高中英语读后续写公开课(新颖生动+真实有效+细节描写)
高考英语读后续写-无灵主语 有灵动公开课示范课课教案(、好用)
高考英语读后续写－无灵主语有灵动公开课示范课优质课教案（精品、好用）一、教学目标1. 知识目标理解无灵主语的概念和用法，掌握如何运用无灵主语进行创新表达。
2. 能力目标提高学生的阅读理解能力，培养学生的创新思维和语言表达能力。
3. 情感目标激发学生对英语写作的兴趣，培养学生的团队合作精神。
二、教学内容1. 教学文本选择一篇高考英语读后续写真题，作为教学案例。
2. 教学目标分析文本中的无灵主语运用，引导学生进行创新表达。
三、教学过程1. 导入新课通过展示一组图片，引导学生思考图片中的故事情节，激发学生的兴趣。
2. 案例分析分发文本给学生，让学生独立阅读，进行分组讨论，分析文本中的无灵主语运用。
3. 创意写作让学生以小组为单位，根据讨论的结果，创作一段续写故事，要求运用无灵主语。
4. 分享与评价每个小组派代表分享自己的作品，其他小组成员和老师进行评价，给出改进意见。
四、教学评估1. 课堂参与度观察学生在课堂上的积极参与情况，给予鼓励和评价。
2. 创意写作评估学生在创意写作中的语言表达能力和创新思维，给予具体的改进建议。
3. 小组合作观察学生在小组合作中的表现，评价他们的团队合作精神。
五、教学资源1. 教学文本选择一篇适合学生水平的的高考英语读后续写真题。
2. 图片素材根据教学内容，准备相关的图片素材，用于导入新课。
3. 评价表设计一份评价表，用于对学生的作品进行评价。
六、教学策略1. 互动式教学：通过提问、讨论等方式，引导学生积极参与课堂，提高他们的阅读理解和分析能力。
2. 任务型教学：通过小组合作完成创意写作任务，培养学生的创新思维和团队合作精神。
3. 个性化教学：关注学生的个体差异，给予不同水平的学生个性化的指导和建议。
七、教学步骤1. 案例分析：让学生独立阅读文本，分析其中的无灵主语运用，培养学生独立思考和分析问题的能力。
2. 创意写作：引导学生运用无灵主语进行创意写作，培养学生的创新表达和语言组织能力。
高中英语读后续写中的细节描写公开课PPT课件
Description of Natural Environment
We drove through several states and saw lots of great sights along the way. The bright blue sky, the limitless green grass, the group of sheep, the setting sun and the countless stars in the curtain of nights kept me spellbound. Not only did we see the picturesque scenery, we also managed to consider mom’s scandals as a kind of fun. I really love my Mum. To our relief, we arrived at grandparents’ place and went back to our home with all of four people. It was so fortunate to see my friends again.
The car abruptly stopped in front of him. Mac jumped off his bicycle and dashed for the back door of the car. It was locked. He then ran around to the passenger door, but it was locked, as well, so he began to climb through the open window. When spotting this, Paul quickly unlocked the door, and the frightened man dived in, slamming the door behind him. Paul looked out the back window and saw the wolf standing over Mac’s bike as if it were a kill. Shortly after, the animal ran off.
高中英语 读后续写微专题公开课
Sentence pattern 2
1. Happy and excited, we sat together to enjoy a big dinner, wishing everyone a
descriptions more vivid.
Use the 4 sentence patterns in a continuation writing.
Lead-in
Divide words related to emotions into four groups.
Group1
①angry
Group2
happy new year.
——B1U3 改
2. Tired but excited, I have been working on this, selecting his favourite
music.
——B1U3改
句型2: 情绪adj.1+情绪adj.2, 主+谓+宾, doing sth.
(感到)...和...,某人做某事1,并做某事2
2. 当大卫终于下定决心继续赛跑时,我被欣慰(relief)和开心 给淹没了。 (2022全国1卷)
_R__e_li_e_f_a__n_d__d_e_l_ig_h__t_f_lo__o_d_e_d__o_v_e_r__m__e_ when David finally became determined to continue the race.
眼睛因难以置信/惊讶/恐惧而睁大,...
高考英语读后续写细节描写素材一：身体动作
读后续写细节描写素材一：身体动作headHe hung / dropped / lowered / bent / bowed his head in shame.他羞愧地低下了头。
They nodded their heads in agreement.他们点头同意。
She shook her head in disbelief.她怀疑地摇摇头。
He scratched his head, not understanding a word.他挠了挠头，一个字也听不懂。
scratch [skrætʃ] v抓；挠She buried her head in the pillow.她用枕头捂住脑袋。
She rested her head on his shoulder.她将头靠在他的肩膀上。
His head drooped and tears fell into his lap.他耷拉着脑袋，眼泪滴落在大腿上。
droop [dru:p] vi 低垂，垂落I fell asleep as soon as my head hit the pillow.我头一碰到枕头就睡着了。
He put / held his head in his hands, greatly annoyed.他双手抱头，十分生气。
It never entered my head that he might be lying.我从未想过他会是在撒谎。
I decided to go for a walk to clear my head.我决定去走走，清醒一下头脑。
He could feel his head spinning after only one drink.他只喝了一杯就觉得天旋地转。
spin [spin] v旋转；眩晕He turned and headed for the door.他转身朝门口走去。
She stood up and headed towards the exit.她起身朝出口走去。
高考英语读后续写-无灵主语 有灵动公开课示范课课教案(、好用)
高考英语读后续写－无灵主语有灵动公开课示范课优质课教案（精品、好用）一、教学目标1. 让学生掌握无灵主语的定义和用法。
2. 培养学生运用无灵主语进行读后续写的能力。
3. 提高学生对英语文章整体结构的把握能力。
二、教学内容1. 无灵主语的概念及例子。
2. 无灵主语在句子中的功能和作用。
3. 如何运用无灵主语进行读后续写。
4. 读后续写的基本步骤和技巧。
三、教学过程1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。
2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。
3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。
4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。
四、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答。
2. 练习完成情况：检查学生无灵主语句子的仿写和读后续写作品的质量。
3. 学生反馈：收集学生对课堂内容的反馈意见，以便进行教学调整。
五、教学资源1. PPT课件：展示无灵主语的定义、功能和作用，以及读后续写的步骤和技巧。
2. 练习素材：提供一些无灵主语的句子和段落，供学生仿写和读后续写。
3. 参考资料：为学生提供一些关于无灵主语和读后续写的参考资料，以便课后自主学习。
六、教学步骤1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。
2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。
3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。
4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。
七、教学方法1. 讲授法：讲解无灵主语的定义、功能和作用。
2. 示范法：通过例子演示如何运用无灵主语进行读后续写。
3. 练习法：让学生进行无灵主语的句子仿写和读后续写。
4. 互动法：引导学生相互交流、讨论，提高课堂参与度。
八、教学注意事项1. 针对不同学生的英语水平，适当调整教学内容和难度。
高中英语读后续讲评课(公开课)超实用
Continuation WritingClass__________ Name___________读后续写原题（2021年的8省联考）During this past year, I've had three instances of car trouble. Each time these things happened, I was sick of the way most people hadn't bothered to help. One of those times, I was on the side of the road for close to three hours with my big Jeep. I put signs in the windows, big signs that said NEED A JACK（千斤顶），and offered money. Nothing. Right as I was about to give up, a Mexican family in a small truck pulled over, and the father bounded out.He sized up the situation and called fbr his daughter, who spoke English. He conveyed through her that he had a jack but that it was too small for the Jeep, so we would need something to support it. Then he got a saw（锯子）from the truck and cut a section out of a big log on the side of the road. We rolled it over and put his jack on top, and we were in business.I started taking the wheel off, and then, if you can believe it, I broke his tire iron. No worries: He handed it to his wife, and she was gone in a flash down the road to buy a new tire iron. She was back in 15 minutes. We finished the job, and I was a very happy man.The two of us were dirty and sweaty. His wife prepared a pot of water for us to wash our hands. I tried to put a $20 bill in the man's hand, but he wouldn't take it, so instead, I went up to the truck and gave it to his wife as quietly as I could. I asked the little girl where they lived. Mexico, she said. They were in Oregon so Mommy and Daddy could work on a fruit farm for the next few weeks. Then they would go home.注意：1.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。
英语读后续写公开课
Vivid Writing five tips:
By using linking words effectively. By adding some details reasonably. By using different sentence structures. By describing the action , details, circumstance, psychology… By using rhetoric speech (修辞手法)
His wife cooked us a dinner and we got to know his sons Ryan and Kyle. My dad and I spent the night in the guestroom of the farm house listening to the frogs and water rolling down the river nearby. Very early in the morning, Uncle Paul woke us up to have breakfast. “ The day starts at dawn on my farm,” he said. After breakfast, I went to help Aunt Tina feed the chickens, while my dad went with Uncle Paul to take the sheep out to graze( 吃草 ). I was impressed to see my dad and Uncle Paul riding horse. They looked really cool.
We took a plane to Albuquerque, a big city in the state of New Mexico. We reached Albuquerque in the late afternoon. Uncle Paul, my dad’s friend, picked us up from the airport and drove us up to his farm in Pecos.
2024年高考英语读后续写-读后续写情感细节描写素材积累1(词-句-文)
almost jumped up, with tears filling his eyes．(with复合结构)
5.看到那篮子爆米花, 他的父母也欣喜若狂。 At the sight of the basket of popcorn, his
4.听到他们的话, Bernard高兴地几乎跳了起来, 热 泪盈眶。 ①Hearing what they said, Bernard was so
glad/ delighted/happy/pleased/cheerful that he almost jumped up and tears filled his eyes．(复 合句) ②Hearing what they said, Bernard was so
二、按要求完成句子 1.当我站在后台的时候, 我紧张极了。 When I was standing backstage, nervousness/tension came flooding over me. (无灵主语句) 2.当叫到我的名字时, 我感到心里忐忑不安。 When my name was called I could feel butterflies in my stomach．(名词＋介词短语)
二、按要求完成句子
4.我的妻子在我旁边吓呆了。 Beside me was my wife, who was rooted to the ground, frozen with fear．(短语) 5.看着北极熊的血盆大口, 她几乎要吓死。 At the sight of the polar bear's bloody mouth, she was nearly dead with fright．(短语) 6.阵阵恐惧涌上我们的心头。我们喉咙发紧, 膝盖发软。 Waves of fear welled up in/swept over/seized/flooded over us. Our throats tightened and our knees felt weak.(无灵主 语句)
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Rey to retell the first story told by grandmother.
to be able to appreciate the language in a sentence
5
Read para 1 and 2 in part 2 try to arrange the seat and show your evidence.
6
Seating plan
She had her big black suitcase that looked like the head of a hippo in one corner, and underneath it she was hiding a basket with Pitty Sing, the cat, in it. She sat in the middle of the back seat with John Wesley and June Star on either side of her. Bailey and the children's mother and the baby sat in front.
tell say offer talk, chat, persuade ··· tie blind pin clip catch hold, seize, grab stick close, attach
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The magic of verb
The grandmother offered to hold the baby and the children's mother passed him over the front seat to her. She set him on her knee and bounced him and told him about the things they were passing. She rolled her eyes and screwed up her mouth and stuck her leathery（似皮革的） thin face into his smooth one. Occasionally he gave her a smile.
Why did grandmother hide the cat? Her son, Bailey, didn't like to arrive at a motel with a cat.
8
说 绑，扎
别 抓 贴
The magic of verb
find the expression of the five characters in English in paragraph 3-6 in Part 2
13
Retell the story
when who where how what why
one Saturday every Saturday afternoon Mr. Edgar Atkins Teagarden a boy on the front porch at home bring eat court leave a watermelon initials cut
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The magic of verb
The grandmother offered to hold the baby and the children's mother passed him over the front seat to her. She set him on her knee and bounced him and told him about the things they were passing. She rolled her eyes and screwed up her mouth and stuck her leathery（似皮革的） thin face into his smooth one. Occasionally he gave her a smile.
Learning objectives
to be able to use a series of verbs to describe a story vividly.
to be able to know the basic components of a story
to be able to make up a short story in English
A GOOD MAN IS HARD TO FIND
Flannery O'Connor
Pre-class activities
find out : 1. the characters 2. the relationship between the characters 3. what are they talking about ?
2
Character and relationship
Grandmother
Bailey
children's mother
John Wesley
June Star baby
3
What are they talking about ?
whether we should go to Florida
4
老奶奶提出要抱抱婴儿，孩子的妈妈就从前座靠背上把他递过来。她把孩子 放在膝上轻轻颠着，给他讲沿途看见的东西。她转动眼珠，努起嘴唇，还把 干瘪的老脸贴到婴儿光溜溜的脸蛋儿上。孩子偶尔冲她微微一笑。
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Learning to learn When telling a story or describing an event , you can use different , accurate verbs as many as possible to make it more vivid.