资源简介

(共31张PPT)
以读促写，挖掘协同因素，力争续写高分
——以2023新高考I卷为例
continuation writing
Teaching and Learning methods
Contents:
Analysis of teaching materials
Analysis of our current situation
Teaching key and difficult points
The basic writing process
Teaching reflection and strategies
一
二
三
四
五
六
WHY
WHAT
HOW
0
1. Pickering & Garrod(2004)提出互动协同效应(Interactive Alignment Effect)　
2. 王初明(2012)提出了外语学习的有效途径:
Interaction → Understanding →Synergism →Production → Acquisition
读后续写的核心思想是“读写协同”，读后续写过程中存在协同效应。学生“读”强“写”弱很自然，但是如果要写读的东西，使得二者产生互动，这种协同便会因强的阅读能力拉动弱的写作能力，使得写作能力提高，因此提高语言综合运用能力。
Part 1. Analysis of teaching materials
理论依据
王初明. 2012. 读后续写是提高外语学习效率的一种有效方法！
0
一
读后续写主要考查学生四个方面的能力
01
02
03
04
阅读能力(读懂原文)
写作能力(模仿创造)
思维能力(情节连贯)
学习能力(语言丰富)
0
(1) 与所给短文及段落开头语的衔接程度
(2) 内容的丰富性、词汇和语法结构的准确性
(3) 篇章结构，即上下文的连贯性
考查：阅读能力（读懂原文）、逻辑思维能力（情节连贯）、写作能力（模仿创造）
2023高考阅卷经验小结：
评分主要从内容；词汇语法和篇章结构三个方面考虑，采用整体评分法进行评分。
Analysis of teaching materials
读后续写评分要点
Key points
content: novel, rich, reasonable, logical, coherent
Analysis of teaching materials 考情分析ropositional law
年份 主题语境 体裁 主要话题内容 思维品质
2020新高考山东卷 人与社会 故事类 记叙文 邻里互助，制作popcorn 帮助贫困学生 邻里互助，爱满人间
人间有真情
2021新高考1卷 人与社会 故事类 记叙文 姐妹在母亲节给妈妈 制作惊喜早餐 感恩父母
感恩亲情
2022新高考1卷 人与自我 故事类 记叙文 老师帮助特殊孩子树立 信心完成越野赛跑 爱满人间师生情
永不放弃自强不息
2023新高考1卷 人与自我 故事类 记叙文 来自巴西的我在老师的 鼓励下突破自我，在英语写作比赛中获奖
爱满人间师生情
相信自己坚持不懈
考查特点及命题趋势
1.读后续写常见的叙事结构：“背景铺垫 → 冲突产生→应对危机 →正向结局”
2.反映了高考评价体系中的“四层”（核心价值、学科素养、关键能力、必备知
识)的考查内容和“四翼”（基础性、综合性、应用性、创新性）的考查要求。
3. 选材情节曲折，逻辑性强，结尾体现一定的核心价值，弘扬正能量。
4. 体现“立德树人”的根本核心，“五育并举”的育人目标。
Part 2. Analysis of our current situation 学情分析 (高考阅卷经历分享)
学情分析 (高考阅卷经历)
学生出现的问题：2023高考阅卷小结
1.“无话可说”，索性照抄原文 (记零分)
2. 句子“缺胳膊少腿”不自知
3. 时态混乱, 词性滥用
4. 字迹潦草, 涂改较多，卷面颜值不高
1. 写前无大纲,“想到哪里写到哪里”, 衔接不连贯
2. 对话太多, 动作和情感描写不够, 与原文语言风格不协调
3. 长难句过多，语法结构过于复杂，更易出错，形成阅读阻力
4. 语言过于浮夸，云里雾里的高大上，与原文风格不一致
原因：语法和词汇都存在很大问题，语基不牢,
“地动山摇”！
低档次
得分
(0-9)28%
中档次
得分
(11-17)58%
原因：1. 学生没有掌握有效的写作方法，写前准备不到位！
2. 老师在有些技法传授上误导了学生, 一味追求语言和语法结构的“高大上”！
Analysis of our current situation 教法分析 (不足之处)
学情分析 (高考阅卷经历)
1. 语基夯实不牢，词汇和语法是写作的基础，一定要夯实语基。
2. 教师采用单一的教学方法，如讲解知识点，背记美文，刷高
考真题等，无法激发学生的学习兴趣和积极性。
3. 情景式教法和支架式教法引导不够。学生无法融入真实的续写情景中就写不出真情实感的好文章；没有支架式教法即给学生一步步“搭梯子”作支撑，就不能激发学生的创作性思维能力。
4. 一味追求语言和语法结构的“高大上”，误导学生多写长难句，多使用高级词汇，忽视了与原文形成有效协同的基本原则，反而形成阅读阻力，使得优秀的学生只得了中档分。
2023高考阅卷典型样卷分享
高考得分：15分
点评：频繁使用非谓语动词和长难句，语言云里
雾里的高大上，语意朦胧不清，形成阅读阻力!
语法结构和语言与原文风格不一致，极不协调 !
点评：频繁使用非谓语动词和长难句，语言云里
雾里的高大上，语意朦胧不清，形成阅读阻力!
语法结构和语言与原文风格不一致，极不协调 !
2023高考阅卷典型样卷分享
颁奖典礼结束后，我冲进老师的办公室，猛烈地关上门，直视他的眼睛问：“我为什么不是第一...
点评：书写美观，使用了好的语法结构, 动作描写丰
富, 但语言过分浮夸，使用的场合不恰当。
我们要教会学生从“语言” 走向 “使用”!
高考得分: 15分
颁奖典礼结束后，我冲进老师的办公室，愤怒地关
上门，直视他的眼睛问：我为什么不是第一......
点评：书写美观，使用了一些好的语法结构和动作
链, 但语言过分浮夸，且使用的场合不恰当。
我们要教会学生从“语言” 走向 “使用”!
2023高考阅卷经验小结
读后续写不是简单的命题写作，可以任由学生自由发挥，而需要关注“读后”二字。要求学生在前文阅读中了解到前文的内容，逻辑和语言风格，然后根据要求来创造新的内容和逻辑发展。
其实我们阅卷老师非常希望看到学生在续写中有学到前面段落语言特征的痕迹，而不是一味追求“高大上”的语言和词汇风格。
一句话: 希望学生的续写与原文看起来像是同一个人写的，与原文是一个整体。
1. Master the effective steps and strategies of continuation writing
掌握有效的读写步骤和策略
2. Improve Ss’ self-directed learning ability 提高学生自主学习能力
Part 3. Teaching important and difficult points
Teaching difficult points:
1. How to work out the plot line and emotion line of the text
如何梳理文章的故事线和情感线
2. How to predict the following story plots and build the writing scaffold
怎样预测故事的发展方向并搭建写作支架
3. How to form the effective writing stategies
如何形成有效的续写策略
Teaching important points:
scaffolding Instruction支架式教学
(1) building a scaffold 搭建支架
(2) entering the scene 融入情景
(3) independent exploration 独立探究
(4) cooperative learning 合作学习
(5) effect evaluation 效果评价
Activity-based teaching methods
践行英语活动教学观
Teaching methods:
Part 4. Teaching and learning methods
Learning methods:
1.Discussion Learning methods
讨论式学习
2. Probe study 探究式学习
3. Cooperative study 合作学习
目
录
Step 1. Lead—in(创设情节→融入情景)
Step 2. Read for basic elements(读主旨要义)
Step 3. Read for story plots(读故事情节)
Step 4. Read for language styles(读语言风格)
Step 5. Build the framework(定续写内容)
Part 5. The basic writing process
Step 6. Writing and polishing(写作和润色)
2023年新高考Ⅰ卷读后续写真题
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 I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “ Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith(银匠) in Boston who rode horse at night on April 18, 1775 to Lexington to warn people that British soliders were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse , I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “ Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enyoyment of writing. If I didn’t win, I wouldn’t care.
Teaching procedures Step 1. Lead—in
Activity 1:
Let the Ss watch a short video about a Chinese student participating in an English speech contest for the first time in America.
Ask Ss to find out the basic elements and retell the main story plot.
设计意图: 1. 激发学生的阅读兴趣 ，诱导他们迅速融入续写情景 。
2. 让学生了解故事类记叙文的基本要素和简单的故事情节。
运用情景教学法来创设相似情景以诱导学生迅速融入续写情景
A story
how
where
when
why
who
what
When I was in middle school
In middle school
My social studies teacher, I
My teacher asked me to enter writing contest.
I said no at first, because I
came from Brazil, and English was only my second language.
Encouraged by my teacher, I agreed to give it a try.
Step 2: Read for basic elements
Activity 2: Find out the six elements of the text.
My teacher asked me to enter a writing contest.
I said no because English was my second language.
自我否定
Encouraged by my teacher, I agreed to give it a try.
自我尝试
I got tired. I had doubts. I wanted to quit. But I kept going and worked hard.
自我怀疑
自我坚持
I enjoyed writing. If I didn’t win, I wouldn’t care.
自我突破
plot line
emotion line
情节线(明线)+情感线(暗线)
Step 3. Read for story plots 梳理故事情节
→ 。。。
Beginning开端
Development发展
Climax高潮
Ending
I
my social studies teacher
laughed
encouraged
laughed and said
“write again”
情节协同+情感协同
Activity 3:
Event
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 I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “ Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith(银匠) in Boston who rode horse at night on April 18, 1775 to Lexington to warn people that British soliders were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse , I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “ Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enyoyment of writing. If I didn’t win, I wouldn’t care.
Step 4. Read for language styles(读语言风格)——语言协同
2023年新高考Ⅰ卷读后续写真题
Activity 4: 分析读后续写原文的语言特点如下：
(1) 时态和描写手法：一般过去时; 动作描写为主, 心理描写为辅，
穿插有效对话。
(2) 动作描写特点: 细化动作描写，形成动作链，画面感强，
节奏感强，使文章自然简洁，细腻生动。
(3) 句式特点: 句子长短结合，交替使用。简单句为主，其
中穿插三大主从复合句。所谓的“高级句式”即长难句
的使用并不密集。
(4) 其他的语法结构: 非谓语动词；虚拟语气...
(5) 修辞手法: 使用了大量的排比句, 增强了语言的气势。 设计意图: 学生续写部分的语言风格应该与原文保持一致！
Para. 1: A few weeks later, When I almost forgot the contest, there came the news.
Para. 2: I went to my teacher’s office after the award presentation.
①What was the news Did I win the contest？How did I feel
什么消息？我有/没有得奖？我的感受是什么
②What was the reaction of my teacher and classmates？
老师和其他同学有什么反应
③What happened at the award presentation？颁奖典礼上发生了什么？
Step 5. Build the framework 构建续写框架
Activity 5: Predict the following story plots and make an outline.
解题密码：根据第二段首句预测第一段
描写: 语言+动作+心理...
第一段：同学告诉我获奖消息——我万分欣喜——同学们表示祝贺—— 参加颁奖典礼
主题协同
通过剥洋葱的
方式层层展开
提问。
Para. 2: I went to my teacher’s office after the award presentation.
①What did I say to my teacher？What was the teacher’s reaction？
我对老师说了什么？老师的反应和感受是什么？（师生互动）
②What effects did the whole story have on me？这件事情对我的影响？
③ How to sublimate the theme 如何升华主题？(正能量结局)
Step 5. Build the framework 构建续写框架
根据第二段首句和正能量结尾预测第二段
描写:动作+心理+语言...
Design purposes: to help students understand the structure
and the development of the story
第二段：感恩老师, 老师为我骄傲——我感受到突破自我的成就感——主题升华：
无论生活中遇到什么困难，我们都要坚持不懈地追求自己的梦想。
主题协同
students’ excellent writings
Step 6: Writing and Polishing 学生优秀习作展示
根据写作提纲，再模仿续写原文语言风格形成续写成品。
purpose: To stir up the students’ enthusiasm for writing .
Activity 6:
五
A few weeks later, when I almost forgot the contest, there came the news. One of my classmates rushed to my desk breathlessly, “ You have taken the first place in the writing contest”. How could it be Was that true What I heard was right Instantly, the whole class boiled up, cheering and crying “congratulations” joyfully. Dominated by an overwhelming sense of excitement and pride at his words, I simply stood there dumbfounded, and my feet, as if rooted to the ground. I threw my eyes at my teacher, who gave me a thumbs up, with his eyes twinkling with pleasure and pride. But anyway, I still found it hard to believe until I attended the award presentation and got my certificate at the ceremony.
I went to my teacher’s office after the award presentation. “Thank you very much ! ” I showed my certificate to him with my eyes watering , “without your encouragement and help, I couldn’t have done it.” No more words could convey my gratitude to him. He told me that he was proud of my wonderful performance, giggling and patting my shoulder. It was at that moment that a warm surge of streams washed through my body, and the image of the horse emerged in my mind, encouraging me to continue writing. Indeed, I got a taste of victory and learned to purse my dream with perseverance, whatever difficulties might arise. Just like the horse I wrote, he got tired and had doubts, but he kept going.
Step 6: Writing and Polishing (Appreciate a model essay)
赏析续写范文的语言特点：语言+主题+情节与原文有效协同
(1) 描写手法: 动作描写为主, 心理描写为辅，穿插语言独白。
(2) 动作描写特点: 细化动作描写，形成动作链，画面感
强，节奏感强。
(3) 句式特点: 长短结合，交替使用。简单句为主，其中
穿插定语从句, 状语从句和名词性从句。
(4) 其他语法结构: 非谓语动词；with的复合结构; 虚拟语
气; 强调句。
(5) 修辞手法: 使用了排比句; 暗喻。
(6) 首尾呼应: 最后升华主题时照应前文, 使文章更连贯。
01
03
02
Self-check（自查)
Guidance from the teacher（老师的指导)
Mutual-evaluation（互评）
How to polish the writing
提供明确的衡量标准
To guide, not to tell
How to Polish the writing
Self-check （自查)
Self-check list 自查清单
I am sure I spelt every word correctly. (每个单词都拼写正确了)
I began every sentence with a capital letter. （每句话的第一个字母都大写了）
I capitalized all proper nouns (names, cities, countries, etc.). (专有名词第一个字母都大写了）
I ended every sentence with the correct punctuation. （我使用了正确的标点符号来结束每一句话）
I used commas correctly in compound sentence. （在并列句中我正确使用了逗号）
I checked that each sentence has a subject and a verb. (我检查了每一个句子都有主语和谓语)
The verbs agree with the subjects in number and person. (谓语动词和主语在人称和数上一致)
I used the correct tense for each sentence and the entire passage. （每个句子和整篇文章都使用了正确的时态）
I used personal pronouns correctly. (人称代词使用正确)
I copied out my composition with beautiful handwriting. （我用漂亮的书法写了作文）
I wrote the two paragraphs in similar length. (我两个续写段落长度大致差不多)
I finished my passage in approximately 130-170 words in total. (我文章的字数大概在130到170之间)
How to polish the writing
Mutual-evaluation（学生互评）
考试评分规则
对于学生而言
太抽象
难理解
难把握
修改成更具体的容易操作的细则。
Step 4 Reviewing the writing
Step B Group Grading
评价内容 评价标准 定位 得分
语篇内容Content(8) C8(7-8分) 情节设计合理，能适当发挥使内容充实；与所给短文融洽度高，与各个段落开头语衔接合理。 C6(5-6分) 情节设计较为合理，个人发挥较少，内容欠充实；与所给短文基本融洽，与各个段落开头语衔接合理。 C4(3-4分) 情节设计上存在突兀的地方，匆匆结尾，表意不够完整；体现不了衔接与融洽。 C2(1-2分) 情节设计上存在突兀的地方，续写没写完，表意不够完整。 C0(0分) 只写出少量词语，不能清晰表达语义。
篇章结构Structure(7) S7(6-7分) 逻辑清晰且顺畅，能正确使用衔接词或连词等过渡性语言，行文连贯。 S5(3-5分) 语句间逻辑关系相对清晰，过渡衔接不是很流畅。 S2(1-2分) 语句间逻辑关系有点混乱，想到哪里写哪里，过渡较少。 S0(0分) 只写出只言片语，无过渡可言。
词汇语法Language(8) L8(7-8分) 能准确使用丰富的词汇句型进行表达，语句通顺且表意明确。 L6(5-6分) 能使用简单常用的词汇句型进行表达，有些许用词或语法上的错误，但尚可达意。 L4(3-4分) 有较多词汇和语法错误，影响表意；出现拼写错误。 L2(1-2分) 没有清晰的语法意识，不能达意；只能传达少量信息。 L0(0分) 无意义的单词堆砌。
书写Handwriting(2) H2(2分) 书写工整，卷面整洁，比较清晰的英语手写体，字数符合要求。 H1(1分) 书写清晰，可读；少量单词书写潦草不能辨别；字数基本符合要求。 H0(0分) 书写不规范或难辨认；单词与单词间无合适空隙，阅读困难；字数不够或者超过规定字数太多。
最后得分
学生互评
具体细则
看 听 想 说 做
“ 五字真经 ” 动作描写，心理描写，环景描写，有效对话
Summary: Guidance from the teacher.
Pay attention to the following rules:
完整性、逻辑性、连贯性
故事情节协同
语言风格协同
文章结构协同
人物情感协同
人物性格协同
“三性五同”
结尾： 呼应前文
升华主题：立德树人, 弘扬社会主义核心价值观。
0
Tip 1. 在一轮复习过程中, 以词汇和语法为抓手，夯实语基。
Tip 2. 以这堂课为例, 让学生掌握有效的续写步骤和策略。
Tip 3. 书法比赛激励学生练字, 争取内在美与外在美的统一。
Tip 4. 扩大学生的课文阅读面，并积累原汁原味的美词美句。
Tip 5. 英语组集思广益，分工协作，总结微技能专题。
Part 6. Teaching reflection and strategies
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Teaching reflection 践行英语学习活动观
Tell me, and I'll forget.
告诉我，我会忘掉。
Teach me, and I'll remember.
教给我，我会记住。
Involve me, and I'll learn.
让我参与，我才能学会。
Education is not the filling of a bucket, but the lighting of a fire.
教育不是注满水，而是点燃一把火。
谢谢您的聆听！

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