Unit+2+Exploring+English+Using+language+课件

Period 5　Writing

读后续写——故事类

技法指导

读后续写是阅读理解和书面表达的有机结合。故事类的读后续写一般遵循以

下四个解题步骤：

(1)准确理解材料，理清故事中的人物事件。仔细阅读所提供的语言材料，提

炼出故事的主要事件。

(2)根据段落开头语，确定续写方向。在提炼出故事要点之后，应当结合两个

段落的续写首句充分发挥想象，预测故事的大致走向。

(3)根据划线词语，确定续写细节。在预测故事大致走向后，可以结合划线词

语勾勒出更加丰富的故事情节。

(4)调整写作语言，完成故事续写。完成初稿后，应当在语言上加以润色，使

用更加准确、具体的词汇来刻画人物的动作和心理。

注意：在进行写作训练或者在应试过程中，还应注意卷面的整洁美观、字体工整；严格控制词数。

典例演练

阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。

I'm an English self－learner; English is not my first language. Today I am an English teacher. I would like to voice that failures are not disasters. Have faith,_keep

moving on, and never give up, you will see your hard work pay off.

I was a slow learner when I was little. Before five, I couldn't even speak in full sentences. Unlike most other children, I seldom interacted with others; I neither cried

nor got angry. My extreme quietness made my parents wonder if I was mentally slow,

- 1 - 新教材高中英语Unit2ExploringEnglishSectionⅢUsingLanguage教案含解析外研版必修

Section Ⅲ

Using Language

Ⅰ.单词拼写

根据汉语或者首字母提示，写出下列单词

1．You can take the subway(地铁)No.1 to get Tiananmen Square.

2．The story about their love has many different versions(版本)．

3．The weather of today is rather(相当；颇)hot compared to this time last year.

4．Please try to practice the ability to guess the work according to

the context(上下文；语境)．

5．One had better see life in its various aspects when young.

6．Please come to my apartment for lunch after the meeting.

7．You can take the elevator right to the top of the building.

8．People are living longer nowadays，and they are better educated.

Ⅱ.拓展词汇

根据词性和汉语提示，写出下列单词

1．origin n．起源，起因→original adj.最初的，原始的→originate v．创始，起源于

2．context n．上下文，语境→contextual adj.与上下文有关的

3．from v．组成→formation n．组成，形成

4．tradition n．传统→traditional adj.传统的→traditionally adv.根据传统

教学设计

课 题 Unit2 Exploring English

-Using language〔2〕 学 科 英语 班 级 Class 授课教师

教 学目 标 1. 带着学生听录音，使学生能够在真实的语境中询问和解释英语词汇与表达的意义；

2. 引导学生初步认识英语的开展和差异性，了解、分析语言与社会经济文化开展的关系，提高分析问题的能力，帮助学生从跨文化视角观察和认识世界。

重 点 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。

难 点 在教学过程中如何更好地创设场景，让学生有话可说，乐于表达。

教 学方 法 Discussion, listening skills.

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Step1 Warming up: American and British English

教师引导学生看图片，了解美式英语和英式英语的区别，在实际语境中区分并恰当使用美式英语或英式英语。

Look at the pictures and get to know the American English words and their

British equivalents.

参考答案 备注 1 theatre 2 theater 3 gas

4 highway 5 petrol 6 motorway

7 elevator 8 lift 9 subway

10 underground 11 apartment 12 flat

Now complete the passage with the words above.

Today, American English is in common international use. It is different from

British English in several ways, mostly in spelling and vocabulary. Some

1 Unit22 Language Awareness Wrapped Up

Objectives:

1).Read and understand the passage in general;

2).Get aware of the passive and practise using in situations.

Teaching Procedures:

1. Read the article and then answer questions about the photos.

1) How long do you think it took to make them?

2) What materials are they made of?

2.Read the text again and underline the sentences in passive.

3. Match the reasons for using the passive (a-c) with the sentences(1-3) from the text.

a) to focus on the action rather than the doer. ( 3 )

b) to put special emphasis on the doer. ( 1 )

c) to avoid having a long subject in an active sentence. ( 2 )

4.Where are you more likely to see or hear passive sentences?

newspapers informal letters scientific articles conversations