资源简介

(共31张PPT)
——以2023年新高考Ⅰ卷读后续写为例
高考读后续写——
技能讲练：如何进行文本解读和情节构思
contents
①understand the story
②design the plot
③Analy the student’s compositons
④Polish the artcle with sentece structures
2023年全国新高考Ⅰ卷读后续写
2023年全国新高考Ⅰ卷读后续写
原文材料350 词以内，要求续写的文章150 词左右
续写两个自然段，每段开头语已经给出；
所给原文阅读材料以富有情节的记叙文为主，话题贴近生活，内容为问题解决.
读后续写的3个特点：
1
2
3
衔接
情节
语言
连贯
语句间
高考读后续写评分标准
contents
①understand the story
②design the plot
③Analy the student’s compositons
④Polish the artcle with sentece structures
when
where
who
what
how
why
from my teacher’s suggestion to the announcement of the contest results
social studies class, the teacher's office
my social studies teacher, I, my older sister
I refused to enter a writing contest.
I was not good at writing in English because English was not my mother tongue.
I completed a story with great effort.
Story
浅层解读文本——找出故事基本要素
1. my social studies teacher
2. I (a middle school student)
3. my older sister
Who are the main characters
Three characters(who)
结合短文和所给两段的首句都出现“我”和老师
注意：续写时不要随意增加人物。
1. my social studies teacher
2. I (a middle school student)
1.What is the personality of “I”
1.Dare to try；brave
2.Good at thinking
3.Strong willed, diligent and hardworking
4.positive
人物形象分析
2.What is the personality of “my social studies teacher”
人物形象分析
1.Appreciate students and be good at letting them showcase their talents in different ways.
2.Good at encouraging students
3.strict
1. 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.
2. 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.
A forced writing task
A doomed failure
A trying heart
What was the conflict presented in this part
What was the solution to the conflict
深度文本解读
Part.1
段落大意: 老师要求我参加作文比赛，由于我对写作不感兴趣，并坚信自己会失败，所以毫不犹豫地拒绝了。
段落大意: 在老师再三的鼓励和支持下，我决定尝试参加写作比赛。
self-abased
Doubt、unwilling
encouraged
agreed
我会成功吗
3. I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers 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.
4. What did the horse think, as 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.
A unique idea
A self-suspicious mind
A working heart
What was the conflict presented in this part
A forced writing task
A doomed failure
A trying heart
What was the solution to the conflict
Part.2
Part.1
深度文本解读
段落大意: 我选定保尔·瑞维尔的马作为话题，想要以马的口吻进行写作创作.
这么有创意的想法，会获奖吗？
段落大意: 准备过程中，我自我怀疑过，想要放弃，但最终我还是选择了坚持。
doubtful
wanted to quit
kept going
5. 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 enjoyment of writing. If I didn’t win. I wouldn’t care.
A unique idea
A self-suspicious mind
A working heart
What was the conflict presented in this part
A forced writing task
A doomed failure
A trying heart
A finished writing
A repeated requirement
A determined heart
What was the solution
to the conflict
Part.3
Part.2
Part.1
深度文本解读
段落大意: 我在反复的改稿中发现了写作的乐趣，早已不在乎比赛结果。
committed
satisfied
梳理文章思路
contents
①understand the story
②design the plot
③Analy the student’s compositons
④Polish the artcle with sentece structures
Beginning
Ending
conflict
原文部分
续写部分
Story Mountain
A unique idea
A self-suspicious mind
A working heart
A forced writing task
A doomed failure
A trying heart
A finished writing
A repeated requirement
A determined heart
Part.3
Part.2
Part.1
深度文本解读
Para.1 A few weeks later, when I almost
forgot the contest, there came the news.
Para.2 I went to my teacher’office after the award
presentation.
生：得知获奖
[1]
生：经历授奖
[2]
生：急于分享
[3]
师：表达祝贺
[1]
生：表示感激
[2]
生：恍然大悟
[3]
梳理文章思路
结合首句和原文呼应原则，构思两段情节细节。
Para1:
A few weeks later, when I almost forgot the contest, there came the news. __
_____________________________________________________________
Para2:
I went to my teacher’s office after the award presentation.______________
_______________________________________________________________
1.
1.What was the news Did I win the award
2.Hearing the news,how did I feel Who did I think of at that monent
3.Hearing the news,how did my teacher feel What did my teacher do
4.What happened during the award presentation How did I feel
1.Seeing me,what did my teacher say How did he feel
2.What did I say to my teacher Would I continue writing？
3.What did learn from this experience？
思考
构思文章情节
I won the award
I felt surprised and ecited, understanding why my teacher insisted that i should enter the writing contest.
My teacher was happy and informed me to attend the awrd presentation.
I owed my success to my social teacher and showed gratitude to him.I can’t wait to share my happiness with my teacher.
my teacher congratulated on me, patting my shoulderand laughing aloud again.He took pride in my talent and hard-working.
I said thanks again and again to my teacher. I began to develop a deep love in writing.
only by working hard and going beyond our limits can we make ourselves better persons.
Topic：
坚持不懈地努力、勇于挑战自我，可以成就更好的自己.
Also:老师的欣赏和鼓励会对学生产生积极的影响.
Go beyond one’s limits.
超越突破自我，
挑战无限可能！
theme
What can we learn from this story
理解文章主题
contents
①understand the story
②design the plot
③Analy the student’s compositons
④Polish the artcle with sentece structures
contents
①understand the story
②design the plot
③Analy the student’s compositons
④Polish the artcle with sentece structures
招式1：名词性从句之宾语从句
常见句型：① Sb. was told/informed that...
e.g.:
1）I was informed that I won the first prize in the writing contest and that there would be an award presentation in two days.
写句式 招招升级
招式2：“so ... that ...”
因果关系逻辑强，动作情绪全包含，
想更高级也容易，so提前变成倒装
e.g.:
2） I was so happy to hear the news that I immediately shared it with my teacher.
2） So happy was I to hear the news that I immediately shared it with my teacher.
写句式 招招升级
招式3： 完全倒装
表示时间、地点、方位的介词或副词置于句首时，使用完
全倒装 结构，即“谓语动词+主语”
e.g.:
3）Then came the big day.
写句式 招招升级
招式4： 强调句 “It was ... that/who ...”
e.g.:
4）It’s you who make me fall in love with writing,
my social studies teacher.
5）I would never forget, it was my teacher’s
appreciation and encourage that made me interested
in writing .
写句式 招招升级
招式5： 虚拟语气
常用句式：
① Without.../But for..., Sb. could/couldn’t have done...
e.g.:
5）Without your recognition and guidance, I couldn’t have written this article.
写句式 招招升级
招式6： 非谓语动词
常用句式： ① ...,doing
② Doing..., .....
③ Having done..., ...
e.g.:
11）Holding my hands, he said “Congratulations! You are a good writer, so keep writing.”
写句式 招招升级
招式7： 定语从句
“先行词n. + who/that .... ”
e.g.:
I owe my success to my social teacher who is a beacon in my life on the road to writing
写句式 招招升级
深度解读语篇
Read
浅层信息获取：when, where, who, what
深层文本解读
理清情节和情感
分析人物性格特点
明确故事主题
品味写作风格和语言
Think
结合所给两段首句
结合正能量和原文呼应
生动编写故事
动作描写
情感描写
环境描写
语言运用
推测情节发展
构思写作框架
Write
summary 读后续写“阅读和构思”步骤
1.原文一致原则
内容要前后衔接, 上下连贯, 语言表达风格一致。
2.曲折性原则（过程性）（问题problems 解决solutions）
凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
3.正能量原则（结局性）
故事内容一定要正能量, 故事的结局是美满的。如: 迷路了，但最终一定回到家; 失败或遇到困难, 但最终一定能成功；吵架了，一定和好等。
读后续写“解题三原则”

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