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读后续写教学中的主要问题及有效对策
20XX
一 读后续写教学中的主要问题及有效对策
三 读后续写备考需要注意的几个问题
二 优生、学困生读后续写训练方法
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一. 读后续写教学中的主要问题及有效对策
2、过多设置课时教学目标，什么都练，什么都练不好
问题一： 过度解读文本，课时教学目标模糊不清
Read for settings / characters / personalities / plot / emotional changes / themes / values…
What / Why / How
Story Mountain
……
人物
主题
环境
（自然、社会）
情感
情节
性格
Plot & Logic （2022年新高考全国Ⅰ卷：越野跑比赛）
David: a brain disease → a regular kid → participated in → joined the team → practiced hard → hesitated → sat down with the teacher → decided to run
I: spotted David → searched for the coach → bit back frustration → turned to find him → sat down with David → watched as David moved up to the starting line
The coach：…
We sat down next to each other, but David wouldn't look at me…
I watched as David moved up to the starting line with the other runners…
ran out of the house angrily ; wandered aimlessly in the street ; hungry
Story mountain
Beginning
Development
Climax
Ending
a quarrel with her mother;
Continuation Para.1
Continuation Para.2
brought her a bowl of noodles; cried silently ; Have you expressed your thanks to her
Read for Plot
4、过少的课堂评价
2、过多设置课时教学目标，什么都练，什么都练不好
问题一： 过度解读文本，课时教学目标模糊不清
思考：
1. 漫无目的搭建写作支架是读后续写常态课的灾难
2. 读后续写课的重点是写而不是读
对策：
1. 解读文本不要恋战
2. 有针对性地搭建续写部分的支架
Scene 1: (Elicit / Indoctrinate)
We sat down next to each other, but David wouldn't look at me…
How to encourage/Inspire someone
hug / embrace; eye contact
Cheer up, my boy. You can make it!
recall his success in some events
praise: determination, perseverance…
tell a moving story
Scene 2: (Elicit / Indoctrinate)
I watched as David moved up to the starting line with the other runners…
名词：whistle, starting pistol, judge, race，the starting line, the
final/finish line, track/runway, spectators, thunderous cheers and
applause… brave heart，strong faith…
动词：stand firmly in one’s position, push forward, dash out, be left
behind, fall over, pick oneself up, quicken pace, break one’s
record…，ranked the 20th, congratulate on…
Scene 2: (Elicit / Indoctrinate)
I watched as David moved up to the starting line with the other runners…
形容词/副词：
said gently and quietly，added with a sincere tone ，turned to me tremblingly ，more determined ，extremely long ，shouted enthusiastically ，stand firmly， in high spirits，confident smiles, sighed in great relief…
2、过多设置课时教学目标，什么都练，什么都练不好
评分标准关注点 (Writing Criteria Focuses)
① 续写内容与所给短文及段落开头语的吻合度（人物、人物性格、情节推进的合理性、逻辑性、丰富性；写作风格等）；
② 语言表达的准确性、连贯性、得体性、丰富性和有效性；
③ 句际、段际（语篇）衔接的连贯性和流畅性。
问题二：过多设置课时训练目标，什么都练，什么都练不好
2、过多设置课时教学目标，什么都练，什么都练不好
对策：短平快——续写练什么就读什么
案例：续写内容的吻合度
问题二：过多设置课时教学目标，什么都练，什么都练不好
Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn’t help crying sadly when she thought of the angry words from her mother. Having wandered aimlessly in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, she gave a sigh and had to leave. The seller behind the stand noticed the young girl and asked, “Hey, girl, you want to have noodles ” “Oh, yes, but I don’t have money on me,” she replied. “Oh, that’s nothing. I’ll treat you today,” the owner said. “Come in.”
问题二：过多设置课时教学目标，什么都练，什么都练不好
The seller brought her a bowl of noodles. The smell was so attractive. As she was eating, Jenny cried silently. “What is it ” asked the man kindly. “Nothing, actually I was just touched by your kindness!” said Jenny, as she wiped her tears. “Even a stranger on the street will give me a bowl of noodles, while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”
Hearing the words, the seller smiled, “Girl, do you really think so I only gave you a bowl of noodles and you thanked me a lot. But it is your mother who has raised you since you were a baby. Can you number the times she cooked for you Have you expressed your thanks to her ”
Jenny sat there, speechless and ashamed….
On arriving at her house, Jenny took a deep breath. …
2、过多设置课时教学目标，什么都练，什么都练不好
问题二：过多设置课时教学目标，什么都练，什么都练不好
2、过多设置课时教学目标，什么都练，什么都练不好
对策：短平快——续写练什么就读什么
案例1：内容的吻合度（云南红河教师培训示范课）
When
Where
a good girl
a good mother
问题二：过多设置课时教学目标，什么都练，什么都练不好
对策：短平快——续写练什么就读什么
案例2：语言表达的准确性（云南地州示范课）
问题二：过多设置课时教学目标，什么都练，什么都练不好
对策：短平快——续写练什么就读什么
案例2：语言表达的准确性（云南地州示范课）
问题二：过多设置课时教学目标，什么都练，什么都练不好
对策：短平快——续写练什么就读什么
案例2：语言表达的准确性（云南地州示范课）
问题二：过多设置课时教学目标，什么都练，什么都练不好
对策：短平快——续写练什么就读什么
案例2：语言表达的准确性（云南地州示范课）
问题二：过多设置课时教学目标，什么都练，什么都练不好
问题三 过多组织小组或同伴语言学习活动
Discuss（Pair work / Group work）
We sat down next to each other, but David wouldn't look at me.
Did we talk Did I hug him Did he cry Did I encourage him Did he react to my encouragement positively …
I watched as David moved up to the starting line with the other runners.
environment and atmosphere, behaviors, characters, feelings…
RDW（Read，Discussion，Write）
RTW（Read，Think，Write）
对策：
1. G-N Strategy
2. AFL+AFT
3. 学生独立完成，需要时提供帮助
问题三 过多组织小组或同伴语言学习活动
Paragraph 1:
Jenny sat there, speechless and ashamed.
What did Jenny remember
How did Jenny feel
What did Jenny decide to do？
generate new information from the given information
Given information
New information
G--N Strategy
Paragraph. 2:
On arriving at her house, Jenny took a deep breath.
What would happen then
Her mum was in the house.
Her mum was not in the house.
Given information
New information
G--N Strategy
Paragraph 1: Action+ Feeling+ Linking
Paragraph 2: Action+ Feeling+ Theme
Jenny sat there, speechless and ashamed.
What did Jenny remember （Action）
How did Jenny feel （Feeling）
What did Jenny decide to do？（Linking）
On arriving at her house, Jenny took a deep breath.
What did Jenny do What did her mum do （Action）
How did Jenny feel How did her mum feel （Feeling）
What did Jenny learn （Theme）
对策：
1. 评价什么？怎么评价？
■ 语言、内容、结构 → 内容吻合度、语言表达、衔接与逻辑
故事完整、情节合理（基础分）；细节丰富、语言生动（提高分）
细节描写：动作描写、心理/情感/表情描写、对话描写、 外貌描写、环境描写
■ 素养导向、评价多元化
2. 投屏学生作品（Visual learners / Visual shock）
3. 范文分析（动作和行为的衔接）
问题四 过少的课堂评价，评价方式单一
Pushing forward without balance, he was left behind. However, when he came into sight, the spectators burst into thunderous cheers and applause.
A bowl of noodles from a stranger made me feel appreciated, but I have never expressed my gratitude to my mum for what she has done for me all the time.” On the way home, Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.
4、过少的课堂评价
问题五 过多使用PPT，依赖PPT
4、过少的课堂评价
问题五 过多使用PPT，依赖PPT
案例：贵州省六盘水某中学 / 云南省昆明市某中学 / 来自上公开课老师的困惑
对策：
1. 放下鼠标和翻页笔，勇敢地拿起粉笔
2. 简单明了的板书
4、过少的课堂评价
问题五 过多使用PPT，依赖PPT
对策：
1. 放下鼠标和翻页笔，勇敢地拿起粉笔
2. 简单明了的板书
3. 常态课的PPT只是补充，结构上是零散的，不必体系化
4. 共同卷进去，自己卷出来
4、过少的课堂评价
问题六 过多使用英语授课
对策：
1. English possible，Chinese necessary
2. 听说领先，读写跟上 → 读写领先、听说跟上
有效和高效课堂的核心是什么？
优生：重在提升语言表达和思维能力，尤其是细节描写训练
第一层次：书写清楚、卷面整洁、字数符合要求、标点正确、文章有明显的段落划分。
第二层次：全面准确地表达或描述信息（中英文要点、表格、图表）、发表个人观点或评论 / 续写内容与原文的吻合度，语言表达好，有效衔接
第三层次：使用较高级词汇或语言结构、长短单词长短句交叉使用、有英语味道的表达、较丰富的句式、较丰富的句型、较合理的连接方式、较委婉的语气。
G-N strategy：AFL→AFT ； RDW →RTW
二. 优生、学困生读后续写训练方法
搭建脚手架：指向续写评价内容搭建脚手架，尽量给学生思考的空间
词汇复习：词汇是高中英语教学和高考复习的灵魂
五大基本句型操练
读后续写词汇
学困生读后续写训练方法
02
标题
03
标题
04. 强化了对一词多义或熟词新义的考查
02. 全面考查了在语境中灵活运用词汇的能力
01. 适度考查了一些学生并不经常接触的高考词汇
05. 非课标词汇不标注中文
05
标题
04
标题
01
标题
03. 加大了对构词法的考查力度
【高考英语试题词汇考查的基本特点】
01
02
03
04
05
06
（一）考查词汇文化内涵
1
2
3
7
1
2
3
4
5
6
（二）考查原词复现
（三）考查同义转述
（四）考查语义关联
（五）考查逻辑关联
（六）考查口语词汇
（七）考查词形变化与搭配
【2021，2022年高考英语全国甲卷对词汇的深度考查】
勾画自己熟悉的词汇，续写时尽力写出有吻合度的句子
瞄准续写段的首句关键词，续写时重复使用
不留白
终极之法
学困生读后续写训练方法
三. 读后续写备考需要注意的几个问题
PART 01
■ 读不设陷阱，不会出现课标外词汇（Squirrel？）
■ 读后续写字数偏少扣分，无上限，但不要写得太多，也不能写出格
■ 评分标准会细化，内容比语言表达更重要；
■ 续写两段中的细节若与背景信息相悖的，酌情扣分甚至降档
■ 若结尾处有对主题的合理升华和出彩表达，可增加亮点；
读后续写备考需要注意的几个问题
■ 仅续写一个段落的，按第三档中位数（12.5分），在此基础上根据情节、内容、语言等相应扣分。
■ 书写与格式训练：不练书法练书写（清秀度、饱满度11+8+8）
若书写较差，以致影响交际，将分数降低一个档次。
■ 心理适应性训练（写作分值、阅读分值增加、完形分值减少）
读后续写备考需要注意的几个问题
感谢您的观看
——Wu Chunhua
Difference can make a difference.
汇报人：WPS
一
1、过度解读文本，
1. 课时教学目标模糊不清
2、过多设置课时教学目标，什么都练，什么都练不好
3、过多组织小组或同伴语言学习活动
4、过少的课堂评价
5、过多使用PPT，依赖PPT
6、过多使用英语授课
一. 读后续写教学中的主要问题及有效对策

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