2025高三英語讀后續(xù)寫說課 課件

讀后續(xù)寫的講與練-以2022新高考I卷為例Contents01030204TeachingaimsTeachingreflectionTeachingproceduresTeachingphilosophy01Teachingphilosophy

讀后續(xù)寫題會提供一段350詞以內(nèi)的語言材料,要求考生根據(jù)該材料內(nèi)容和所給段落開頭語進行續(xù)寫(150詞左右),將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結構完整的短文。評分要點：(1)與所給短文及段落開頭語的銜接程度(2)內(nèi)容、語法結構、詞匯的豐富性和準確性(3)上下文的連貫性考查：閱讀能力（讀懂原文）、邏輯思維（情節(jié)連貫）、寫作能力（模仿創(chuàng)造）

InterpretationoftesttypeWhattheyhave至少五年的英語學習經(jīng)驗至少兩年的讀后續(xù)寫經(jīng)驗具備一定的閱讀和寫作能力Whattheylack“無話可說”或“肚子里有貨倒不出來”缺乏情節(jié)設計不注重分析原文語言風格，盲目追求“高級”，變成“草帽配皮鞋”寫前無大綱，“想到哪里寫哪里”句子“缺胳膊少腿”而不自知

Analysisofthestudents02TeachingaimsTeachingobjectivesLanguageproficiencyCulturalawarenessThinkingqualityLearningability準確理解原文的人物性格、故事情節(jié)、語言特點模仿原文語言，使用替換詞和類似句子結構，使語言風格協(xié)同在原文基礎上創(chuàng)造新的內(nèi)容情節(jié)了解英文短篇故事的情節(jié)發(fā)展套路與原文內(nèi)容保持融洽，形成有效協(xié)同與原文合理銜接通過自查與互批從錯誤中學習Attheendofthisclass,studentswillbeableto:03Teachingprocedures

Step1Understandingthegiventext

Who動作（v.）情緒/心理（adj.）特點（n.或短語）角色1

角色2

角色3

角色4

What關鍵句(問題與矛盾)P1P2關鍵詞

3W1H(where/when/why/how)

各類描寫占比環(huán)境/動作/情緒/心理描寫的占比順序從高到低為：

.讀懂原文分四步，表格填寫要記住平時大量訓練，考試才能游刃有余。

Step1Understandingthegiventext

第一步：找who找who:1.who可以是人，也可以是事物/動物。且分主要角色和次要角色。2.只要是出現(xiàn)的人物，都必須找出，以便描寫各人物的反應與人物之間的互動。(解決“無話可說”)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.…competitorsrunfastlikearrows…(人人有交代)

Step1Understandingthegiventext

第二步：找詞找動詞/形容詞/名詞/短語（找主要人物即可）在續(xù)寫時可突出其特點，性格決定命運/情節(jié)。(融洽不離題)在續(xù)寫時可用其替換詞進行人物描寫。(解決“肚子里有貨倒不出來”)學生模仿展示upset;discouraged;depressed;beinlowspiritsHisbigtoothysmilehascomeback

Step1Understandingthegiventext

第三步：找句找what:劃關鍵句，即問題，來延續(xù)情節(jié)，解決問題，保證事事有結局(解決“缺乏情節(jié)設計”)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Wesatdownnexttoeachother,butDavidwouldn'tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.conflict：David不愿意參加跑步比賽

Step1Understandingthegiventext

第四步：找描寫找各類描寫：優(yōu)先讓續(xù)寫與原文占比一致(解決“草帽配皮鞋”)語法句式方面，可保持一致，也可模仿好句(解決“肚子里有貨倒不出來”)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.Ilooked

aroundandfinallyspottedDavid,whowasstanding

by

himselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswung

his

feet

forward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealways

finishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrong

determination.Wesat

downnexttoeachother,butDavidwouldn't

lookatme.IwatchedasDavidmoved

up

tothestartinglinewiththeotherrunners.各類描寫：環(huán)境/動作/情緒/心理動作描寫為主，情緒/心理描寫為輔Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachand

askedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrocking

fromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,and

althoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.紅色：定語從句，名詞性從句綠色：動作鏈藍色：狀語從句，無靈主語，非

謂語，副詞，連詞不宜有過多的復雜語法結構，語言風格應像原文一樣樸素，自然Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachand

askedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrocking

fromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,and

althoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.紅色：定語從句，名詞性從句綠色：動作鏈藍色：狀語從句，無靈主語，非

謂語，副詞，連詞不宜有過多的復雜語法結構，語言風格應像原文一樣樸素，自然高考閱卷老師反饋：不要拽文；不要炫技；不要生僻詞；不要大詞；不要堆砌；不要矯揉造作；不要“草帽配皮鞋”高中生的作文要有高中生的樣子學生習作展示學生習作展示

Step2Outliningthecontents

寫大綱，定十句（五句已定，五句發(fā)揮）P1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.①

接著P1（心理/動作鏈）②③④⑤

根據(jù)P2P2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.⑥接著P2（心理/動作鏈）⑦⑧⑨

結局

（照應首段/解決矛盾）⑩

升華

（價值觀/畫面定格）銜接！銜接！銜接！學生大綱展示學生大綱展示學生大綱展示學生大綱展示學生大綱展示

Step3Improvingthewriting

Basedontheanalysisofthegiventextandtheoutline,studentscaneitherimprovetheirwritingsorrewritethewriting.FourstepstoreviewandperfectStudents’writing01030204A.Self-checkD.GuidancefromtheteacherB.PeergradingC.Personalizedreview

Step4Reviewingthewriting提供明確的衡量標準Toguide,nottotell

Step4Reviewingthewriting

StepASelf-checkSelf-checklistIamsureIspelteverywordcorrectly.(每個單詞都拼寫正確了)Ibeganeverysentencewithacapitalletter.（每句話的第一個字母都大寫了）

Icapitalizedallpropernouns(names,cities,countries,etc.).(專有名詞第一個字母都大寫了）Iendedeverysentencewiththecorrectpunctuation.（我使用了正確的標點符號來結束每一句話）Iusedcommascorrectlyincompoundsentence.（在并列句中我正確使用了逗號）Icheckedthateachsentencehasasubjectandaverb.(我檢查了每一個句子都有主語和謂語)Theverbsagreewiththesubjectsinnumberandperson.(謂語動詞和主語在人稱和數(shù)上一致)Iusedthecorrecttenseforeachsentenceandtheentirepassage.（每個句子和整篇文章都使用了正確的時態(tài)）

Iusedpersonalpronounscorrectly.(人稱代詞使用正確)Icopiedoutmycompositionwithbeautifulhandwriting.（我用漂亮的書法寫了作文）Iwrotethetwoparagraphsinsimilarlength.(我兩個續(xù)寫段落長度大致差不多)Ifinishedmypassageinapproximately130-170wordsintotal.(我文章的字數(shù)大概在130到170之間)學生糾錯展示學生糾錯展示

Step4Reviewingthewriting

StepBPeerGrading難理解，難把握

Step4Reviewingthewriting

StepBGroupGrading評價內(nèi)容評價標準定位得分語篇內(nèi)容Content(8)C8(7-8分)情節(jié)設計合理，能適當發(fā)揮使內(nèi)容充實；與所給短文融洽度高，與各個段落開頭語銜接合理。C6(5-6分)情節(jié)設計較為合理，個人發(fā)揮較少，內(nèi)容欠充實；與所給短文基本融洽，與各個段落開頭語銜接合理。C4(3-4分)情節(jié)設計上存在突兀的地方，匆匆結尾，表意不夠完整；體現(xiàn)不了銜接與融洽。C2(1-2分)情節(jié)設計上存在突兀的地方，續(xù)寫沒寫完，表意不夠完整。C0(0分)只寫出少量詞語，不能清晰表達語義。

篇章結構Structure(7)S