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读后续写的讲座写作困难和建议的英语作文Writing Lecture Continuations: My Struggles and TipsHi everyone! My name is Timmy and I'm a 4th grade student. Our teacher Mrs. Johnson often has us do this activity called "lecture continuations" in our writing class. It's where she starts telling us a story or giving a little lecture, and then we have to continue writing it ourselves based on where she left off. At first, I really didn't like doing these. They seemed super hard and I never knew what to write! But over time, I've started to get the hang of it and I kind of enjoy the challenge now. Let me tell you about some of the struggles I've faced and the tips I've learned for writing good lecture continuations.The biggest issue I had in the beginning was just getting started after Mrs. Johnson stopped talking. I'd stare at my blank page and my mind would be blank too! I didn't know how to pick up where she left off or what direction to take the story or lecture. It was really frustrating. But Mrs. Johnson gave us a great tip - she said to summarize in our own words what she had said right before stopping. Just jotting down a quick recap helps jog your memory and gets your brain thinking about the topic again. It's like a little warm-up exercise for writing. Game-changer!Another hard part is trying to match Mrs. Johnson's tone, vocabulary, and writing style. Sometimes she'll start with something funny and silly, other times it's more serious. If I just start writing in a totally different way, it doesn't really fit with how she began it. My friend Jake says he imagines Mrs. Johnson is whispering the continuation in his ear as he's writing, to help him stay consistent. I actually find it helpful to re-read the beginning she gave us several times as I'm writing, to remind myself of the vibe.Okay, this next one is a biggie - coming up with new ideas and details to expand on what Mrs. Johnson started. It's hard not to just repeat what she already said! But then our continuations would be way too short. The best advice here is to ask yourself lots of "What if..." questions. What if this happened next? What if we added this other character? What if we took the story somewhere else? Basically, keeping an open mind and using your imagination. I'll admit, my first few lecture continuations were pretty boring and basic. But practicing those "What if" questions has helped me get much more creative.Sometimes Mrs. Johnson will stop her story or lecture at a weird place and it's not obvious what should happen next. That's when you have to make your own educated guesses based oncontext clues and logic. If characters were headed in a certain direction, you assume they'll get there and decide what happens after that. If Mrs. Johnson was explaining a concept, you have to figure out how to continue logically explaining it further. Using your background knowledge about the topic can really help too. It's like being a detective!Probably the toughest thing, at least for me, is properly ending my continuation. How do I wrap it all up in a satisfying way? One trick is to first think about how I want it to end - happily, suspensefully, with a lesson learned, etc. Then I can work backwards from that ending as I'm writing, leaving little hints or details here and there. Mrs. Johnson also recommends trying to bring it full circle, connecting back to something from the very beginning. A good conclusion makes the whole thing feel complete.The last tip I'll share is - have fun with it! Let your creativity and imagination run wild. The more you get into it and really invest yourself, the better your continuation will turn out. Don't be afraid to take risks or go a little crazy with your ideas. I like to discuss my plans with my buddies too, for inspiration. Two brains are better than one!Well, that's my advice for writing awesome lecture continuations. It's definitely a unique challenge, but also a great way to practice our skills. I still struggle sometimes, but I've come a long way from those first painful attempts. Just take itstep-by-step, use strategies that work for you, and most importantly, don't get discouraged! Every writer had to start somewhere. Thanks for reading, and happy writing!。
高一英语读后续写微技能公开课说课稿To Show, Not to Tell读后续写(continuation writing)是一种将阅读与写作紧密结合的考查形式，是模仿与创造、学习与运用相结合的写作活动。
读后续写不仅要求学生能读懂故事情节发展，更要求学生能够在理解基础上拓展内容和展开细节描写。
在实际的写作训练中, 大部分学生往往只关注情节, 不知如何拓展内容和展开细节描写，从而导致续写部分词数不足，内容单调、空洞，没有真情实感或者没有个性特征。
基于以上存在的现状，在高一英语备课组的指导下，我设计了这堂主题为“To show, not to tell”的读后续写细节微技能指导的公开课。
本节课的取材较为广泛，有人教版和外研版教材中的部分叙事性文本，有所教班级正在进行的整本书阅读书目Charlotte’ Web 以及本学期两次考试读后续写题目。
引导学生关注文本中的细节描写，使用To show, not to tell的写作微技能，基于英语学习活动观设计了不同层次的活动任务，指向学生的深度学习和核心素养。
（一）教学设计基于学生已经接触过读后续写的实际，本课创造性地使用了各种素材，在梳理文本的基础上，引导学生关注细节描写，赏析To show和To tell两种方式呈现出来的不同效果，并进一步思考哪一种方式会创造出更生动、更引人入胜的故事情境，培养学生描述与阐释、分析与判断的应用实践能力，并形成To show, not to tell的写作概念。
在对具体的三个To show 的技巧学习部分，本节课设计了三个循环: 赏析-总结-应用，从而帮助学生迅速将所学技能落实。
最后通过一个语段的改写进行知识的迁移创新。
综上，本课的设计思路是:1）What is to show? What is to tell?2）Why do we have to show, not to tell?3) How to show?4) Show it!（二）存在问题及改进措施在实际的教学过程中，由于课堂容量大，时间意识有待加强。
【公开课教案】高考英语读后续写ContinuationwritingTeaching plan for continuation writing Part I Basic situations Class LevelSenior 2 Age17Size50General strengths of classQuick in thought, active ,curious, some are eagerGeneral challenge of classsome are weak in Englishlacking in the courage to express their ideasLearning objectives:In this class, the learners will be able to :*find out clues to understand the text;*read for the main plot；*participate, and co-operate in the learning activities;*learn to write a passage on continuation writing..Learning outcomesFor learners, the writing is supposed to*be well connected to the given passage and the given beginnings of the two paragraphs.*be well organized with at least 5 of the 10 underlined words or phrases.*be logical and reasonable.*have neat handwritingTeaching Aids: a multi-media computer system Personal aims: To keep eye contact with the studentsTo use fluent and accurate EnglishTo be full of passion in teachingPart II Teaching procedures and activities课堂教学流程图评分标准快速浏览，确定体裁PPT 细节阅读，填表读课后作业导入教师详细点评三份续写读后续写教师解读，学生心中有数引出记叙文六要素，为续写打基础理清脉络，画出故事流程图PPT 读后，语篇填空理解透彻原文，为讨论打基础PPT 头脑风暴，推测续写内容结合段首句分析，小组讨论组长发言，陈述讨论结果PPT 文章基调，划线词分类学生开始续写PPT 续写注意事项列出续写大纲增加细节描写写讨论Part III Teaching proceduresStep 1: Reading1.Fast readingGo through the whole passage quickly and find out the style of the passage.A. Narration（记叙）B. Exposition（说明）C. Argumentation（议论）In narration, there are six elements, which are ______, ______, _______, _______,_________ and __________ .2.Careful readingThere is a form including the six elements. Please read the passage carefully and fill in the form.When ______________Where ______________________Who ___________ ___________ _______________What couldn't____ thecar helped carry the____________;walked into _____________;started to _____looked at_____and the______________How ___________surprised and ____________ doubtfulWhy a bank __________ happened3.Post readingWith the basic information of the passage, fill in the blanks to sum up the main plot.___________ , when ______ was on his way to work walking along _______ _________ , he helped _______________ who couldn'tstart his car carry a___________. At that time, a bank robbery happened and the ________ street became noisy. People were curious and confused. Mike walked into ________ __________and she mistook him for the _____________ because he was still carrying the suitcase. He was surprised and ___________ so he started to ___ .Step 2 : BrainstormingAnalyze the first given sentence of each paragraph and make some guessing based on the given information. Then have a discussion in groups of four, choose one spokesperson to present the ideas on what would happen next to make an outline. Para 1: As he was running, Mike heard the young man shouting behind, “Stop, stop!”1. What would Mike do when he heard the shouting?2. Then what would the young man do?The taxi stopped in front of the Police Station and Mike...3. Who would take a taxi? What would the person say to the taxi driver? Wherewould they go?。
