资源简介

(共29张PPT)
读后续写
教学策略及课堂实践研究
试题特点
命题意图
如何读
如何写:321原则
教学方法
教学建议
读后续写特点主要体现在如下几个方面。
试题特点
特点 关键词
1.语言材料

2.故事情境

3.人物角色

4.给定首句
①属于非小说记叙文（350词，语言易把握）；
②包含起因、发展、高潮和结尾（逻辑性较强）；
③提供丰富的故事情节和人物角色（内容能延伸）；
④铺垫一定背景信息作为续写的参考和依据；
⑤体现在自然时空、文化背景和情感情绪等方面；
⑥独具身份特征和性格特点，展现于言行举止等
细节描写中；
⑦为续写文段提供重要线索和依据。
命题意图
表达性技能
（写）
理解性技能
（读）
命题意图
构建情节逻辑
辨析文化现象
理解文本内容
推断人物情感
注重衔接连贯
语言准确丰富
循情节创新意
不孤立考查词汇、语法、语用、语篇和文化知识。
渗透在英语理解能力和表达能力的考查之中。
核心素养
A surge of happiness washed over her.
Joy welled up inside her.
She felt happy.
如何读
总目的：寻文章线索，理发展脉络。
关注
学情
学情
良好
学情
欠佳
setting
characters
plots
emotions
conflict
theme
when&where
who
what&how
what&how
what&why
what
5W1H
the first and last paragraph
the content following adversatives
characters and their relationships
the negative information
(转折词)
What conflict happened to
whom
setting
·能力焦点
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.”
I bit back my frustration . I knew the coach meant well——he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
2022年新高考I、II卷
conflict
characters
theme
情节+情感
David
I (teacher)
Plot emotions
1.I found David standing alone by a fence. 2.I asked his coach and learned the reason. 3.knowing he could run, I found him coming. 4.I was proud of his determination. Surprised
Frustrated Determined
Admired
Plot emotions
1.David was standing by himself. 2.David had to decide whether to run. 3.David decided to practiced hard. 4.David was treated equally. Depressed
Hesitant
Determined
Happy
·能力焦点
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.”
I bit back my frustration . I knew the coach meant well——he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
2022年新高考I、II卷
conflict
Negative—positive原则
给定句
衔接句1
过渡句1
第一段
衔接句2
衔接句3
过渡句2
给定句
第二段
主题句1
动作
回应
情感
动作
回应
情感
The “321” Principle
3
three cohesive sentences 三衔接
2
two parts of transition sentences
两过渡
1
one
theme sentence 一主题
如何写
I ran back to Gunter and told him the bad news.The cash machine was out of order. In other words, I couldn’t pay him now. Gunter glanced at the departing bus, then waved his hand and said, “Go! This ride is free.” I was overwhelmed with gratitude and thanked him repeatedly. He just smiled and said, “It’s okay.” I promised to him, “Can I have your number I’ll repay you when I’m back.”
Four days later, when I was back in Vienna, I called Gunter as promised. _________________________________________________________
衔接句1—语义
衔接句2—语义+代词
如何衔接
衔接方式 逻辑衔接 1.代词
2.连词等
内容相关 3.语义
如何衔接
*
He sounded a bit surprised, for he didn’t expect to get my call so soon. We arranged to meet at the airport, and upon our arrival, we......
衔接句3—语义+连词
2024年新高考
I ran back to Gunter and told him the bad news.The cash machine was out of order. In other words, I couldn’t pay him now. Gunter glanced at the departing bus, then waved his hand and said, “Go! This ride is free.” I was overwhelmed with gratitude and thanked him repeatedly. He just smiled and said, “It’s okay.” I promised to him, “Can I have your number I’ll repay you when I’m back.
动作
回应
情感
如何过渡
？
？
？
如何
过渡
动作
情感
回应
*熟知身体重要部位的常见动作，特别是四肢、五官、心跳和呼吸等。
*善于丰富核心动作形成动作链，即“主语+动作A+动作B+and+动作C”。
The singer began to sing.
The singer glanced at the audience, took a deep breath and began to sing.
例
*熟知各种情绪形容词及相应名词。
*掌握情感表达的各种方式。
Tom felt guilty when he broke the window.
A flush of guilt flooded over Tom when he broke the
window.(无灵主语)
例
*灵活使用对话适量增加人物之间的语言描写。
say, reply, answer, shout, scream, cry, murmur, whisper, sigh, warn, repeat, add, promise, beg...
例
*积累常见的对话语言来表达安慰，鼓励，致歉和感谢等。
读后续写：
三大主题
人与自我
人与社会
人与自然
个人成长与经历, 展现坚强，坚持，努力，自勉等。
通过支持，帮助和感恩等，凸显人间真情友爱。
人与动物和谐相处，展现人类的善意，动物的可爱，培养珍惜生命，热爱生命的价值观；
人在大自然中迷路或遇到危险，最后成功脱险，战胜了自然，突出了人类的勇敢与智慧。
八大类：友谊类，亲情类，历险类，助人类，竞赛类，成长类，师生类，人与动物等。
彰显社会主义核心价值观——强化育人功能，落实立德树人的根本任务。
突破不足，自我成长。
助人为乐，乐善好施。
突发情况，转危为安。
爱护动物，珍视生命。
story mountain
opening
build-up
climax
resolution
ending
解决矛盾
冲突
（矛盾）
与自己：孤独，自卑，失败，残疾...
与他人：争吵，误解，伤害，背叛
与环境：受困，迷路，遇险
靠自己：勇气，努力，
冷静，灵机一动...
靠他人：帮助，鼓励，
安慰，善良，爱...
靠环境：太阳，雨，
机会...
解决矛盾具体方式
1.灵光一闪
2.发奋图强
3.真情感化
4.按部就班
5.伏笔发酵
6.机缘巧合
解决矛盾具体方式
1.灵光一闪
情节构建 搭 配 句 型
环境 “救命稻草”
心理 “灵光一闪”
动作 “立即行动”
某人突然看到 / 听到 / 闻到…
Suddenly, sb. caught sight/the sound/the smell of...
...映入某人的眼帘。... came/popped into one’s sight/eyes.
从…中得到灵感，… Drawing inspiration from...
某人突然想到…
It flashed through one’s mind that .../It dawned upon sb. that...
/It occurred to sb. that.../An idea blossomed within sb. that...
某人毫不犹豫地…
Without the slightest hesitation, sb. .../Sb. did... in a heartbeat.
解决矛盾具体方式
2.发奋图强
情节构建 搭 配 句 型
心理 “下定决心”
动作 “痛改前非”
意识到了问题，某人下定决心…
Having realized the problem, sb. made up one’s mind that...
Having realized the problem, sb. was determined to do sth.
Having realized the problem, sb. (was) resolved that...
某人没有…，而是…
Instead of doing..., sb. did...
解决矛盾具体方式
3.真情感化
情节构建 搭 配 句 型
情绪 “受到触动”
心理 “有所感悟”
当……时，某人喉咙哽住。
One’s throat tightened when ...
被……所触动，某人内心充满了……
Struck by..., sb. was seized with + 情绪
被……所触动，某人感到一股强烈的……在内心升腾、奔涌。
Struck by ..., sb. felt a great sense of + 情绪 + welling up in
sb.’s heart and surging through sb.
某人直到那时才意识到…
Only then did sb. realize...
情节构建 搭 配 句 型
人物 “动作链& 动作面”
环境 “比喻”
解决矛盾具体方式
4.按部就班
做完……，某人……，然后……
Having done …, sb. did… and did…
物……，某人……，同时……
(With) sth. doing/done…, sb. did…, doing…
A 点亮 / 充斥了 B，好似魔法般，B 变成了 C。
A lit up/filled B, which, as if by magic, had turned into C
key and then opened the door by turning the doorknob. I set my bag down. I hung my coat up in the front closet and took off my shoes. I picked up my mail. Then I went into the living room.
I got back to my house. I walked up the steps to my front door. I unlocked it with my house
解决矛盾具体方式
6.机缘巧合
具体方式 相 应 策 略
抓住前文伏笔细节解决故事核心矛盾，设置转折。
当前文无法提供解决矛盾思路时，设置意外事件使故事发展（少见）。
5.伏笔发酵
强化审题构思
文本解读、情节架构，主题探究。
强化成句能力
续写语境相关的基本句型和特殊句式练习夯实。
强化续写技能
主题升华、情节构建、动作描写、情感描写、心理描写、语言描写、过渡词等。
有计划专题性地进行续写方法、续写技能指导：
备考重点
补充建议
用完形填空的方式打开读后续写
完形填空和读后续写两者体裁一致，主题相似，符合四个一原则，即:
讲述一个故事，解决一个问题，讲述一个道理，教育一个读者。
相同点：
①语篇都是叙事体文本，语言特点一致，
②动词系统是核心也是灵魂，名词系统紧随后；
③结尾升华的句子，即篇章的灵魂；
简单点说，读后续写是完形填空的扩写。 认真学习完形填空对于读后续写把握主旨要意以及积累语料有着莫大的帮助。
完形填空
主题语境
科技发展给人们带来的进步
节约资源
减少浪费
保护动植物
尊重自然规律
科技发展对人类提出的挑战
科技技术
环境保护
拾金不昧
见义勇为
身残志坚
坚强勇敢
积极乐观
陌路温情
邻里关系
师生关系
亲子关系
高尚优良的品行
良好的人际关系
正确的人生态度
乐于助人
无私奉献
2020-2024年高考完形主题语境
年份 主题语境 语篇内容 核心价值
2024 人与社会 我急于赶巴士去外地开会，却由于种种原因无法按时支付出租车费，我承诺返程时支付，并如期履约的故事。
诚信做人，感谢别人的帮助。
2023 人与社会 一名英语为第二语言的中学生在老师的鼓励下参加写作比赛，并通过努力取得优异成绩的故事。 鼓励学生克服阅读障碍。
2022 人与社会 身患疾病的 David 在老师的鼓励下勇敢顽强地完成越野跑比赛的故事。 挑战困境，创造未来。
2021 人与自我 双胞胎在母亲节为母亲做“惊喜”早餐的故事。 崇尚家庭美德，培育个人品德。
2021-2024年新课标Ⅰ&Ⅱ卷读后续写语篇分析
读后续写的主题也主要集中在成长抉择、亲情、友情、邻里情、陌生人之间的善意、积极的人生态度以及保护环境等。两者主题的相似性非常之高，这就意味着我们可以按照主题分类来刷完形。同一主题的几篇文章写下来，主旨大意将会有很好的掌握。
方式一 方式二
1.在规定时间内完成完形填空。
2.纠正错题。对词汇、固定搭配、
美句等进行积累。
3.思考情节推进的逻辑。
4.归纳文本主题。
1.部分完成完形填空。
（不包括最后一段或两段）
2.缕清情节发展，再预测最后一两段
可能发生的情节和文章主题，建议
学生限时书写出来。
3.阅读并完成完形填空最后一段，检
验之前的预测。
4.纠正错题。对词汇、固定搭配、美
句等进行积累。
从完形语篇中积累词块和优美句型
在所做过的完形填空语篇中发现了很多动词词块和生动优美句子，比如心理描写，环境描写，动作描写等。 引导学生进行从完形填空素材库中积累细节描写，让只会运用一些形容词表达的学生一步步懂得如何添加肢体语言面部表情等来丰富细节描写， 使人物心理活动跃然纸上，让读后续写有可读性。
① Approaching the car, they saw that a woman was trying to get out of the broken window.
②His stomach made a noise, which made him realize that he hadn’t eaten anything.
③She suffered some terrible illness in her early childhood.
④The mother rushes her son to the hospital’s emergency room.
⑤I couldn’t restrain my joy and skipped into the house.
⑥Tears of joy flooded her eyes.
⑦I was so angry that I slammed the door and stepped out on the front porch.
⑧He kicked it wide open, finding a frightened woman in a wheel chair with a little boy .
(2023新全国I卷) Neither won the race, but the display of human kindness won the day.
(人与人之间的善意）
(2024浙江卷) In the course of a couple of hours, he showed me just how much one can gain from travelling with an open mind, and a willingness to engage with locals from all walks of life. (旅游的意义)
(2022天津卷) I often think of my exceptional roommate and of what a gift he was to me. The impact he made during those difficult days in hospital still stays. Thank you for being my ray of sunshine. (积极的生活态度)
此外，完形填空的最后一段往往可以积累为读后续写的主题句。
一旦顺着完形填空的情节发展(从故事的开端到主题的升华)，关注动作面(actions&emotions)，理清句内、段内和段间的逻辑关系(转折、递进、因果、概括等)，我们对叙事类文体的故事发展脉络就能有非常清晰的预测，这将大大促进学生读后续写相关思维品质的培养。
叙事体完形填空是完整的读后续写的缩影。
读后续写资料分享
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