2025届高三英语二轮轮复习专项：2024年高考真题读后续写课件(共28张PPT)
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| 名称 | 2025届高三英语二轮轮复习专项：2024年高考真题读后续写课件(共28张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 3.2MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-08 10:45:16 | ||
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(共28张PPT)
The Struggle to Catch the Bus
Continuation Writing
Have you ever encountered difficulties during your journey
Step 1 Lead-in
1，The key elements of a story
A story always involves characters’ ongoing actions and feelings in different settings.
A story
1. Characters (who)
2. Actions (what)
3. Feelings (how + why)
4. Settings (when + where)
Step 2 Text analysis
2. Read for the basic information
1）What’ s thematic context
man and self
man and society
man and nature
2) What’s the type of text
narrative writing
When In a cold evening in September
Where In Vienna
Who I, Taxi driver Gunter
Why I hurriedly took a taxi to catch the last bus due to my flight being delayed.
What I didn’t have any cash and tried several methods but couldn’t pay the taxi fare, and the bus was about to leave.
3) Reading for settings (5w)
climax
（高潮）
development
（发展）
introduction(开端)
ending
（结尾）
3 Reading for plots
I hurriedly took a taxi to catch the last bus due to my flight being delayed.
I lacked cash and tried multiple ways but couldn’t pay the taxi, and the bus was about to depart.
I ran back to Gunter and told him the bad news.
Four days later, when I was back in Vienna, I called Gunter as promised.
Beginning
3 Reading for plots
Development
Climax
Gunter eventually got me to the station on time.
Midpoint
Ending
anxious
relieved
helpless
？
？
Gunter fished out his little phone and rang up a friend.
helpfulness and trust between strangers
(1)
Finally, with just two minutes to spare we rolled into the bus station.
(2)
4 Reading for theme
clues:
At this moment, Gunter pointed towards the waiting hall of the bus station.
(3)
Paragraph 1: I ran back to Gunter and told him the bad news.
_______________________________________________________
Paragraph 2: Four days later, when I was back in Vienna, l called Gunter as promised.
_______________________________________________________
Step 3 Predict the plots
I ran back to Gunter and told him the bad news.
Four days later, when I was back in Vienna, l called Gunter as promised.
P1 I told Gunter the truth, and Gunter helped me. I promised to pay him back.
P1roles
plots role I Gunter
verbs
emotions
I ; Gunter
①How did I feel
③What did Gunter do
②What did I do
④What promise did I make
Step 3 Predict the plots
P2
P2roles
plots role Gunter
verbs
emotions
I paid him back and expressed my gratitude to him.
I
Four days later, when I was back in Vienna, l called Gunter as promised.
I ; Gunter
①What did I say
②What did I do
③How did Gunter react
Step 3 Predict the plots
I ran back to Gunter and told him the bad news.
Four days later, when I was back in Vienna, l called Gunter as promised.
1） 2） 3）
4） 5） 6）
7) 8） 9）
10） 11） 12）
Kindness makes a big difference.
What was the bad news
Gunter knew I would call.
I left without paying.
Gunter said OK.
I felt moved.
I wrote his number down.
I promised to pay him back.
We appointed to meet.
I offered an extra $10 tip.
Gunter refused the tip.
I felt moved.
Step 4 Write
Step 5 Assessment
Group work:exchange your writing with your group members and assess their writing according to the ctiteria(标准) and explain your assessment.
Each group recommends one student to share the their assessment and the good expressions of the writing .
Possible versions
I ran back to Gunter and told him the bad news. “Sorry, I can’t take cash out.” I said embarrassedly, with my face burning. Hearing my words, Gunter replied with the familiar smile on his face, “That’s OK, just go ahead, you can pay me at your convenience.” So surprised and moved was I that I couldn’t say a word out. As the bus queue became shorter, Gunter pointed toward it and said to me, “It is your turn.” Realizing it was time to leave, I took out my notebook, asked Gunter’s number and wrote it down hurriedly. At the same time, I promised firmly that I would call him and paid him back as soon as possible.
Four days later, when I was back in Vienna, l called Gunter as promised. The moment Gunter picked up the phone, I couldn't wait to introduce myself. Gunter seemed to know I was going to call, and he said softly, "I know." We made an appointment to meet at the departure place. As we met the following day, I hugged him tightly like we were long-time-no-see old friends, and I expressed my great gratitude to him. I paid him back and offered an extra $10 tip, however, he refused the tip, only to accept the taxi fare, saying “It is not a big deal.” Suddenly, a warm current washed over me. It was at that time that I realized that a small kindness action could make such a big difference!
Possible versions
At the end of the class Excellent Not bad
Fair
I can analyze the text systematically.
I can draft logically using prediction and plots.
I can find some errs in the drafts and correct them.
Self-assessment
Assignment
1. Recite and appreciate the sample essay
2. Polish your writing
教学阐释
课程名称
教学指导思想
The Struggle to Catch the Bus
1.发展英语学科核心素养，落实立德树人的根本任务
2.关注主题意义，制定指向核心素养的教学目标
3.实践英语学习活动观，着力提高学生能力。
内容分析
本课包含一个语篇，以第一人称讲述了一位出租车司机帮助我解决车费支付问题的故事。本文的主题是“人与社会”。本课的主题意义是彰显人与人之间相互信任，互相帮助，传递温暖。本文是一篇记述文。语言总体较为平实，描写生动，文中很多动作描写彰显了出租车司机冈特信任他人和乐于助人的美好形象。希望学生能够培养出诚实守信的美好品质。
学情分析
1.读不到位：学生能基本上读懂故事，但不会系统地分析文本，不清楚如何获得写作线索。
2.写不到位：学生能简单的叙述，写作情节偏离主线，有时逻辑混乱，时态也混乱，衔接不当，句式单一，细节描写少。
教学目标及教学重难点
1.通过分析文本，引导学生从主题语境。篇章结构，故事情节等角度去深度解析文本，帮助学生理顺情节发展，抓住核心人物性格，确保学生续写逻辑准确。
2.通过主位推进帮助学生搭建文章逻辑结构，解决学生无话可写的问题。
3.通过学生互改互评，明确写作要求，指导学生写出衔接自然，情节合理，语言生动得当的作文。（教学难点）
（教学重点）
教学过程设计
1.activate and share
创设真实情境，引入主题，激发学生兴趣。
2.reading：通过阅读，解析文本。抓住故事情节。
3.Predict the plots:
帮助学生搭建文章逻辑结构，解决无话可写的问题。
4 Writing:
通过学生互改互评，明确写作要求，指导学生写出衔接自然，情节合理，语言生动得当的作文。
5.Homework
通过欣赏范文，背诵范文积累词汇和句型。
Thank you!
The Struggle to Catch the Bus
Continuation Writing
Have you ever encountered difficulties during your journey
Step 1 Lead-in
1，The key elements of a story
A story always involves characters’ ongoing actions and feelings in different settings.
A story
1. Characters (who)
2. Actions (what)
3. Feelings (how + why)
4. Settings (when + where)
Step 2 Text analysis
2. Read for the basic information
1）What’ s thematic context
man and self
man and society
man and nature
2) What’s the type of text
narrative writing
When In a cold evening in September
Where In Vienna
Who I, Taxi driver Gunter
Why I hurriedly took a taxi to catch the last bus due to my flight being delayed.
What I didn’t have any cash and tried several methods but couldn’t pay the taxi fare, and the bus was about to leave.
3) Reading for settings (5w)
climax
（高潮）
development
（发展）
introduction(开端)
ending
（结尾）
3 Reading for plots
I hurriedly took a taxi to catch the last bus due to my flight being delayed.
I lacked cash and tried multiple ways but couldn’t pay the taxi, and the bus was about to depart.
I ran back to Gunter and told him the bad news.
Four days later, when I was back in Vienna, I called Gunter as promised.
Beginning
3 Reading for plots
Development
Climax
Gunter eventually got me to the station on time.
Midpoint
Ending
anxious
relieved
helpless
？
？
Gunter fished out his little phone and rang up a friend.
helpfulness and trust between strangers
(1)
Finally, with just two minutes to spare we rolled into the bus station.
(2)
4 Reading for theme
clues:
At this moment, Gunter pointed towards the waiting hall of the bus station.
(3)
Paragraph 1: I ran back to Gunter and told him the bad news.
_______________________________________________________
Paragraph 2: Four days later, when I was back in Vienna, l called Gunter as promised.
_______________________________________________________
Step 3 Predict the plots
I ran back to Gunter and told him the bad news.
Four days later, when I was back in Vienna, l called Gunter as promised.
P1 I told Gunter the truth, and Gunter helped me. I promised to pay him back.
P1roles
plots role I Gunter
verbs
emotions
I ; Gunter
①How did I feel
③What did Gunter do
②What did I do
④What promise did I make
Step 3 Predict the plots
P2
P2roles
plots role Gunter
verbs
emotions
I paid him back and expressed my gratitude to him.
I
Four days later, when I was back in Vienna, l called Gunter as promised.
I ; Gunter
①What did I say
②What did I do
③How did Gunter react
Step 3 Predict the plots
I ran back to Gunter and told him the bad news.
Four days later, when I was back in Vienna, l called Gunter as promised.
1） 2） 3）
4） 5） 6）
7) 8） 9）
10） 11） 12）
Kindness makes a big difference.
What was the bad news
Gunter knew I would call.
I left without paying.
Gunter said OK.
I felt moved.
I wrote his number down.
I promised to pay him back.
We appointed to meet.
I offered an extra $10 tip.
Gunter refused the tip.
I felt moved.
Step 4 Write
Step 5 Assessment
Group work:exchange your writing with your group members and assess their writing according to the ctiteria(标准) and explain your assessment.
Each group recommends one student to share the their assessment and the good expressions of the writing .
Possible versions
I ran back to Gunter and told him the bad news. “Sorry, I can’t take cash out.” I said embarrassedly, with my face burning. Hearing my words, Gunter replied with the familiar smile on his face, “That’s OK, just go ahead, you can pay me at your convenience.” So surprised and moved was I that I couldn’t say a word out. As the bus queue became shorter, Gunter pointed toward it and said to me, “It is your turn.” Realizing it was time to leave, I took out my notebook, asked Gunter’s number and wrote it down hurriedly. At the same time, I promised firmly that I would call him and paid him back as soon as possible.
Four days later, when I was back in Vienna, l called Gunter as promised. The moment Gunter picked up the phone, I couldn't wait to introduce myself. Gunter seemed to know I was going to call, and he said softly, "I know." We made an appointment to meet at the departure place. As we met the following day, I hugged him tightly like we were long-time-no-see old friends, and I expressed my great gratitude to him. I paid him back and offered an extra $10 tip, however, he refused the tip, only to accept the taxi fare, saying “It is not a big deal.” Suddenly, a warm current washed over me. It was at that time that I realized that a small kindness action could make such a big difference!
Possible versions
At the end of the class Excellent Not bad
Fair
I can analyze the text systematically.
I can draft logically using prediction and plots.
I can find some errs in the drafts and correct them.
Self-assessment
Assignment
1. Recite and appreciate the sample essay
2. Polish your writing
教学阐释
课程名称
教学指导思想
The Struggle to Catch the Bus
1.发展英语学科核心素养，落实立德树人的根本任务
2.关注主题意义，制定指向核心素养的教学目标
3.实践英语学习活动观，着力提高学生能力。
内容分析
本课包含一个语篇，以第一人称讲述了一位出租车司机帮助我解决车费支付问题的故事。本文的主题是“人与社会”。本课的主题意义是彰显人与人之间相互信任，互相帮助，传递温暖。本文是一篇记述文。语言总体较为平实，描写生动，文中很多动作描写彰显了出租车司机冈特信任他人和乐于助人的美好形象。希望学生能够培养出诚实守信的美好品质。
学情分析
1.读不到位：学生能基本上读懂故事，但不会系统地分析文本，不清楚如何获得写作线索。
2.写不到位：学生能简单的叙述，写作情节偏离主线，有时逻辑混乱，时态也混乱，衔接不当，句式单一，细节描写少。
教学目标及教学重难点
1.通过分析文本，引导学生从主题语境。篇章结构，故事情节等角度去深度解析文本，帮助学生理顺情节发展，抓住核心人物性格，确保学生续写逻辑准确。
2.通过主位推进帮助学生搭建文章逻辑结构，解决学生无话可写的问题。
3.通过学生互改互评，明确写作要求，指导学生写出衔接自然，情节合理，语言生动得当的作文。（教学难点）
（教学重点）
教学过程设计
1.activate and share
创设真实情境，引入主题，激发学生兴趣。
2.reading：通过阅读，解析文本。抓住故事情节。
3.Predict the plots:
帮助学生搭建文章逻辑结构，解决无话可写的问题。
4 Writing:
通过学生互改互评，明确写作要求，指导学生写出衔接自然，情节合理，语言生动得当的作文。
5.Homework
通过欣赏范文，背诵范文积累词汇和句型。
Thank you!