高考英语读后续写教学策略探究-(共64张PPT)

选取合适的文本，激发学生对故事的兴趣和想象力。 引导学生分析文本中的情节和人物特点，为续写做好准备。 让学生尝试续写故事，并给予指导和建议。 对学生的作品进行点评和分享，帮助他们提高写作能力和创造力。
案例二：情感表达续写
学生作品展示 原文情感表达分析 续写内容与情感表达 点评与总结
案例三：语言运用续写
写作指导等
实践：在读后续 写的教学中，可 以尝试选择一些 有趣的素材，引 导学生发挥想象 力，鼓励他们大
胆尝试写作
效果：通过这些 措施，可以有效 地提高学生的写 作兴趣和信心， 提高他们的写作
水平
学生写作能力差异较大
定义：学生之间存在写作能力的差异 原因：语言基础、学习态度、学习方法等 对策：分层教学，针对不同水平的学生提供不同的指导和资源 实践案例：分享分层教学经验，提供具体操作方法
运用多样化的教学策略：采用讲解、示范、案例分析、小组讨论等多种教学策略，帮助学生更 好地理解和掌握知识。
保持与原文风格一致
写作技巧
展开合理想象
突出重点，详略得当
语言生动，引人入胜
语言运用
续写语言与原文风格一致 运用适当的修辞手法 避免语法错误和拼写错误 表达清晰、连贯、流畅
案例一：故事情节续写
背景介绍：介绍故事背景和人物关系 语言运用：分析文本中的语言特点和修辞手法 续写思路：根据故事情节和人物性格，提出合理的续写思路 点评与反思：对续写结果进行点评，并反思教学过程中的优点和不足
学生缺乏写作兴趣与信心
原因：可能因 为写作难度较 大，或者是对 写作的主题不
感兴趣
对策：可以采取 一些措施来激发 学生的写作兴趣， 例如选择适合学 生的主题，提供 写作模板，给予
教学策略

Promote students' language expression ability
Enhancing Language Accuracy
By writing in English, students can improve their command of language grammar and vocabulary, leading to more accurate and fluent expression
Teaching students writing skills
Teach grammar and punctation: Ensure students have a solid understanding of basic grammar rules and punctation usage
Develop essay structure: Help students understand the importance of a clear introduction, body paragraphs, and conclusion in essay writing
Guide students to read and understand
Teach effective reading strategies
Teach students how to read actively, extract key information, and understand the main ideas of a text
• Writing training: Through writing exercises such as paragraph writing, short essay writing, and free writing, cultivate students' English expression ability, improve their writing skills and level.

afraid of being left alone to die
Jackal’s proposal? knot their tails
together; never
leave
the jackal
Agree?
cunning (狡猾的)， not reliable in the eyes of the tiger
Mother deer saw the tiger coming towards the cave . She thought of a plan to scare the tiger away. The tiger came across a jackal who suggested they go back to the cave to find out the truth. In order to convince the tiger, the jackal tied their tails in a not and walked towads the cave together.
课例赏析
A Wise Deer &
A Cowardly Tiger
浙江省十校联盟2019年10月高三联考读后续写 富阳中学 王璐
Analysis of the text
Literary genre (文体): Fable 寓言故事
Features (特征): • Tell a short story using simple words and
sentences, from which you can learn a lesson. • The character can be a person or an animal.

读后读写
2. 他走在大街上，看到了他的英语老师。
Walking on the street, he saw his English teacher.
3. 听到这个消息，他开始哭了起来。
Hearing the news, he started to cry.
4. 看到满桌子的菜，强烈的幸福感涌上我的心头。
3. 当时我感到非常生气。
A sense of anger washed over me at that time (at that moment).
尝试翻译句子2
读后读写
翻译句子
读后读写
1. 说出真相之后，他感觉好多了。
2. 她感到累极了，坐在椅子上，试图让双脚放松。
金句表达2
读后读写
掌握非谓语动词的使用
⑧本段主要事件描写
④本段主要事件描写（说服过程2）
⑨结局（交代时间结果）
⑤顺承下句话（第二段已给信息）
⑩画面定格，氛围烘托
读后读写
高考题为例
读后读写
高考题为例（中文构思）
Paragraph 1:（己给信息）
①续写已给信息，写人物的动作和心理。
读后读写
他低着头，眼睛看着自己的双脚，安静地坐着，
进退两难。
with the others, drops of sweat popping out,
showing no sign of giving up.
⑨结局（交代事件结果）
Hardly had he crossed the finish line when I rushed to
hold him in my arms. "Good boy! I know you could

Paragraph 2
Surprisingly, she found the man sitting just
What happened
The man The woman
Feelings Writing tip 2
annoyed
• ______cookies• _________it to _____an argument
• ______eating • ________cookies • _______the clock impatient
(writing style)
3.所使用语法结构和词汇丰富、准确， 可能有些 错误，但完全不影响意义表达。
4.有效地使用了语句间的连接成分，使所续写短 文结构紧凑。
Step 1. Warming up
(Review the underlined words )
The big dog wanted to grab the பைடு நூலகம்one from the puppy.
Para4 Task 3. Read Para 4 and fill in the form
What
Feelings and thoughts Writing
happened
tip 3
If I weren't so nice, I As the minutes would blacken his eyes.
Paragraph 1
Para7
As she reached in her baggage, she gasped(喘
气) with surprise.
__________________________________________

He
thought.
Arthur looked around at the crowd of people. He became
理解是起点，表达更挑战。 frightened, and without another thought, he started to run. 注意：1. 所续写短文的词数应为150左右； 2. 应使用5个以上短文中标有下划线的关键词语； 3. 续写部分分为两段，每段的开头语已为你写好； 4. 续写完成后，请用下划线标出你所使用的关键词语。
对She所lo给ok文ed章at精the确s理uitc解as的e a基nd础th上en，at这him样. 所Art续hu写r was
s“Tu部hrper分sisue才itdc.a不“sWe至!hSy于hise 偏sthhie离nlkos主oIk’题mingt。haet
me like that?” bank thief!”
破解新高考 读后续写新题型
续写
读
备考策略建 议
一、续写背景解读
1 考试改革
2 新课程标准
3
高考评价体 系
4
全国教育大 会
实施1 学业水平改革
实施2
“综合评价” 改革
实施3 高校招生改革
实施4 英语考试改革
实施1、学业水平改革
坚持全面考核……坚持自主选择……坚持统筹兼顾， 促进高中改进教学，服务高校选拔学生。
中学英语教学和评测从读后续写的研发 和操作中可以得到以下几点启示： 1.将写作与阅读教学结合进行是提高学生 英语写作能力的有效途径。 2.应关注学生综合语言运用能力的培养。
2016年浙江新高考《考试说明》英语写作样题读后续写
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

• Mac打开车门坐了上去。（2017年浙江高考卷）
• 学渣描写：Mac opened the car door and went in. • 学霸描写：Followed by the ferocious wolf, which was just a few steps away,
Mac pulled the car door open and jumped into the car without any hesitation. • 对比两句话，我们不难发现，学霸描写中用具体词汇pull ...open代替了 open，用jump into代替了go in，并且加了一个非谓语，体现了当时情况 的紧迫，以及Mac动作的迅速。
高考英语读后续写和应用文的写作技 巧ppt（ 精品系 列PPT ）
高考英语读后续写和应用文的写作技 巧ppt（ 精品系 列PPT ）
• 用举例法将抽象名词或笼统概念具体化 • （2018全国卷1）假定你是李华，你的新西兰朋友将去中国朋友家
做客，发邮件向你询问有关习俗。请你回复邮件，内容包括： • 1. 到达时间 2. 合适的礼物 3. 餐桌礼仪 • 1. I recommed taking some gifts. • 2. I recommed taking some gifts such as fresh fruits and interesting
高考英语读后续写和应用文的写作技 巧ppt（ 精品系 列PPT ）
• Jane 站起身来，继续往前走。（2016年浙江高考卷） • 学渣描写：Jane stood up and continued to walk forward. • 学霸描写：Weak as she was, Jane struggled to her feet and move forwardb Nhomakorabeaoks.

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续写特点
读后续写，简言之，就是阅读完一篇还未写完的文章之后， 根据要求和提示把这篇文章未写完部分补充完整，使之浑然一 体。它一方面很好地考查考生对所学语言知识的实际运用能力， 而另一方面，它也培养学生的发散思维能力。根据《考试说明》 该部分的规定，考生在续写文章时，要注意续写部分“与所给 短文及段落开头语的衔接程度”，“内容的丰富性和对所标出 关键词语的应用情况”，“应用语法结构和词汇的丰富性和准 确性”以及“上下文的连贯性”。根据这些规定，我们会发现 读后续写有如下特点：
（3）读后续写要求读写并重。与阅读理解题一样，读 后续写同样需要对本篇文章精确理解，这样所续写部分 才不至于偏离主题，就这方面而言有点类似阅读理解题 中 对 文 章 后 续 发 展 的 推 断 ， 如 “ What would happen next?”。
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（4）所给文章的未完部分的思路和内容并不一定是唯 一的，考生可以根据自己对文章的理解，从而对文章 的结尾有不同的诠释。如《考试说明》中读后续写的 样题的结尾，考生可以理解为这个年轻人是银行抢劫 者，而Arthur因此成为一个大英雄；考生也可以理解 为这个年轻人不是一个银行抢劫者，结果产生了误会。
另外，所续写部分不能脱离各自段落的首句开头语，即：
不能另起炉灶。这些开头语与传统写作中的开头语类似，
在某种程度上引导你的思路向哪方面发展。
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（2）续写短文多以记叙文故事类文章或者夹叙夹议类 文章为主，故事情节有曲折、有起伏，但是，故事线索 的逻辑性比较强。这样考生能够根据提示词语，顺着原 来文章的思路续写文章，并适当发散。
already learned about the robbery. They

s h e e p ，chic ken ，h ors e I tried my best to control it，but in vain.
续写分两段，每段开头为你写好（哇哦，好贴心哦）；
He said,“ I am really aware of that never let the criminal out of your sight.
解题步骤
第一步：读懂文章弄清大意
第一段：老爹要带我去西部度假.
第 二 段 ： 老爹的朋友 保罗叔叔接我 第三段：吃饭，睡觉，听蛙叫，听潺潺水声，喂鸡，放羊.
Paragraph 2: We had no idea where we were and it was getting dark.
们
到
他
的
农
New Mexico. We reached Albuquerque( 阿尔伯克基) in the late We had no idea where we were and they got dark.
seeing I was okay，he was quite relieved. Frightened as I was，I tried to keep my balance to prevent myself from falling off.
2018年浙江卷
His wife Tina cooked us a delicious 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 horses. They looked really cool.

PART 3
学生的失误
1、文本解读不到位，未能把握原文主旨，甚至理解有错误或者完全没读懂。读后续写以记叙 文为主，学生不能准确的找出记叙文的基本要素（when, where, who, what, why, how ）， 因此无法掌握文章的整体架构、中心思想。内容空泛，构思和表达能力差。
2、续写内容与原文融合度不高。学生不能理解原文的感情基调、人物特点和矛盾冲突点，就 会导致逻辑不清晰，导致思维断层。
高考试题研究总结报告 英语学科--读后续写
汇报人：
目录
Contents
1
理论基础
2
题型解读
3
学生的失误
4
读写教学中存在的问题
5
教学启示
6
学生的备考策略
PART 1
理论基础
互动协同是读后续写赖以存在的理论基础之一。互动协同理论（Pickering & Garrod， 2004）认为，协同是保持人际对话顺畅进行的机理。协同与互动密不可分，协同体现在 互动中。学习者可以同本族语者交际互动，在丰富的语境信息中全方位互动协同，强化 协同效应，这是学好外语的最佳途径之一。王初明提出了符合语言习得的有效路径： “互动→理解→协同→产出→习得”（王初明，2010）。读后续写便是一种产生互动协 同的有效途径。“读”是阅读者创造性解读文本的过程，“写”是阅读者参照性架构文 本的过程。无论是“读”还是“写”，都是在学生与文本互动中产生互动效应。同时， 通过“续”，学生将输入（前读）与产出（后写）结合，产生协同效应。王教授认为语 言是通过“续”学会的，学习高效率是通过“续”达到的，“续”能激活几乎所有促学 语言的主要因素。
从这一趋势中，我们不难看出，“读后续写”所指向的英语学科教学和学习更看重“整体 性”，解题的关键是理解整个故事。

hours by a lake in the forest. （2016年10月）
➢ “She finally went home happily with the helicopter.” （2016年10月）
一、 续写情节构建的问题
违背真实生活，缺乏合理性
➢ The car abruptly stopped in front of him. Mac said, “Hi, I am Mac and I am going to Alaska. Where are you going?” Paul answered, “Nice to meet you. I am Paul, I am going to Alaska too.” (2017年6月)
1. 深入解读文本，为合理续写奠定基础
内容
who He (the hero) She(the heroine)
when From their first date until 40 years after their marriage where At a party and a coffee shop what He met her at a party and finally got married. Before
要情节。 （fel3l）i第妻nTl子一oouv的段echa原：endd谅丈bmy；夫ahri在rsies信tdoar中ynda解nlid释vetd自hihn己akpin编pgil造hyiwm谎itr言hesh的piom原n.sS因ibhlee并, s乞he求 alwa第ys二pu段t i：n t妻he子co看ffe到e书so信me后sa的lt心for理h反im应ou和t o行f l为ov变e. 化。
➢ 人教版教材第五模块第二单元的Learning about language板块呈现了whisper、smile、advise、beg、 suggest、decide、shout、agree、scream、complain 等人物对白时使用的词汇，非常富有表现力。还有比如 murmur, stutter, stammer等词汇。

a snake
clue 线索
Paragraph 1：As Roman was farther from the snake, he jumped to the window and grabbed the curtain. Paragraph 2：After the rescue team caught and took the snake away, everyone went inside the home.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.

模式2：句子＋having done 例2 没有买到票。 分析 “买票”这个动作前面或后面会有哪些动作？ 动作链 没有买到票＝排了很久队＋被告知票卖完了 Having queued for 3 hours，he was told that the ticket had been sold out.
读后续写方法指导1-----构造动作链
一、善用连续的动作描写，形成动作链 在描写动作时，同学们要学会细化动作，把动作过程分解成一
连串细微的动作，形成动作链，写出动作的连贯性，这样才能使描 写具有画面感，使人物更立体。
典例1 He got into the car. 他坐上了车。 对比： He stopped the taxi，jumped in with the suitcase and told the driver，“Go to the police station，please.” 他拦下了车，拿着箱子跳进了车里，然后对司机说，“请到警察局 去。”
仿写1：I _p_u_t_d_o_w__n_ the telephone and __sa_t_d__o_w_n__, _s_h_a_k_in_g___. (put down, shake, sit down) 仿写2：__S_e_e_in__g__ me crying louder and louder, she silently __p_u_l_le_d__o_u_t__ a pack of napkin and__h_a_n_d_e_d__ to me. ( pull out of, hand, see)
通过阅读以上三个动作链的例子，我们会感觉眼前展现出一幅生动 形象的画面，虽然没有情感词汇在里面，但是已经把一些情感都丰 富地体现出来了。

试卷讲评课件
第四部分 写作 (共两节满分40 分) 第二节(满分25分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构 成一篇完整的短文。
When Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking(轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures—insights that could aid human survival.
英语试题-读后续写
主讲人：某某某老师
某某学校
试卷讲评课件
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构 成一篇完整的短文。
I worked at a local station of the Berlin fire department.We got an alert(警报) around 8:25 pm that Friday and rushed to the fire engine,where the printout from the dispatcher(调度员) said there was a nine-year-old boy locked in a safe.
试卷讲评课件
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushed over to look into it. “It's colder than before—there's ice forming on the water,” noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot. “The heater must be broken!”