1、Welcome to my class!Continuation writing of the Narration說課流程 Section 1 Teaching aims： 1、Know the ABC of Continuation writing ； 2、Figure out the key points of the Continuation writing; 3、Master how to complete a narrative article;Important and difficult tips: 1、Improve the students independent readi

2、ng and writing skills。 2、 Improve the students ability of using English in the process of reading and writing. Section 2 學情分析 高三學生已經(jīng)完成所有新課學習，具備一定的閱讀和寫作能力，也能較好的使用語句間的銜接，寫一篇結構較緊湊，符合邏輯的英語文章。但是我班的學生對于新題型存在幾大問題：一，做題速度慢，前面的閱讀題花費了大量的時間，作文胡亂應付；二，詞匯量有限，讀不懂給出的文段；三，不懂如何構思，寫出的段落調理不清晰，邏輯不嚴密，跑題；四，不知如何表達；對此，一方面平時每

3、周的限時訓練必須加強；另一方面，如此堂課，我會著重分析原故事的語言風格，用詞特點，情節(jié)發(fā)展脈絡，幫助學生學會審題，分析，構思，提高讀后續(xù)寫技能。Section 3 teaching proceduresContinuation Writing of the Narration記敘文的讀后續(xù)寫 beginningdevelopmentclimax 高潮1. What five elements are there in a narration ? Continuation Writing of NarationStep 1. Leading in5W2. What does a wonderfu

4、l story include? endingLearning TipsTip 1: Your Chinese learning can help your English learning.學科能力遷移跨學科融合 The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People wer

5、e trying to help each other meet the challenges. Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them.One morning she told her

6、children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had interested her very much.1. Read for main idea-5w questionsStep 2. Analyse the former pa

7、rt of the story 解讀前文“I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I dont see what he can do.” After their mother left the room, the children sat thinking about Bernard. “I wish we could h

8、elp him to earn money,” said Clara. “His family is suffering so much.”“So do I,” said Harry. “We really should do something to assist them.”For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish (完成

9、).” The other children also jumped up all attention. When John had an idea, it was sure to be a good one. Ill tell you what we can do,” said John. “You know that big box of com Uncle John sent us? Well, we can make popcorn (爆米花), and put it into paper bags, and Bernard can take it around to the hous

10、es and sell it.”1. Read for main idea-5w questionsStep 2. Analyse the former part of the story 解讀前文Whats the style of the passage?Narration (記敘文)B. Exposition (說明文)C. Argumentation (議論文) whowhen wherewhathowwhy1. Read for main idea-5w questionsStep 2. Analyse the former part of the story 解讀前文Analyse

11、 the former part of the story解讀前文Read for main idea-5w questions who when where what Why 1. Mrs. Meredith always helped the poor in need.2. Bernards father was ill and mother couldnt work. 3. The children wanted to help Bernard to earn money .1. Mrs. Meredith had a good effect on her children2. Bern

12、ard was such a help to his mother.Meredith, three sons, BernardOne day when mother told them a poor story. their home in a small communityMain idea Mrs. Meredith always helped the poor in need. One day, she told her three children, a little boy Bernard wanted to _some money to help his poor family.

13、The children wanted to do something to _ him. John suddenly had a good idea to make _ and take it around to the houses to _ it.earnassistpopcornsellStep 3. Logical Plotting with the given two sentences 情節(jié)推理Paragraph 1: When Mrs. Meredith heard of Johns idea, she thought it was a good one, too.Paragr

14、aph 2: With everything ready. Bernard started out on his new business. 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.Para1: When Mrs. Meredith hear

15、d of Johns idea, she thought it was a good one, too. Mrs. Meredith JohnBernard purposedialoguefeelingsdestinationPara2: With everything ready. Bernard started out on his new business.Three childrenBernardHis familydetailsresponseresult What kind of ending would you prefer for this story? Tip3: Somet

16、imes, the general key words can guide us to imagine reasonably.Brave, diligent clever The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each

17、other meet the challenges.feelings:actions:surroundings:transitional words:Task3: Group work for the ending of the story Step 4. Vivid WritingTask1.Writing Criteria(評價標準):1. Your story should be well connected to the given passage and the beginnings of the two paragraphs.2. Your story should be well

18、 organized with at least 5 of the 10 given underlined words. Do remember to underline the key words used in your writing. 3.Your writing should be rich in vocabulary, grammar items and sentence patterns.4. Your story should be coherent(連貫)，logical and reasonable.連貫性邏輯性合理性豐富性融合性準確性0900018765432156004

19、987654321039876543210987654321021987654321098765432100HoursMinutesSecondsPolishing TimeTask2: Group creation work for the ending of the story Task3 Showing Time Appreciate your classmates articles and learn from each other. Paragraph 1: When Mrs. Meredith heard of Johns idea, she thought it was a go

20、od one, too. Very soon, the children learnt how to pop the corn and then were busy in doing this “big” thing . At the same time, their mother went out to buy the paper bags that they needed. When she came back, she brought with her Bernard. Bernard felt grateful to all of them for what they had done

21、 for him.add some detailsUse different structures Proper linking wordsTask4 Language appreciation With everything ready. Bernard started out on his new business. Much sooner than could be expected, he returned with an empty basket and so much money that he had never seen before. He was so delighted

22、that he could hardly speak, but his bright smiling face spoke for him. For many weeks, every Saturday, the three children would prepare popcorn for Bernard to sell. This little boy therefore could help support his family. All of this was because of Johns bright idea.add some detailsProper linking wo

23、rdsUse different structures How to complete a narrative articleStep one: Analyse 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)Task 5 SummaryPr

24、actice makes perfect!You do, you get!Wish you a pleasant journey of learning English!高考三輪復習題型滿分策略目錄CONTENTS * 聽力滿分策略1閱讀理解和七選五滿分策略2完形填空和語法填空滿分策略3短文改錯和書面表達滿分策略41. 聽力滿分策略1、預覽問題及答案選項，對即將聽到的段落或對話內容進行預測，勾畫關鍵詞，注意男女。2、聽錄音，捕捉關鍵信息，注意如however, but, so 等連接詞，反復出現(xiàn)的詞，重點句（尤其是首句）。3、第一遍以獲取大意為主，利用第二遍播放查證、補充。4、相信第一感覺，當

25、機立斷，果斷選題，決不能反反復復，不可因一題失多題，影響后面的答題。2. 篇章閱讀及七選五滿分策略篇章閱讀1. 細節(jié)理解題 一定原文找，時刻要注意關鍵詞的替換。2. 詞句理解題 要掌握常見的猜詞技巧：定義：解釋；同位語；)對照比較：因果：同近義詞：反義詞：構詞法（派生、合成、轉化）；語境或上下文：常識和經(jīng)驗；2. 閱讀理解及七選五滿分策略3. 推理判斷題 注意干擾項的特點： （1）只是原文的簡單復述，而非推斷出來的結論，把直接表達當作間接推理；（2）看似從原文推斷出來的結論，然而實際上與原文不符，如因果倒置，手段變目的等；（3）根據(jù)考生已有的常識是正確的，但是卻不是基于文章；（4）推理過頭，引

26、申過渡。解題注意事項：（1）不能以自己的觀點代替作者的觀點； （2）推理的根據(jù)來自于原文。2. 閱讀理解及七選五滿分策略4. 歸納概括題：主旨句通常出現(xiàn)在開頭，或者開頭段落中出現(xiàn)轉折時，或者作者有意識反復重復的觀點通常是主旨；首段出現(xiàn)疑問句時，對該問題的回答一般可能是文章主旨。溫馨提示：閱讀題要求選的最佳答案，有的答案從某個枝節(jié)來看是對的，但從全文來看則不是最佳的，因此，必須通盤考慮，取主要，舍枝節(jié)。2. 篇章閱讀及七選五滿分策略七選五閱讀1. 看空前空后：通過選項中某個名詞或動詞跟空前或空后名詞或動詞的一致性或者相關性來確定這兩個句子之間的關聯(lián)性，從而選擇正確的答案。2. 關注替代詞：通過找出代詞在句子中所代替的成分以及代詞的單復數(shù)來確定相應的句子。3. 注意一些連詞：通過不同的連詞推知句子與句子之間不同的關系。注意句與句，段與段之間的邏輯關系。3. 完形填空及語法填空滿分策略完形填空 完形填空三部曲：一步粗讀尋思路，二步細讀確定層次關系選答案，三步帶入再讀糾錯誤。文意是最重要的，遇到糾結的題目，除了再讀上下文，第一感覺和大膽的選擇也很必要。注意：通過關鍵詞推斷段意和把握文章中作者的情感態(tài)