英语阅读写作课课件(共26张PPT)
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新高考书面表达讲解(共26张PPT)【优秀课件】
“Tom!” she cried. “Help!” No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving, but the farther she walked, the more confused she became. As night was beginning to fall, Jane was so tired that she had to stop for the night. Lying awake in the dark, Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him. Jane rose at the break of day, hungry and thirsty. She could hear water trickling (滴落) somewhere at a distance. Quickly she followed the sound to a stream. To her great joy, she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now, Jane began to walk along the stream and hope it would lead her to the lake. As she picked her way carefully along the stream, Jane heard a helicopter. Is that for me? Unfortunately, the trees made it impossible for people to see her from above. A few minutes later, another helicopter flew overhead. Jane took off her yellow blouse, thinking that she should go to an open area and flag them if they came back again.
如何阅读与写作英文文献ppt课件
Modify the Literature
Respect the views of the journal revising Request Well-known scholars review the
paper Resort the company to amend the paper
Modify the Literature
EST as an example) How to modify the literature？
Search the Literature
School Library Google Scholars Home Emuch help
Search the Literature
School Library
Respect the views of the journal revising
Est reviewer time is generally 1-2 months, and final editor will return reviewers comments.
Experts will give you professional advice. Different problems for the paper should be modified.
Write the Literature
(Take EST as an example)
Body
ES&T will enforce the 7000 word length limit for research articles and will request that long papers be shortened before editorial assignment.
[高考英语新题型]读后续写技巧写作课件 (共22张PPT)
![[高考英语新题型]读后续写技巧写作课件 (共22张PPT)](https://img.taocdn.com/s3/m/35a794996edb6f1afe001f25.png)
语义呼应
As Mac pedaled (骑行) along alone, he thought fondly of his wife and two young daughters at home. He hoped to show them this beautiful place someday.
Thank you!
丰富词块
说话：shout/yell/urge/whisper/murmur/explain/add 走动：walk/run/dash/rush/strom/jog/stragger(蹒跚）
感官： feel/smell/hear/taste/notice/see...
Strategy 6. make the connection with the materials
car
Strategy 2. Use so… that structure
将主人公的情绪\状态与产生的结果联系起来
So ffrriigghhtteenneedd was Mac that he get on the car at once. So ffoorrttuunnaattee was he that the two gays gave him a hand. 练习：他太感激了以至于紧紧地与Paul握手.
Background:
Background:
Mac was cycling with two friends.
Background:
One of his friends’ bicycle need repairing.
Background:
Mac pedaled alone.
Background:
仿写句子
As Mac pedaled (骑行) along alone, he thought fondly of his wife and two young daughters at home. He hoped to show them this beautiful place someday.
Thank you!
丰富词块
说话：shout/yell/urge/whisper/murmur/explain/add 走动：walk/run/dash/rush/strom/jog/stragger(蹒跚）
感官： feel/smell/hear/taste/notice/see...
Strategy 6. make the connection with the materials
car
Strategy 2. Use so… that structure
将主人公的情绪\状态与产生的结果联系起来
So ffrriigghhtteenneedd was Mac that he get on the car at once. So ffoorrttuunnaattee was he that the two gays gave him a hand. 练习：他太感激了以至于紧紧地与Paul握手.
Background:
Background:
Mac was cycling with two friends.
Background:
One of his friends’ bicycle need repairing.
Background:
Mac pedaled alone.
Background:
仿写句子
中考英语阅读理解课课件(共29张PPT)
猜测词义的技巧
(1) 根据构词法猜测词义
Eg1. I had walked two kilometers before I found a phone-box and
eventually I was able to get a garage to send someone to give some
help.
Question: The world “eventually” means __________.
A. right away
B. at last
C. with difficulty
D. unhappily
Eg2: Most telephone hot lines are completely anonymous---callers
A. 700
B. 682
C. 388
D. 1070
Eg. Kuming has a population of more than 5,000,000. Question: What’s the population of Kuming? A. Over five millionB. Over five thousand C. Over five billion D. Over five hundred
阅读理解 推测词语意义
推测词语意义
推测词语意义是指在阅读过程中根据对语篇提供的信息、逻辑、背景 知识及语言结构等的综合理解去猜测或推断某一生词、关键词或短语的 词义。提高这种技巧可以使我们在阅读过程中能很快通过上下文提供的 线索或生词本身的结构特点推断出词义来，从而提高阅读速度和阅读能 力。 1.What does the underlined word “...” mean? 2. By saying “...” ，the writer means _______. 3. The meaning of the word is __________. 4. The underlined word “...” probably means ______. 5. The word “...” refers to ________. 6. The underlined word “...” can be replaced by ____. 7. Which is the following is the closet in meaning to the word……?
人教版八年级英语上册课件：Unit 8单元主题阅读与写作 (共11张PPT)
Daming: Yes. It is in remembrance of Qu Yuan, an ancient Chinese poet. On this day, people all over China, including overseas Chinese celebrate the festival.
The Dragon Boat Festival
Why people celebrate it?
what people eat
First, (3) _w__a_sh__
some rice, leaves and meat.
(2) __Z_o_n_g_z_i___ How to make it
To (1) _r_em__e_m__b_e_r_Q__u_Y_u_a_n_, _a_n__a_n_c_ie_n_t_C__h_in__es_e__p_o_e_t __
___________________________________________________
The Dragon Boat Festival is one of the traditional Chinese festivals. Now it is a legal (法定的) holiday. Anna: Do you remember anything or anyone on this day?
• 7、is a progressive discovery of our ignorance.教育是一个逐步发现自己无知的过程。2021年11月24日星期三4时26分15 秒04:26:1524 November 2021
• 8、is a admirable thing, but it is well to remember from time to time that nothing worth knowing can be taught. 教育是令人羡慕的东西，但是要不时地记住：凡是值得知道的，没有一个是能够教会的。上午4时26分15秒上午4时26分04:26:1 521.11.24
2025年中考英语写作复习课课件(共25张PPT)
Write your story about growth according to your story line.
__________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
correctly. • I write my story in 3 parts.
Homework
1. Finish writing the composition. 2. Polish your writing according to the checklist.
英语阅读与写作精选课件
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（四）图式理论（schema theory）
1. 图式的由来及其定义
2.图式理论的要义
根据图式理论，阅读理解归根到底就是 给适当的图式填充心信息而使5图式具体化 的过程，填充的内容可以是直接理解的或 推断出的新信息。
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第二节 课文阅读的学习与教学
一、阅读能力的知识本质
传统心理学理论用观察力、记忆力、想象 力、思维力等能力来解释阅读能力。这种 解释没有涉及能力背后的知识本质，对教 学缺乏可操作的应用价值。现代认知心理 学家倾向于用广义的知识来解释阅读能力。 著名认知教育心理学家梅耶 （R.Mayer,1998）指出，支配阅读能力有 三类知识：
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（三）推论性理解过程：自动技能、观念性 理解和认识策略的共同参与。
推论性理解过程课分解为整合、概况和精致 三个子过程。
整合是指对行文中的观念获得更加连贯的表 征。
概况是读者从阅读材料中抽取语段、文章的
要义，从而在陈述性记忆中形成一种表达文 章中心思想的总体结构或宏观结构。
精致则是通过读者先前的知识与现在要理解
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一、阅读过程
认知心理学家将整个阅读过程分为四个阶 段：解码过程，字面理解过程，推理性过 程和理解监控过程。
（一） 解码过程：自动化的基本技能
解码（decoding）指阅读解开书面文字
代码，了解其意义的过程。认知阅读心理
学家埃里（Ehri,1982）认为，读者具有两
种主要的解码子过程：匹配（matching）
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（一）自下而上模式。（bottom-up model）
自下而上的阅读理论认为，只要学生具有外语 语音、词汇和语法的基本知识，就能运用这些 知识去识别和理解所阅读的单词、短语和句子， 乃至理解一篇材料内容。
高考英语读写类作文讲评课件(38张PPT)
高 考 英 语 读 写类作 文讲评 课件(3 8张PPT )
▪ 参考1 ▪ At least 36 people died in a fatal stampede
[stæ m'piːd] during New Year celebrations in Shanghai on January 1st, 2015, caused by lack of awareness over safety risk and loose control at the scene. (35)（马苏云） ▪ 参考2 ▪ A tragedy in which at least 36 people died during New Year celebrations in Shanghai raised people’s awareness of the security of public places. And the author analyzed the causes of the tragedy. （33字）(杨天一)
▪ Most of the injured were young people in their twenties, a majority of them women. There were also college students and children. They were sent to several hospitals for treatment, including Changzheng Hospital, the Shanghai No.1 People’s Hospital, Ruijin Hospital and Huangpu District Central Hospital.
中考英语阅读课 教学课件(共26张PPT)
A man in a small size, he was working with about 30 workers to build the wetland park in the new area.
"I used to be a farmer, but last year the farming was not good. As soon as I heard of this project, I brought 40 men aged from 24 to 62 with me for a job."
D 1. This is a passage about the life of
ห้องสมุดไป่ตู้
.
A. farmers with their family B. young people and their parents
C. a new generation(代) of farmers D. immigrant workers(外来务工人员)
friends to___C__
A.have breakfast
B. have lunch
方法:找关键词
C. have supper
Passage 4：
A shark is a large, dangerous fish. What will you do if you meet a shark while you are swimming? One man who knows all about sharks has given some rules to help you swim safely in the sea.
C. It costs him 2,000 to 3,000 yuan to support a family of five.
"I used to be a farmer, but last year the farming was not good. As soon as I heard of this project, I brought 40 men aged from 24 to 62 with me for a job."
D 1. This is a passage about the life of
ห้องสมุดไป่ตู้
.
A. farmers with their family B. young people and their parents
C. a new generation(代) of farmers D. immigrant workers(外来务工人员)
friends to___C__
A.have breakfast
B. have lunch
方法:找关键词
C. have supper
Passage 4：
A shark is a large, dangerous fish. What will you do if you meet a shark while you are swimming? One man who knows all about sharks has given some rules to help you swim safely in the sea.
C. It costs him 2,000 to 3,000 yuan to support a family of five.
高考英语阅读理解专题讲解课件(共25张)
• 位于段首：一般而言，以演绎法撰写的文章， 主题句往往在文章的开头，即先点出主题，然 后围绕这一主题作具体的陈述。判断第一句是 否为主题句，可具体分析段落的首句与第二， 三句的关系；如果从第二句就开始对第一句进 行说明，论述或描述，那第一句就是主题句。
• 有些段落，在主题句后面有明显引出细节的信 号词，如for example, an example of; first, second, next, last, finally; to begin with, also, besides; one, the other; some, others等。
that_____. • The passage/ text is mainly about_____. • What’s the article mainly about ？
• ③解题提示
• 主题句一般出现在文章的开头或结尾。主题句 具有简洁性、概括性的特点。主题句在文章中 的位置主要有以下几种情况:
• 位于段尾：有些文章会在开头列举事实, 然后通 过论证阐述作者的核心论点。因此，如果第一 句话不是概括性的或综合性的话，最好快速读 一读段落的最后一个句子，看看它是否具备主 题句的特征。如果它具备主題句的特征，段落 的主题思想就很容易确定了。一般说来，当一 种观点不易向人解释清楚或不易被人接受时， 主题句便会到段落的末尾才出现。
stated? • ②预测推理判断题 • 根据语篇对文章接下来的内容或可能的结局进行猜测，
常见命题形式有：
• What do you think will happen if/when…? • At the end of this passage, the writer might continue to
• 有些段落，在主题句后面有明显引出细节的信 号词，如for example, an example of; first, second, next, last, finally; to begin with, also, besides; one, the other; some, others等。
that_____. • The passage/ text is mainly about_____. • What’s the article mainly about ？
• ③解题提示
• 主题句一般出现在文章的开头或结尾。主题句 具有简洁性、概括性的特点。主题句在文章中 的位置主要有以下几种情况:
• 位于段尾：有些文章会在开头列举事实, 然后通 过论证阐述作者的核心论点。因此，如果第一 句话不是概括性的或综合性的话，最好快速读 一读段落的最后一个句子，看看它是否具备主 题句的特征。如果它具备主題句的特征，段落 的主题思想就很容易确定了。一般说来，当一 种观点不易向人解释清楚或不易被人接受时， 主题句便会到段落的末尾才出现。
stated? • ②预测推理判断题 • 根据语篇对文章接下来的内容或可能的结局进行猜测，
常见命题形式有：
• What do you think will happen if/when…? • At the end of this passage, the writer might continue to
高中英语作文(32张PPT)-经典通用课件资料
表起始的过渡语有first of all，to begin with，in my ／our opinion，according to，so far， as far as等。
表时间的过渡语有at first，then，later， firstly, secondly, meanwhile，in the end， finally，after that等。
[原文]I like reading while my brother likes watching TV.
[修正]I like reading while my brother enjoys watching TV.
2021/10/10
20
有可能的话,使用一些地道的,充满洋腔洋调,有“洋味”的单词。
高中英语教学课件
2021/10/10
1
内容
行文 2021/10/10
homework
语言 2
新旧评分标准的不同:
内容方面
旧标准只对要点作出要求，而新标准除要求内容要点外，还涉及到对次重点和无关内容的评定。考生要 获得高分，除要覆盖所有要点外，还要尽量覆盖次重点，并且要少写或不写无关内容。
2021/10/10
3
语言方面
语言方面
旧标准只用语言中错误的多少来衡量语
言的好坏；
旧新标标准准只对用语语言言的中要错求误则的较多为少具来体衡：量
语应言用的语好法坏结；构应多样，力避单调。
应用的词汇应丰富，忌重复用词。
语言错误方面，对“尽力使用较复杂结构或较高级词汇所致”的“些许错误”可以原谅。
新标准这发对语比挥言旧自的评己要分的求标潜则准能较对。语为具言体错：误的一棒子打死更能鼓励考生发挥自己的水平，更能鼓励考生 应用语法结构应多样，力避单调。
表时间的过渡语有at first，then，later， firstly, secondly, meanwhile，in the end， finally，after that等。
[原文]I like reading while my brother likes watching TV.
[修正]I like reading while my brother enjoys watching TV.
2021/10/10
20
有可能的话,使用一些地道的,充满洋腔洋调,有“洋味”的单词。
高中英语教学课件
2021/10/10
1
内容
行文 2021/10/10
homework
语言 2
新旧评分标准的不同:
内容方面
旧标准只对要点作出要求，而新标准除要求内容要点外，还涉及到对次重点和无关内容的评定。考生要 获得高分，除要覆盖所有要点外，还要尽量覆盖次重点，并且要少写或不写无关内容。
2021/10/10
3
语言方面
语言方面
旧标准只用语言中错误的多少来衡量语
言的好坏；
旧新标标准准只对用语语言言的中要错求误则的较多为少具来体衡：量
语应言用的语好法坏结；构应多样，力避单调。
应用的词汇应丰富，忌重复用词。
语言错误方面，对“尽力使用较复杂结构或较高级词汇所致”的“些许错误”可以原谅。
新标准这发对语比挥言旧自的评己要分的求标潜则准能较对。语为具言体错：误的一棒子打死更能鼓励考生发挥自己的水平，更能鼓励考生 应用语法结构应多样，力避单调。
英语阅读-完整ppt课件
观点来阐释文章,因此,往往忽视了作者
在文中的观点,错把自己的观点当作文章
的观点.
.
10
❖ 2.不良的阅读习惯 A. 用笔,手指指着字 B.头动 C.嘴动 D.心中读出声(自觉不自觉默读每个单词) E.喜欢反复回读(有可能是由于中途走神或不自
信造成) ❖ 其中D和E 尤其延长阅读时间
.
11
Ⅱ 阅读的双重目的
❖ 这类阅读的特点: ❖ 注意新词的准确词义在上下文中的用法;
❖ 新语法知识不同于为获取信息而进行的阅读
.
15
现阶段英语学习，每一项阅读活动一 般都有双重目的.
❖既要训练阅读技能,又要学习新的 语言知识
.
16
❖ ❖
,
他个单量时隐然查的的有在式读阅重生语忽双绩个成英 举
们单词地在含后字课机完训并教读目通言视重不问绩语 例
原文所用的词语,偶尔遇到个别不认识的单
词,也懒得查字典.同样,我们阅读英语的最
终能力也应该和阅读母语的能力差不多.也
就是说,通过阅读,我们能知道作者要传达
的信息.
.
13
这类阅读所需的阅读技能
❖ 浏览skimming→主题速读
❖ 寻读scanning→细节速读
❖ 细读close reading（scouting）
❖ (1) 如果时间来不及,可以只读文章的题目及 每段的第一句和最后一句,对文章有个大概 了解. 有时候第一句不是topic sentence, 而 是introductory sentences 举例说what do you think of money? Money is really important, but it doesn’t mean anything.
高中英语-读后续写课件(共27张PPT)
“Unforgettable”, Says New Journalist Robot – Satisfaction Guaranteed
“读后续写”与阅读课的契合
1. M3U2 Come and eat here 2. M7U2 Satisfaction Guaranteed
虚构+趣味 思维+语言
叙事 文本
叙事 人称
第一、二、三人称
文 叙事 体 时态
…
叙事 方式
旁白/对白 口语/书面语
语言定位
记叙类故事文
叙事人称：“第三人”的身份讲述（第三人称作为主语）（直接引语除外）
比如，he, she, it, A funny thing, the young man, Park Avenue, Arthur等
读后续写策略
核心矛盾
情节基调
遣词用句 不着痕迹 语言文体 框架完整
情节走向 顺延逆转
情节内容 框架结构
合情合理 的创意
语篇段落
读后续写策略
1、挖掘情节基调，廓清核心矛盾，创造合情合理的创意故事外延。 2、理清叙事角度，把握顺延逆转，构建张弛有度的完整情节框架。 3、定位语言文体，模仿遣词用句，续写不着痕迹的语用叙事文本。
可能情节发展
1
thief
碰巧抓住抢劫犯（即结尾1）
2
the young man not thief
碰巧把刚从银行取钱赶路的人当劫犯，最后 到警局传来抓到劫犯消息
3 Money
碰巧碰到一个刚偷了其他人钱的小偷，最后
thief
到警局传来抓到劫犯并找回银行失钱的消息，
another man
最后在Arthur帮助下抓到另一个小偷
“读后续写”与阅读课的契合
1. M3U2 Come and eat here 2. M7U2 Satisfaction Guaranteed
虚构+趣味 思维+语言
叙事 文本
叙事 人称
第一、二、三人称
文 叙事 体 时态
…
叙事 方式
旁白/对白 口语/书面语
语言定位
记叙类故事文
叙事人称：“第三人”的身份讲述（第三人称作为主语）（直接引语除外）
比如，he, she, it, A funny thing, the young man, Park Avenue, Arthur等
读后续写策略
核心矛盾
情节基调
遣词用句 不着痕迹 语言文体 框架完整
情节走向 顺延逆转
情节内容 框架结构
合情合理 的创意
语篇段落
读后续写策略
1、挖掘情节基调，廓清核心矛盾，创造合情合理的创意故事外延。 2、理清叙事角度，把握顺延逆转，构建张弛有度的完整情节框架。 3、定位语言文体，模仿遣词用句，续写不着痕迹的语用叙事文本。
可能情节发展
1
thief
碰巧抓住抢劫犯（即结尾1）
2
the young man not thief
碰巧把刚从银行取钱赶路的人当劫犯，最后 到警局传来抓到劫犯消息
3 Money
碰巧碰到一个刚偷了其他人钱的小偷，最后
thief
到警局传来抓到劫犯并找回银行失钱的消息，
another man
最后在Arthur帮助下抓到另一个小偷
小学英语读写课讲座ppt课件
获取信息，理脉络
• 快速寻找某一特殊信息的阅读方法。目的 是从较长的文字材料中查找特定的细节内 容，而不要阅读全部。目的是快速、准确 的会找出细节信息。寻读时要默记提示词， 无关的内容要迅速的略过，找到需要的信 息后应仔细阅读，以确认信息是否正确。
• 如：找出不会的词语、查找关键词、填写 表格， 回答一些理解性问题或判断题。如： Who， where ,wh2a02t1等精选p，pt 知道了关键词就要28
• 如：Helen问妈妈早饭吃什么，妈妈说早饭有牛奶、面包 等，结果发现牛奶没了，妈妈建议用果汁代替。
• 教师以学生熟悉的食品为切入点，复习；并向学生介绍， That's my breakfast.然后讨论What's your breakfast?导入 故事。提出问题：What's for Helen's breakfast?
• 培养学生对阅读的兴趣
• 培养学生对阅读的信心
•
写作
• 可以开始培养学生进行写作
• 应该让学生有目的地写
• 过程应当循序渐进2021精选ppt
6
读写课
• 培养学生有步骤、有条理、系统的学习语言材料的课型， 目标是培养学生提取信息的能力，逐步使其养成良好的阅 读习惯和策略。
• 要经历“导、读、练、用”的过程。“导”即感知文本， 注重结合学生的认知结构激活文本，减轻学生的负担。导 的过程与口语活动相互结合，激发学生参与学习活动，发 挥其主体作用。“读”即获取信息，运用多种策略层层深 入获取信息，并结合多媒体等教学手段，将读的更精彩。 “练”即学习体验，将学习的知识内化的过程，应尊重学 生的个体差异，安排有效的练习。“用”即运用语言，不 局限于文本，结合写作、角色扮演，复述大意等活动运用 所学的语言。
• 快速寻找某一特殊信息的阅读方法。目的 是从较长的文字材料中查找特定的细节内 容，而不要阅读全部。目的是快速、准确 的会找出细节信息。寻读时要默记提示词， 无关的内容要迅速的略过，找到需要的信 息后应仔细阅读，以确认信息是否正确。
• 如：找出不会的词语、查找关键词、填写 表格， 回答一些理解性问题或判断题。如： Who， where ,wh2a02t1等精选p，pt 知道了关键词就要28
• 如：Helen问妈妈早饭吃什么，妈妈说早饭有牛奶、面包 等，结果发现牛奶没了，妈妈建议用果汁代替。
• 教师以学生熟悉的食品为切入点，复习；并向学生介绍， That's my breakfast.然后讨论What's your breakfast?导入 故事。提出问题：What's for Helen's breakfast?
• 培养学生对阅读的兴趣
• 培养学生对阅读的信心
•
写作
• 可以开始培养学生进行写作
• 应该让学生有目的地写
• 过程应当循序渐进2021精选ppt
6
读写课
• 培养学生有步骤、有条理、系统的学习语言材料的课型， 目标是培养学生提取信息的能力，逐步使其养成良好的阅 读习惯和策略。
• 要经历“导、读、练、用”的过程。“导”即感知文本， 注重结合学生的认知结构激活文本，减轻学生的负担。导 的过程与口语活动相互结合，激发学生参与学习活动，发 挥其主体作用。“读”即获取信息，运用多种策略层层深 入获取信息，并结合多媒体等教学手段，将读的更精彩。 “练”即学习体验，将学习的知识内化的过程，应尊重学 生的个体差异，安排有效的练习。“用”即运用语言，不 局限于文本，结合写作、角色扮演，复述大意等活动运用 所学的语言。
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The topic of this week’s 1. class meeting Jim’s excuse for not bringing his homework 2. Paragraph1 Paragraph2
Names are important!!!
Julia’s illness
The place people in Chengdu camped when the rumor came The people who sold their goods at a higher price
3.
4.
Paragraph3
Paragraph4 5. Paragraph4
Chinese is helpful!!!
Step II Scanning →提取
The topic of this week’s class meeting Jim’s excuse for not bringing his homework Julia’s illness The place people in Chengdu camped when the rumor came The people who sold their goods at a higher price
10.
Step III Practice
The number of the 6. 3/three The whole stories in this passage When did the teacher Paragraph2 make Jim finish his After school 7. homework How do we think we can 8. By making excuses Paragraph2 avoid trouble
5. Some businessmen. Paragraph4
Step II 提取方法
The topic of this week’s class meeting Jim’s excuse for not bringing his homework Julia’s illness The place people in Chengdu camped when the rumor came The people who sold their goods at a higher price
Step III Practice
The number of the 6. stories in this passage When did the teacher make Jim finish his 7. homework How do we think we can 8. avoid trouble
The purpose of the chain To cheat you and 9. letter waste your time How often did they have 10. Once a week a class meeting
Paragraph3 Paragraph1
1. How to deal with lies, Paragraph1 hoaxes or rumors
2. His dog ate it 3. Brain cancer 4. Paragrapபைடு நூலகம்2 Paragraph3
Outside their houses Paragraph4
L/O/G/O Writing through Reading Series: Improve
Writing：How to deal with lies, hoaxes(骗局) or rumors (谣言)?
Step I Fast reading →定位
The topic of this 1. week’s class meeting Jim’s excuse for not bringing his homework Julia’s illness 2. Paragraph1 Paragraph1 Paragraph2 Paragraph2 3. Paragraph3 Paragraph3 Paragraph4 Paragraph4
1. talk/ discuss about…
2. 3.parts of bodies (heart, lung…) +ache/pain/cancer, Parkinsonism 4.
5.
-er,-or,-man (butcher, professor, freshman...)
The place people in 4. Chengdu camped when the rumor came The people who sold 5. their goods at a higher price
Step I Fast reading →定位
解题方法：先定位，再提取，后检查 Step III Criteria →检查
The number of the stories in this passage When did the teacher make Jim finish his homework StepIV Evaluation How do we think we can avoid trouble The purpose of the chain letter How often did they have a class meeting
The Paragragh? whole
Paragraph2
Paragraph2
The purpose of the chain 9. letter
How often did they have a class meeting
Paragraph3 Paragraph1
Names are important!!!
Julia’s illness
The place people in Chengdu camped when the rumor came The people who sold their goods at a higher price
3.
4.
Paragraph3
Paragraph4 5. Paragraph4
Chinese is helpful!!!
Step II Scanning →提取
The topic of this week’s class meeting Jim’s excuse for not bringing his homework Julia’s illness The place people in Chengdu camped when the rumor came The people who sold their goods at a higher price
10.
Step III Practice
The number of the 6. 3/three The whole stories in this passage When did the teacher Paragraph2 make Jim finish his After school 7. homework How do we think we can 8. By making excuses Paragraph2 avoid trouble
5. Some businessmen. Paragraph4
Step II 提取方法
The topic of this week’s class meeting Jim’s excuse for not bringing his homework Julia’s illness The place people in Chengdu camped when the rumor came The people who sold their goods at a higher price
Step III Practice
The number of the 6. stories in this passage When did the teacher make Jim finish his 7. homework How do we think we can 8. avoid trouble
The purpose of the chain To cheat you and 9. letter waste your time How often did they have 10. Once a week a class meeting
Paragraph3 Paragraph1
1. How to deal with lies, Paragraph1 hoaxes or rumors
2. His dog ate it 3. Brain cancer 4. Paragrapபைடு நூலகம்2 Paragraph3
Outside their houses Paragraph4
L/O/G/O Writing through Reading Series: Improve
Writing：How to deal with lies, hoaxes(骗局) or rumors (谣言)?
Step I Fast reading →定位
The topic of this 1. week’s class meeting Jim’s excuse for not bringing his homework Julia’s illness 2. Paragraph1 Paragraph1 Paragraph2 Paragraph2 3. Paragraph3 Paragraph3 Paragraph4 Paragraph4
1. talk/ discuss about…
2. 3.parts of bodies (heart, lung…) +ache/pain/cancer, Parkinsonism 4.
5.
-er,-or,-man (butcher, professor, freshman...)
The place people in 4. Chengdu camped when the rumor came The people who sold 5. their goods at a higher price
Step I Fast reading →定位
解题方法：先定位，再提取，后检查 Step III Criteria →检查
The number of the stories in this passage When did the teacher make Jim finish his homework StepIV Evaluation How do we think we can avoid trouble The purpose of the chain letter How often did they have a class meeting
The Paragragh? whole
Paragraph2
Paragraph2
The purpose of the chain 9. letter
How often did they have a class meeting
Paragraph3 Paragraph1