新高考英语：读后续写课件
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2023届新高考英语写作读后续写课件
1. 学习活动状况描述： 2. 简单评论; 3. 你的建议。 注意：
1．词数100左右； 2．短文的题目和首句已为你写好。
2022年新高考I卷 写作(共两节，满分40分)
第一节(满分15分) 假定你是校广播站英语节目“Talk and Talk”的负责人李华，请给外教Caroline写邮件邀请她做一次访谈。 内容包括： 1. 节目介绍； 2. 访谈的时间和话题。 注意： 1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。
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. 注意： 1. 续写词数应为150左右; 2. 请按如下格式在答题卡的相应位置作答. We sat down next to each other, but David wouldn’t look at me.__________________________________________ ____________________________________________________________________________________________
1．词数100左右； 2．短文的题目和首句已为你写好。
2022年新高考I卷 写作(共两节，满分40分)
第一节(满分15分) 假定你是校广播站英语节目“Talk and Talk”的负责人李华，请给外教Caroline写邮件邀请她做一次访谈。 内容包括： 1. 节目介绍； 2. 访谈的时间和话题。 注意： 1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。
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. 注意： 1. 续写词数应为150左右; 2. 请按如下格式在答题卡的相应位置作答. We sat down next to each other, but David wouldn’t look at me.__________________________________________ ____________________________________________________________________________________________
高三英语二轮复习：读后续写2023新课标1卷课件
句子升级：
it said I won the first prize，
Much to my amazement, (万能开头）
with an award presentation to attend in three days. (介词短语表伴随）
完成主干句子书写
先主干，后补充
2. 我的反应：震惊、惊喜、激动、想哭。
句子升级：
结Hale Waihona Puke 原文升级句式As each winner stepped onto the stage, applauses and cheers filled in the air.
Out broke thunderous applause from the crowd as I received the prize from the host.
6. 见到老师后我和老师的互动。
基础版：When he saw me, he said, “I know you can do it. I am proud of you!”
句子升级：
结合原文
升级句式
He was there waiting for me, grinning. Seeing the prize in my hand, he said, “Congratulations! You make it and deserve it.”
读后续写——2023新高考1卷
CONTENTS
目录
01 阅读分析
02 写作技巧
03 写作流程
PART ONE
阅读分析
距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。以下是本人从事10多年教学经验总结出的超实用新高考英语专题复习讲义希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！ 养成良好的答题习惯，是决定高考英语成败的决定性因素之一。做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。总之，在最后的复习阶段，学生们不要加大练习量。在这个时候，学生要尽快找到适合自己的答题方式，最重要的是以平常心去面对考试。英语最后的复习要树立信心，考试的时候遇到难题要想“别人也难”，遇到容易的则要想“细心审题”。越到最后，考生越要回归基础，单词最好再梳理一遍，这样有利于提高阅读理解的效率。另附高考复习方法和考前30天冲刺复习方法。
it said I won the first prize，
Much to my amazement, (万能开头）
with an award presentation to attend in three days. (介词短语表伴随）
完成主干句子书写
先主干，后补充
2. 我的反应：震惊、惊喜、激动、想哭。
句子升级：
结Hale Waihona Puke 原文升级句式As each winner stepped onto the stage, applauses and cheers filled in the air.
Out broke thunderous applause from the crowd as I received the prize from the host.
6. 见到老师后我和老师的互动。
基础版：When he saw me, he said, “I know you can do it. I am proud of you!”
句子升级：
结合原文
升级句式
He was there waiting for me, grinning. Seeing the prize in my hand, he said, “Congratulations! You make it and deserve it.”
读后续写——2023新高考1卷
CONTENTS
目录
01 阅读分析
02 写作技巧
03 写作流程
PART ONE
阅读分析
距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。以下是本人从事10多年教学经验总结出的超实用新高考英语专题复习讲义希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！ 养成良好的答题习惯，是决定高考英语成败的决定性因素之一。做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。总之，在最后的复习阶段，学生们不要加大练习量。在这个时候，学生要尽快找到适合自己的答题方式，最重要的是以平常心去面对考试。英语最后的复习要树立信心，考试的时候遇到难题要想“别人也难”，遇到容易的则要想“细心审题”。越到最后，考生越要回归基础，单词最好再梳理一遍，这样有利于提高阅读理解的效率。另附高考复习方法和考前30天冲刺复习方法。
2024届高考英语读后续写入门教学课件
读后读写
2. 他走在大街上，看到了他的英语老师。
Walking on the street, he saw his English teacher.
3. 听到这个消息，他开始哭了起来。
Hearing the news, he started to cry.
4. 看到满桌子的菜，强烈的幸福感涌上我的心头。
3. 当时我感到非常生气。
A sense of anger washed over me at that time (at that moment).
尝试翻译句子2
读后读写
翻译句子
读后读写
1. 说出真相之后，他感觉好多了。
2. 她感到累极了，坐在椅子上，试图让双脚放松。
金句表达2
读后读写
掌握非谓语动词的使用
⑧本段主要事件描写
④本段主要事件描写（说服过程2）
⑨结局（交代时间结果）
⑤顺承下句话（第二段已给信息）
⑩画面定格，氛围烘托
读后读写
高考题为例
读后读写
高考题为例（中文构思）
Paragraph 1:（己给信息）
①续写已给信息，写人物的动作和心理。
读后读写
他低着头，眼睛看着自己的双脚，安静地坐着，
进退两难。
with the others, drops of sweat popping out,
showing no sign of giving up.
⑨结局（交代事件结果）
Hardly had he crossed the finish line when I rushed to
hold him in my arms. "Good boy! I know you could
读后续写PPT课件
• After 3 hours, all of them returned to the cottage and they seemed very tired. The cottage was open and nobody was there. The dog saw Neil and others, it rushed to them and licked (舔) Neil’s shoes. Neil’s wife was shocked to see the blood strain in the dog’s mouth.
babysitter rushed out of the room._________________________________ • ______________________________________ ___________________________________
• 一、Read and answer the question (3mins): • 1. Why did Neil choose such a place for their
holiday? • A. because its scenery is beautiful. • B. because the villagers are kind. • C. because he likes nature very much. • D. because he loves different tastes. • 2.What does “ befriend〞 mean in para 3? • A. make friends with • B. be similar to • C. be familiar with • D.be friendly to
babysitter rushed out of the room._________________________________ • ______________________________________ ___________________________________
• 一、Read and answer the question (3mins): • 1. Why did Neil choose such a place for their
holiday? • A. because its scenery is beautiful. • B. because the villagers are kind. • C. because he likes nature very much. • D. because he loves different tastes. • 2.What does “ befriend〞 mean in para 3? • A. make friends with • B. be similar to • C. be familiar with • D.be friendly to
高中英语读后续写课件(共42张PPT)
appeared between them. C. The man and the woman had an enviable love.
Ending
Development Beginning
Climax(高潮)
Endings of our students
Endings of our students
1. 被打动的；受感动的
Paragraphy1: The butterfly knew that all these should have belonged
to her, but now they belonged to another woman. She could do nothing but rest on the man’s shoulder off and on. _I_t_w__a_s_h_e_a_r_t_b_ro_k_e_n__t_o_s_e_e_t_h_e_i_r_lo_v_e__d_e_e_p_e_n_d__a_y_b_y__d_a_y_. _T_im__e w__e_n_t_b_y_q_u_i_c_k_ly_._O__n_t_h_e__la_s_t_d_a_y__o_f_t_h_e_t_h_i_rd__y_e_a_r_w__h_e_n_t_h_e___ d_e_a_l_b_e_t_w__e_e_n_G_o_d__a_n_d__th__e_b_u_t_t_e_rf_l_y_w__a_s_a_l_m_o_s_t_o_v_e_r_,_t_h_e_m__a_n p_r_o_p_o_s_e_d_t_o__h_is__g_ir_lf_r_ie_n_d__. _H_e_t_o_o_k__o_u_t_a_b_e_a__u_ti_f_u_l _ri_n_g_a__n_d___ s_w_o__re__th__e_s_w_e_e_t_e_s_t_w__o_rd_s__h_e_h_a_s__e_v_e_r_s_a_id_._H__e_a_r_in_g__th__is_,_t_h_e_ b_u_t_t_e_rf_l_y_c_o_u_l_d_n_’t__b_re_a__th_e_._H__e_r_d_a_r_k_e_n_e_y_e_s__w_e_r_e_f_u_l_l _o_f_te_a__rs_. _sh__e_f_le_w__a_w__a_y_s_i_le_n_t_l_y._A__t_t_h_a_t_m__o_m_e_n_t_,_s_h_e__re_a_l_i_ze_d__t_h_a_t_h_e_ w__o_u_ld_n_’_t_k_n_o_w__h_e_r_s_a_c_r_i_fi_c_e_s_a_n_d__t_h_e_ir__lo_v_e__h_a_s_b_e_c_o_m__e_a__p_a_st. ____________________________________________________
Ending
Development Beginning
Climax(高潮)
Endings of our students
Endings of our students
1. 被打动的；受感动的
Paragraphy1: The butterfly knew that all these should have belonged
to her, but now they belonged to another woman. She could do nothing but rest on the man’s shoulder off and on. _I_t_w__a_s_h_e_a_r_t_b_ro_k_e_n__t_o_s_e_e_t_h_e_i_r_lo_v_e__d_e_e_p_e_n_d__a_y_b_y__d_a_y_. _T_im__e w__e_n_t_b_y_q_u_i_c_k_ly_._O__n_t_h_e__la_s_t_d_a_y__o_f_t_h_e_t_h_i_rd__y_e_a_r_w__h_e_n_t_h_e___ d_e_a_l_b_e_t_w__e_e_n_G_o_d__a_n_d__th__e_b_u_t_t_e_rf_l_y_w__a_s_a_l_m_o_s_t_o_v_e_r_,_t_h_e_m__a_n p_r_o_p_o_s_e_d_t_o__h_is__g_ir_lf_r_ie_n_d__. _H_e_t_o_o_k__o_u_t_a_b_e_a__u_ti_f_u_l _ri_n_g_a__n_d___ s_w_o__re__th__e_s_w_e_e_t_e_s_t_w__o_rd_s__h_e_h_a_s__e_v_e_r_s_a_id_._H__e_a_r_in_g__th__is_,_t_h_e_ b_u_t_t_e_rf_l_y_c_o_u_l_d_n_’t__b_re_a__th_e_._H__e_r_d_a_r_k_e_n_e_y_e_s__w_e_r_e_f_u_l_l _o_f_te_a__rs_. _sh__e_f_le_w__a_w__a_y_s_i_le_n_t_l_y._A__t_t_h_a_t_m__o_m_e_n_t_,_s_h_e__re_a_l_i_ze_d__t_h_a_t_h_e_ w__o_u_ld_n_’_t_k_n_o_w__h_e_r_s_a_c_r_i_fi_c_e_s_a_n_d__t_h_e_ir__lo_v_e__h_a_s_b_e_c_o_m__e_a__p_a_st. ____________________________________________________
高中英语读后续写专题课件(43张ppt)
材料 Everyone had a different answer 结尾 The police caught the robber
事物状态：“主语+系动词+表语”
材料 Arthur was surprised, Park Avenue had been quiet a moment before 结尾 The man shouting behind is the bank thief, The man was innocent
(有趣的，可笑的)
“趣”
核心矛盾
Money or
Other things
矛盾中心
“情节核”
发散性
the young man or another man
关键人物
Thief Not thief
矛盾身份
箱子里 所属人
Young man 身份
可能情节发展
1
thief
碰巧抓住抢劫犯（即结尾1）
2
the young man not thief
(1)情节基调的铺设：“向心性” (2)核心矛盾的预设：“发散性” (3)故事框架的搭建：“顺延性” (4)隐含语言的定位：“一致性”
情节基调
向心性
“A funny thing happened to Arthur when he was on the way to work one day”。
funny: cause amusement, laughter, etc.
“Unforgettable”, Says New Journalist Robot – Satisfaction Guaranteed
“读后续写”与阅读课的契合
1. M3U2 Come and eat here 2. M7U2 Satisfaction Guaranteed
事物状态：“主语+系动词+表语”
材料 Arthur was surprised, Park Avenue had been quiet a moment before 结尾 The man shouting behind is the bank thief, The man was innocent
(有趣的，可笑的)
“趣”
核心矛盾
Money or
Other things
矛盾中心
“情节核”
发散性
the young man or another man
关键人物
Thief Not thief
矛盾身份
箱子里 所属人
Young man 身份
可能情节发展
1
thief
碰巧抓住抢劫犯（即结尾1）
2
the young man not thief
(1)情节基调的铺设：“向心性” (2)核心矛盾的预设：“发散性” (3)故事框架的搭建：“顺延性” (4)隐含语言的定位：“一致性”
情节基调
向心性
“A funny thing happened to Arthur when he was on the way to work one day”。
funny: cause amusement, laughter, etc.
“Unforgettable”, Says New Journalist Robot – Satisfaction Guaranteed
“读后续写”与阅读课的契合
1. M3U2 Come and eat here 2. M7U2 Satisfaction Guaranteed
高考英语读后续写课件(共22张PPT)
Group 1
1. What’s the style of the context?
A. Narration B. Argumentation C. Exposition
（记叙文）
（议论文）
(说明文)
Tense: simple past tense Person: the third person
famous. He was so forgetful that he sometimes forgot what he was talking about in the middle of a sentence. His wife had to constantly remind him about his meetings，his classes—even his meals！Once he forgot he had eaten breakfast twice，at home and at school. His wife liked to remind her neighbors，“If John didn't have his head tied on，he would forget that too！” Since Smith was a professor at a well-known university，his forgetfulness was often an embarrassment to him. It wasn't that he was not clever，as some critical people tended to say，but just very，very absentminded.
Go through the passage and find out the basic information of the passage
新高考英语作文续写技巧 45张PPT
习者自己也会用的语言； • 以正确语言输入促学，弱化负面输入( 改错) 的作用; • 可操作性强，静态操练的语言可实时应用于内容动态变化
的续写； • 在丰富语境的伴随下学用语言，促使语言与语境粘合，有
助于语言得体使用。
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
4. 为什么“续写”？ 前人研究
• 续写可以在词汇、短语、句型、语篇连贯性、写作复 杂度、语法（如被动语态、过去时、冠词等）等方面 有积极的促学作用。
• 多样化的续写方式能够提高学生写作的积极性，激发 其内生表达动力。
4. 为什么“续写”？
读后续写不仅是一种考试题型， 更是高效促学的一种手段。
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
如何教学
PART TWO
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
• 教什么？ • 怎么教？ • 如何激发学习兴趣？ • 其他建议？
“语言学习高效率是通过‘续’实现的，因为学 习者的语言理解水平通常高于语言产出水平，前 高后低不对称，学习者因“续”而将理解与产出 拉平，可产生立竿见影的学习效果。”
2. 什么是“续论”？
独特优势
续论尝试解决影响外语是否学过能用的一个根本 问题: 语言的静态操练如何适应思想内容表达的 动态变化?
续论是互动研究的深化，“续”既是互动的源头， 又是强化互动的机制，还是习得语言的有效途径。
/25068051.html https:///s?id=1606959321322097371&wfr=spider&for=pc https:///s?id=1592920014080687359&wfr=spider&for=pc
的续写； • 在丰富语境的伴随下学用语言，促使语言与语境粘合，有
助于语言得体使用。
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
4. 为什么“续写”？ 前人研究
• 续写可以在词汇、短语、句型、语篇连贯性、写作复 杂度、语法（如被动语态、过去时、冠词等）等方面 有积极的促学作用。
• 多样化的续写方式能够提高学生写作的积极性，激发 其内生表达动力。
4. 为什么“续写”？
读后续写不仅是一种考试题型， 更是高效促学的一种手段。
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
如何教学
PART TWO
优秀ppt公开课ppt免费课件下载免费 课件新 高考英 语作文 续写技 巧 45张PPT
• 教什么？ • 怎么教？ • 如何激发学习兴趣？ • 其他建议？
“语言学习高效率是通过‘续’实现的，因为学 习者的语言理解水平通常高于语言产出水平，前 高后低不对称，学习者因“续”而将理解与产出 拉平，可产生立竿见影的学习效果。”
2. 什么是“续论”？
独特优势
续论尝试解决影响外语是否学过能用的一个根本 问题: 语言的静态操练如何适应思想内容表达的 动态变化?
续论是互动研究的深化，“续”既是互动的源头， 又是强化互动的机制，还是习得语言的有效途径。
/25068051.html https:///s?id=1606959321322097371&wfr=spider&for=pc https:///s?id=1592920014080687359&wfr=spider&for=pc
2024届高考英语读后续写公开课课件
Tip 2 : Predict the plot of para.2 based on the text and the second given sentence. (reasonable&positive)
Step 4 Brainstorm the content of para.1
Para.1 Nearing the doorway, Jenny took a deep breath. ... _________________________________
nervous and ashamed
sad
She_w_a_n_d_e_r_e_d__ in the street for hours, _h_u_n_g_r_y___ and wishing for something to eat.
Para .2 A gentle touch on her hair called her mind back....
relieved and happy
The theme of the passage is _u_n_d_e_rs_t_a_n_d_in_g__m_o_t_h_e_r’_s_lo_v_e__a_n_d_i_m_p_r_o_v_in_g___ _t_h_e_r_e_la_t_io_n_s_h_i_p_b_e_t_w_e_e_n_p_a_r_e_n_t_s_a_n_d_c_h_i_ld_r_e_n_. ____________________
touched, grateful
Para .1 Nearing the doorway, Jenny took a deep breath....
angry
She was offereda__b_o_w_l_o_f_n_o_o_d__le_s_and she thanked the seller.
2024届高考英语作文复习读后续写课件
8
Part 3 评分原则
9
1. 本试题总分为25分，按5个档次给分。 2. 评分时，先根据所续写短文的内容和语言初步确定其所属档次，然后以 该档次的要求来衡量，确定或调整，最后给分。 3. 词数少于130的，从总分中减去2分。 4. 评分时，应主要从以下四个方面考虑：
（1）与所给短文及段落开头语的衔接程度； （2）内容的丰富性和对所标出的关键词语的应用情况； （3）应用语法结构和词汇的丰富性和准确性； （4）上下文的连贯性。 5. 拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际 的影响程度予以考虑。 6. 如书写较差一致影响交际，可将分数降低一个档次。
1. 读懂大意，理清脉络
读所给的不完整故事，弄清大意和主题，理清故事的主要 人物和事件。
2. 细读首句，构思框架
仔细阅读所给两段的首句，结合正能量结尾，思考大致 框架。
3. 增加细节，开始写作
依据情节发展和常识，在确定的框架内，可按“ 所见、所 遇，所想，所为，所感” 等构思大致框架。
4. 修改润色，整洁誊写
➢ 二框二首正能量
第二段的框架，由第二段首句与正能量结尾来 确定。
3.增加细节，开始写作
在已定框架范围内，依据情节发展和 生活常识，推断故事中人物所见、所闻、 所思、所说、所做等给每段增加5至8个具 体细节，我们称之为“ 58细节添加法”。
第一段情节构建 • 要与原文情节的衔接； • 要与第一段段首语关键词衔接； • 要与第二段段首语的衔接。 第二段情节构建 • 要与第二段段首语关键词衔接； • 要与文章开头的遥相呼应； • 要“意料之外，情理之中”； • 要根据具体语境弘扬真善美，凸显主题，升华精神。
白卷、内容太少无法评判或所写内容与所提供内容无关。
Part 3 评分原则
9
1. 本试题总分为25分，按5个档次给分。 2. 评分时，先根据所续写短文的内容和语言初步确定其所属档次，然后以 该档次的要求来衡量，确定或调整，最后给分。 3. 词数少于130的，从总分中减去2分。 4. 评分时，应主要从以下四个方面考虑：
（1）与所给短文及段落开头语的衔接程度； （2）内容的丰富性和对所标出的关键词语的应用情况； （3）应用语法结构和词汇的丰富性和准确性； （4）上下文的连贯性。 5. 拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际 的影响程度予以考虑。 6. 如书写较差一致影响交际，可将分数降低一个档次。
1. 读懂大意，理清脉络
读所给的不完整故事，弄清大意和主题，理清故事的主要 人物和事件。
2. 细读首句，构思框架
仔细阅读所给两段的首句，结合正能量结尾，思考大致 框架。
3. 增加细节，开始写作
依据情节发展和常识，在确定的框架内，可按“ 所见、所 遇，所想，所为，所感” 等构思大致框架。
4. 修改润色，整洁誊写
➢ 二框二首正能量
第二段的框架，由第二段首句与正能量结尾来 确定。
3.增加细节，开始写作
在已定框架范围内，依据情节发展和 生活常识，推断故事中人物所见、所闻、 所思、所说、所做等给每段增加5至8个具 体细节，我们称之为“ 58细节添加法”。
第一段情节构建 • 要与原文情节的衔接； • 要与第一段段首语关键词衔接； • 要与第二段段首语的衔接。 第二段情节构建 • 要与第二段段首语关键词衔接； • 要与文章开头的遥相呼应； • 要“意料之外，情理之中”； • 要根据具体语境弘扬真善美，凸显主题，升华精神。
白卷、内容太少无法评判或所写内容与所提供内容无关。
高考英语读后续写PPT教学课件
a snake
clue 线索
Paragraph 1：As Roman was farther from the snake, he jumped to the window and grabbed the curtain. Paragraph 2：After the rescue team caught and took the snake away, everyone went inside the home.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
clue 线索
Paragraph 1：As Roman was farther from the snake, he jumped to the window and grabbed the curtain. Paragraph 2：After the rescue team caught and took the snake away, everyone went inside the home.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
高中英语-读后续写课件(共27张PPT)
“Unforgettable”, Says New Journalist Robot – Satisfaction Guaranteed
“读后续写”与阅读课的契合
1. M3U2 Come and eat here 2. M7U2 Satisfaction Guaranteed
虚构+趣味 思维+语言
叙事 文本
叙事 人称
第一、二、三人称
文 叙事 体 时态
…
叙事 方式
旁白/对白 口语/书面语
语言定位
记叙类故事文
叙事人称：“第三人”的身份讲述（第三人称作为主语）（直接引语除外）
比如，he, she, it, A funny thing, the young man, Park Avenue, Arthur等
读后续写策略
核心矛盾
情节基调
遣词用句 不着痕迹 语言文体 框架完整
情节走向 顺延逆转
情节内容 框架结构
合情合理 的创意
语篇段落
读后续写策略
1、挖掘情节基调，廓清核心矛盾，创造合情合理的创意故事外延。 2、理清叙事角度，把握顺延逆转，构建张弛有度的完整情节框架。 3、定位语言文体，模仿遣词用句，续写不着痕迹的语用叙事文本。
可能情节发展
1
thief
碰巧抓住抢劫犯（即结尾1）
2
the young man not thief
碰巧把刚从银行取钱赶路的人当劫犯，最后 到警局传来抓到劫犯消息
3 Money
碰巧碰到一个刚偷了其他人钱的小偷，最后
thief
到警局传来抓到劫犯并找回银行失钱的消息，
another man
最后在Arthur帮助下抓到另一个小偷
“读后续写”与阅读课的契合
1. M3U2 Come and eat here 2. M7U2 Satisfaction Guaranteed
虚构+趣味 思维+语言
叙事 文本
叙事 人称
第一、二、三人称
文 叙事 体 时态
…
叙事 方式
旁白/对白 口语/书面语
语言定位
记叙类故事文
叙事人称：“第三人”的身份讲述（第三人称作为主语）（直接引语除外）
比如，he, she, it, A funny thing, the young man, Park Avenue, Arthur等
读后续写策略
核心矛盾
情节基调
遣词用句 不着痕迹 语言文体 框架完整
情节走向 顺延逆转
情节内容 框架结构
合情合理 的创意
语篇段落
读后续写策略
1、挖掘情节基调，廓清核心矛盾，创造合情合理的创意故事外延。 2、理清叙事角度，把握顺延逆转，构建张弛有度的完整情节框架。 3、定位语言文体，模仿遣词用句，续写不着痕迹的语用叙事文本。
可能情节发展
1
thief
碰巧抓住抢劫犯（即结尾1）
2
the young man not thief
碰巧把刚从银行取钱赶路的人当劫犯，最后 到警局传来抓到劫犯消息
3 Money
碰巧碰到一个刚偷了其他人钱的小偷，最后
thief
到警局传来抓到劫犯并找回银行失钱的消息，
another man
最后在Arthur帮助下抓到另一个小偷
新高考英语二轮专题复习读后续写之成长感悟篇课件
questions. As soon
as
Hector
had
done
it,
Hector不知该怎么办 he knew it was the wrong
choice.
Hre'ed gchreeatted
and
whatever he did now, he couldn't change the fact. “What if Mr. Adler thought I stole this
“Fifth Crade Ceography Bee Questions and Answers”. Hector stared wide-eyed at the
envelope. Before he even had time to reflect on the consequences, he opened it and read the
Hector's turn. If he answered his question corectly, he would be the Room Five champion.
“Where did I put that second sheet of questions?” Mr.Adler whispered while searching
through a thick pile of papers on his messy d老es师k. 找M不r.A到dl比er,赛th题ough a great teacher, had a
reputation of being disorganized with a long history of misplacing things. “Oh well, I
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阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 One weekend in July, Jane and her husband, Tom, had driven three hours to camp overnight by a lake in the forest.
Unfortunately, on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake, Jane was so angry that she said to Tom, “I’m going to find a better spot for us to camp” and walked away.
• 与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。 • 内容比较丰富，应用了5个以上短文所标出的关键词语。 • 所使用的语法结构和词汇较为丰富、准确，可能有些许错误，
但不影响意义表达。 • 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。
读后续写过程中存在的问题：
续写内容与所给短文在叙述意图上不一致 续写内容与所给短文在相关细节上相矛盾 续写内容与所给短文在语篇结构上不连贯
With no path to follow, Jane just walked on for quite a long time. After she had climbed to a high place, she turned around, hoping to see the lake. To her surprise, she saw nothing but forest and, far beyond, a snowcapped mountain top. She suddenly realized that she was lost.
第五档： 21-25
记叙文阅读理解能力
• 与所给短文融洽度高，与所提供各段落开头语衔接合理。 • 内容丰富，应用了5个以上短文中标出的关键词语。 • 使用语法结构和词汇丰富，准确，可能有些许错误，但完
全不影响意义表达。 • 有效地使用了语句间的连接成分，使所续写短文结构紧凑。
记叙文书面表达能力
第四档： 16-20
读后续写的能力要求
一、记叙文阅读理解能力 二、由读到写的思维能力 三、记叙文书面表达能力
一、记叙文阅读理解能力
浅层的信息定位能力： what, when, where, who, why, how等
理清故事的发展线索 深层的文本分析能力： 明确文本的主要矛盾
关注故事的语言风格
2016年高考读后续写
continuation writing 读后续写
提供一段350词以内的语言材料，要求考生依据该材料内容、所 给段落开头语和所标示关键词进行续写（150词左右），将其发 展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。
第五档： 21-25 第四档： 16-20 第三档： 11-15 第二档： 6-10 第一档： 1-5
“Tom!” she cried. “Help!” No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving, but the farther she walked, the more confused she became. As night was beginning to fall, Jane was so tired that she had to stop for the night. Lying awake in the dark, Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him. Jane rose at the break of day, hungry and thirsty. She could hear water trickling (滴落) somewhere at a distance. Quickly she followed the sound to a stream. To her great joy, she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now, Jane began to walk along the stream and hope it would lead her to the lake. As she picked her way carefully along the stream, Jane heard a helicopter. Is that for me? Unfortunately, the trees made it impossible for people to see her from above. A few minutes later, another helicopter flew overhead. Jane took off her yellow blouse, thinking that she should go to an open area and flag them if they came back again. But no more helicopters came and it was dark. _________________________________ It was daybreak when Jane woke up. _________________________________________
Unfortunately, on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake, Jane was so angry that she said to Tom, “I’m going to find a better spot for us to camp” and walked away.
• 与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。 • 内容比较丰富，应用了5个以上短文所标出的关键词语。 • 所使用的语法结构和词汇较为丰富、准确，可能有些许错误，
但不影响意义表达。 • 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。
读后续写过程中存在的问题：
续写内容与所给短文在叙述意图上不一致 续写内容与所给短文在相关细节上相矛盾 续写内容与所给短文在语篇结构上不连贯
With no path to follow, Jane just walked on for quite a long time. After she had climbed to a high place, she turned around, hoping to see the lake. To her surprise, she saw nothing but forest and, far beyond, a snowcapped mountain top. She suddenly realized that she was lost.
第五档： 21-25
记叙文阅读理解能力
• 与所给短文融洽度高，与所提供各段落开头语衔接合理。 • 内容丰富，应用了5个以上短文中标出的关键词语。 • 使用语法结构和词汇丰富，准确，可能有些许错误，但完
全不影响意义表达。 • 有效地使用了语句间的连接成分，使所续写短文结构紧凑。
记叙文书面表达能力
第四档： 16-20
读后续写的能力要求
一、记叙文阅读理解能力 二、由读到写的思维能力 三、记叙文书面表达能力
一、记叙文阅读理解能力
浅层的信息定位能力： what, when, where, who, why, how等
理清故事的发展线索 深层的文本分析能力： 明确文本的主要矛盾
关注故事的语言风格
2016年高考读后续写
continuation writing 读后续写
提供一段350词以内的语言材料，要求考生依据该材料内容、所 给段落开头语和所标示关键词进行续写（150词左右），将其发 展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。
第五档： 21-25 第四档： 16-20 第三档： 11-15 第二档： 6-10 第一档： 1-5
“Tom!” she cried. “Help!” No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving, but the farther she walked, the more confused she became. As night was beginning to fall, Jane was so tired that she had to stop for the night. Lying awake in the dark, Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him. Jane rose at the break of day, hungry and thirsty. She could hear water trickling (滴落) somewhere at a distance. Quickly she followed the sound to a stream. To her great joy, she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now, Jane began to walk along the stream and hope it would lead her to the lake. As she picked her way carefully along the stream, Jane heard a helicopter. Is that for me? Unfortunately, the trees made it impossible for people to see her from above. A few minutes later, another helicopter flew overhead. Jane took off her yellow blouse, thinking that she should go to an open area and flag them if they came back again. But no more helicopters came and it was dark. _________________________________ It was daybreak when Jane woke up. _________________________________________