’s mouth with a hand
wolf down /eat like a wolf
narrow his eyes
clench one’s fist
rub one’s hands
step forward
inch forward
shrug one’s shoulder
动作描写
2.我如何去那？
教学活动设计
writing
reading
心理描写，动作描写，动作描写和心理描写整合
重复和循环
Activity 4 Compose your Writing
Write a short passage(about 50 words) to describe the body language of your teacher.
Remember: Don't speak out his or her name in your passage. And exchange your draft with a parter.
内容和语言
3.我怎么判断我已经到那了
多元评价
自我评价
同伴评价
教师评价
小组汇报表
（评价表）
Checklist for Unity
1. Is there only one main idea in the paragraph
2. Is the main idea clear
3. Are there any sentences that are unnecessary or irrelevant
to the main idea
4. Are the sentences put in a logical order
5. Are there any mistakes (tense, voice, single/plural form,
preposition, spelling, etc.)
6. Is the handwriting neat and tidy
内容的一致性
内容的连贯性
Checklist for Coherence
1. Does the writer state the opinion clearly
2. Are the reasons supported by examples,statistics or facts
3. Is the passage logically organized
4. Does the writer use proper pronouns
5. Does the writer use any transitional words
小组汇报表
小组汇报表是对全班写作中出现的问题进行汇总
Revising Chart for Spelling Mistakes
Revising Chart for Confusing Sentences.
Revising Chart for Grammatical Mistakes
Revising Chart for Spelling Mistakes
小组汇报表1
1组汇报表（拼写错误）
Revising Chart for Grammatical Mistakes
2组汇报表2（语法错误）
Revising Chart for Confusing Sentences.
3组汇报表3（句意不清）
赏识教育
读写结合教学案例
公开课
03
必修二unit 5
Reading for Writing
Write a Speech
Suppose you are going to attend the English Public Speaking Competition, whose topic is
“Music and Me”.
Please write a speech.
focuses on one topic
has a clear structure
Good speech writing…
engages audience
Speech writing sends a message to readers. The goal of a speech is to influence them to think or act in your favor.
What is speech writing
Read for the main ideas
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
Opening: introducing the topic
Closing: calling to action
Thanks to the audience
Music helped me recover
Music gave me good feelings
The impact of music on me
focuses on one topic
Beginning
Body
Ending
Paragraph 1
Paragraph 2
Paragraph 4
Read for the structure
“Speech Sandwich”
Paragraph 3
Paragraph 5
has a clear structure
Good morning. My name is Sarah Williams. It’s an honour to be here and to share with you the story of how music has had an impact on my life.
Greet the audience
Introduce yourself
Propose the topic
Beginning
(para 1)
Read for the details in the beginning
Beginning
______________. My name is__________. It’s an honour to be here and to share with you _______________________________.
Write the beginning of “Music and Me”
Greet the audience
Introduce yourself
Propose the topic
Beginning
_____________a medical treatment
_____________________ to relax
began to ______________
music helped me__________
had a ___________
Then one day
From then on
Two years ago
timeline
serious disease
alone
discouraged
went through
so much better
listen to music
all the time
recover
Body
Personal story
engages audience
was very _______
felt ______ and ___________
afraid
felt______________
listened to some music
+event
+ feelings
Read for the details in the body part.
Story of Music inspiring emotion in a healthy way
e.g. Story of Music helping me make friends
Story of Music enhancing my learning
Story of Music sparking my imagination
Story of Music relieving my pressure
engages audience - using personal story
Brainstorming
Story of Music...
Read for the language
engages audience – using rhetorical devices
Music gave me happiness. When I listened to music, it made my spirits fly like a kite in the wind. Music gave me strength and brought me relief. It was the rock I leant on to become strong and to get through those hard times. Moreover, music gave me hope and a sense of satisfaction. It became my best friend. It spoke words of encouragement to the deepest part of my being.
Body
Metaphor 暗喻
Simile明喻
Personification 拟人
Body
Personal story
Rhetorical devices
Write the body part
“Music and Me”
Summary of main point
Call to action
Ending
(para 4-5)
Of course, I hope none of you have to go through the same kind of suffering that I did. At the same time, we all go through various periods when we feel sad or alone. During those times, music can help you in the same way that it helped me. I hope all of you will somehow begin to treasure music and make it a part of your life.
Thank you!
Ending
Thank the audience
Read for the details in the ending
Ending
Summary of main point
Call to action
Ending
Thank the audience
Read for the details in the speech ending
Write the ending
“Music and Me”
Ending
Peer Review Checklist
Check the ( ) with “√” or “x"and give your classmate
feedback. He/She can:
( )focus on one topic
( )write a clear structure
( )use personal story to engage the audience.
( )use rhetorical devices to engage the audience.
( )include a summary of main point and a call to action in the ending
( )use other strategies to make a good speech writing
SHOW TIME
1.高效的导入
我们要去哪？
我们如何去那？
2.读写穿插
read
analyse
write
框架
语言
写作微技能
3.学生充分的写作时间
Reading for Writing课堂教学设计有效模式
1.我要去哪？（目标定位）
2.我如何去那？（教学活动设计）
3.我怎么判断我已经到那了
（多元评价）
Reading for Writing
1 .lead-in（创设真实情境 针对教学重点 调动学生兴趣 快速导入）
2.Fast Reading快速阅读抓文章结构和段落大意
2.Detailed Reading 挖掘语言和写作微技能，重点重复，反复循环
2.Detailed Reading 挖掘语言和写作微技能，重点重复，反复循环
3.Compose your writing
4.Assess your writing
高中英语Reading for Writing
课堂教学设计有效模式
语法错误
拼写错误
中
式
英
语
结
构
松
散
学生写作常见问题——语言和结构
内容
与
主题
不一致
重
写
轻
读
文体不当
Reading for Writing 教学存在的问题
畏惧心理
重阅读轻写作
读写分家
评
价
单
一
Thank you!