高考英语全国卷江苏新题型读后续写公开课课件(53张)

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英语读后续写讲评公开课课件ppt

选取合适的文本，激发学生对故事的兴趣和想象力。引导学生分析文本中的情节和人物特点，为续写做好准备。让学生尝试续写故事，并给予指导和建议。对学生的作品进行点评和分享，帮助他们提高写作能力和创造力。
案例二：情感表达续写
学生作品展示原文情感表达分析续写内容与情感表达点评与总结
案例三：语言运用续写
写作指导等
实践：在读后续写的教学中，可以尝试选择一些有趣的素材，引导学生发挥想象力，鼓励他们大
胆尝试写作
效果：通过这些措施，可以有效地提高学生的写作兴趣和信心，提高他们的写作
水平
学生写作能力差异较大
定义：学生之间存在写作能力的差异原因：语言基础、学习态度、学习方法等对策：分层教学，针对不同水平的学生提供不同的指导和资源实践案例：分享分层教学经验，提供具体操作方法
运用多样化的教学策略：采用讲解、示范、案例分析、小组讨论等多种教学策略，帮助学生更好地理解和掌握知识。
保持与原文风格一致
写作技巧
展开合理想象
突出重点，详略得当
语言生动，引人入胜
语言运用
续写语言与原文风格一致运用适当的修辞手法避免语法错误和拼写错误表达清晰、连贯、流畅
案例一：故事情节续写
背景介绍：介绍故事背景和人物关系语言运用：分析文本中的语言特点和修辞手法续写思路：根据故事情节和人物性格，提出合理的续写思路点评与反思：对续写结果进行点评，并反思教学过程中的优点和不足
学生缺乏写作兴趣与信心
原因：可能因为写作难度较大，或者是对写作的主题不
感兴趣
对策：可以采取一些措施来激发学生的写作兴趣，例如选择适合学生的主题，提供写作模板，给予
教学策略

解读新高考 I 卷读后续写(PPT)

The other children also jumped up all attention. When John had an idea, it was sure to be a good one. I’ll tell you what we can do,” said John. “You know that big box of com Uncle John sent us? Well, we can make popcorn (爆米花), and put it into paper bags, and Bernard can take it around to the houses and sell it.”
his wife took care
wants to earn money
couldn’t go out to work
a family in need
Feelings
Main Theme
planted the seed of kindness来自Mrs. Meredith
interested her very much
✓ say 说, tell 告诉, shout 大声叫 add 补充说,
✓ continue 继续说, explain 解释说, encourage 鼓励地说,
✓ scream 尖叫, whisper耳语 laugh 笑着说
动作描写
场景描写
✓ a truly unforgettable experience ✓ remain fresh in ones’ memory ✓ The birds sang; the grass was
settings
✓ a small community

2021届全国卷新题型《读后续写》公开课课件

dad towards the mountains.
Turning
???
Ending
???
Kinds Character Action Place Concrete Things Abstract
Underlined key words and phrases dad / Uncle Paul feed / get lost farm house / river sheep/ track
Fill in the blanks with proper words: …So, my dad and I __p_u_t__o_n_ our new cowboy hats, ___g_o_t_o_n_ our horses, and headed slowly towards the mountains. "Don’t be late for supper," Uncle Paul __cr_i_e_d_, "and keep to the track so that you don’t get lost!" "OK! " my dad __cr_i_e_d_b__a_ck_. After a while Uncle Paul and his farm house were out of sight.
Development
I experienced a lot but what I most wanted to do was to take a horse ride.
Although Uncle Paul was a little worried, I
was so happy to take a horse ride with my

新高考全国卷读后续写作文课件PPT

Main idea of part 3:talking about Bernard’s family: Mrs Meredith __t_o_ld___ her children about Bernard and
his family.
新高考全国卷读后续写作文课件PPT【 PPT实用课件】
⑤新高考全国卷读后续写作文课件PPT【PPT实用课件】 After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn some money.” said Clara. “His family is suffering so much.” ⑥ “So do 1,” said Harry. “We really should do something to assist them.” ⑦ For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish （完成）.” ⑧ The other children also jumped up all attention. When John had an idea, it was sure to be a good one. “I tell you what we can do,” said John. “You know that big box of com Uncle John sent us？Well, we can make popcorn（爆米花）, and put it into paper bags, and Bernard can take it around to the houses and sell it.”

高考英语一轮复习：新高考读后续写课件

with 复合结构
• Thunderous applause broke out, with the name David echoing again
and again.
雷鸣般的掌声响起，人群中一遍又一遍回响着 David 的名字。
丰富细节
4. 主旨升华：
• David felt a sense of achievement welling up in his heart. “Everyone
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
现。
范文赏析
动作描写，与首句过渡合理自然
We sat down next to each other, but David wouldn’t look at me. He
How did I
react？
How did David
perform on the
field?
What’s the ending
of the story?
丰富细节
1. 高级表达——动作描写：
• hang / lower one’s head 低下头
• tap sb on the shoulder gently 轻拍某人的肩膀
How did David feel
at this moment？

高考新题型“读后续写”英文教学公开课(共42张PPT)

4.续写内容忽视连接成分（结构松散不流畅） 5.续写结尾仓促无力，没有主题升华,缺少点睛之笔
Step 4 Make predictions
可用于续写的已知信息：
Character Steve, forester
Setting 划线词
Action
clothes, supplies, campsite, forest, fire found, endangering
Gptwdahlroaoueaitomnghcdtgeaien…remdued, dmptsaot,cagfllaroooatiegtstlh…hmd…ee,atsrhwlelaedrhnacodepaunpmssoueepupd, gfpsirheleite…su,,p
Amazing and experienced
Paragraph 2:
Suddenly, we heard a noise in the forest. Anxiously we listened and stared into the darkness. A jeep appeared. A forester had spotted the light from the fire and had come to have a check. We jumped into the warm vehicle and the forester drove us to the ranger station, where we were given clothes and were able to call our parents. Steve and I had many more camping adventures from then on, but it was on this trip that Steve began to treat me more like a friend rather than a younger cousin. Our friendship continues to this day.

高考英语读后续写公开课件

After planning the trip, we gathered clothes and supplies, and began our great adventure. We reached the Superior National Forest in northern Minnesota by early evening. On our way to the campsite, Steve pointed to a small house faraway in one of the mountains, saying that it was the ranger station (护林站) where the forester worked. 2020/11/12
Tired enough, we climbed into our sleeping bags early and talked about our plans for fishing the next day. We were still talking quietly when a sudden north wind picked up; the temperature dropped and it began to snow. Steve found a way to increase the temperature inside the tent. He dragged a log from the forest to the opposite side of the campfire. Then he wrapped aluminum foil (铝箔) around the log. The heat from the fire reflected off the foil and into the tent. Soon images of lake fish 2020/11/12 were filling my dreams.

新高考写作题：读后续写PPT

1 读后续写：
读后续写题与其他写作题的最大不同之处在于，其答题形式是根据所给阅读材料和两个段落首句（也即主题句）进行续写。因此，续写部分必须与阅读部分保持高度的“协同性”。
协同性：续写的内容要与阅读短文及所给段落首句高度衔接，续写内容想象丰富，在语言表达上恰当应用较多（5个以上）短文中标有下划线的关键词语，模仿使用阅读材料中的词语和句型较多且使用得当，语言表达准确流畅，上下文思路连贯。
拟写时，注意句子结构的多样性，语言的丰富性，并通过正确使用句与句之间过渡词语使文句连贯。（鼓励使用短文中句式）
续写步骤：第二步：起草/段落写作
一个完整的段落通常由三部分组成：
主题句、拓展句和总结句。
每个段落的这三部分内容只为同一个主题服务，不同的主题应放在不同的段落中表达。
tip:把10个划线词语抄录在草稿旁边
续写步骤：第一步：审题（读）
3.根据要点回想备用词汇：
环境：forest, rock, valley, cave, waterfall 困难：hungry, thirsty, injure, broken, blood, panic,
suffer, cold 活动：fall, crawl, taste, attempt, make one’s way to,
pick up 情绪：break down, depress 救援：rescue team, doctor, search for, spot 品质：calm, courage, will 评价：amazing, make itΒιβλιοθήκη 续写步骤：第二步：起草（写）
列出每段要续写的要点（可先写出一些关键词，尽量包括阅读短文中划线的词语），然后拓展成几个支撑句。

[新高考英语]读后续写解读课件

考试科目。所有科目均列入学业水平考试范围。计入高校招生录取总成绩的学业水平考试3个科目，由学生在思想政治、历史、地理、物理、化学、生物等科目中自主选择。
考试内容。根据普通高中课程方案和课程标准确
定。考试对象。普通高中在校学生均须参加学业水平考
试。
——2014年12月10日《教育部关于普通高中学业水平考试的实施意见（教基二[2014]10号）》
读后续写是将一篇不完整文章进行主题、逻辑、风格等方面延续的写作，用大约150 个单词来承接原文的主题。
“读后续写”就是要求学生阅读完一篇还未写完的文章之后，根据要求和提示把这篇文章未写完部分补充完整，使之浑然一体。它一方面很好地考查考生对所学语言知识的实际运用能力，而另一方面，它也培养学生的发散思维能力。
阅卷时将主要考虑以下内容： (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（所给）关键词语的覆盖情况； (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。
读后续写的能力要求
壹记叙文阅读理解能力贰由读到写的思维能力叁记叙文书面表达能力
◆能力考查
“读后续写”是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力。与应用文不同，故事续写除了要求学生掌握丰富的词汇和句式外，还注重学生的内容构思和情节衔接的能力。主要聚焦在以下四个方面：（1）把握短文关键信息和语言特点的能力。学生需要了解所给短
学习
能力
学生积极运用和主动调试英语学习策略、
拓宽英语学习渠道、努力提升英语学习效
率的意识和能力。
3、题型解读
《考试说明》读后续写：满分 25 分
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。

读后续写公开课ppt

其他经典作品续写
《围城》
《红楼梦》
《哈姆雷特》
读后续写实践与挑战
写作实践：根据给定故事开头续写
理解故事背景和人物特点确定故事发展方向运用语言和描写技巧反复修改和完善
写作挑战：自由选择一部经典作品进行续写
挑战原因：经典作品具有深厚的历史背景和文化内涵，续写难度较大
挑战分析：需要对作品的主题、人物、情节等方面有深入的了解和把握，同时还需要考虑与原作风格、语言、结构的协调与衔接
添加标题
添加标题
了解故事情节和人物关系，梳理故事发展脉络
注意细节描写，通过细节分析人物心理和情感变化
确定故事走向和结局
仔细阅读文本，了解故事情节和人物性格
考虑多种可能的结局，选择最符合故事主题和人物性格的结局
添加标题
添加标题
确定故事的核心冲突和发展方向
添加标题
ቤተ መጻሕፍቲ ባይዱ
添加标题
制定详细的情节发展计划，确保故事走向和结局的连贯性和可信度
续写过程中发现与原作不符怎么办？
重新阅读原文，确保对故事情节和人物性格有准确理解。
寻求帮助：请教老师或同学，了解其他人是如何处理这个问题的。
重新构思续写内容：在理解原文的基础上，重新构思续写内容，确保与原作保持一致。
不断修改和完善：在续写过程中不断修改和完善，确保续写内容与原作保持一致。
如何提高语言水平和文学素养？
阅读经典文学作品，提高语言感知能力
学习语法和词汇，增强语言基础
参加写作课程和培训，提高写作技巧和表达能力
增加阅读量，拓宽知识面，丰富文学知识储备
总结与展望
总结：回顾课程内容和收获

高中英语---新高考新题型---读后续写课件

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.
quarreled
How Jane felt angry
After she had climbed… was lost
helpless
As night was beginning had to stop
to fall
for the night
regretful
At the break of the day found food and water
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.

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.

高考英语新题型—读后续写课件)(共40张PPT)

• Paragraph 1: • Everyone was shocked to see the blood-
spattered mouth._____________________ • ______________________________________ • ______________________________________ • Paragraph 2: • Hearing the noise from the dog, the
• 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.
• 3. 使用并用下划线标示5个以上短文中标出的关键词语；
• 4. 词汇丰富高级，语法准确多变（主被动句式、各类从句、特殊句式、非谓语动词等的使用情况灵活恰当、不拘一格、游刃有余）；
• 5. 词数充分，150词左右。评分细则规定少于 130词的，从总分中减去2分；
• 6. 拼写准确，英式或美式拼法皆可；
• The next day, Neil, his wife and others decided to go for hunting in the forest and arranged a babysitter to take care of the little boy for half a day.

高考新题型“读后续写”英文教学公开课共44页

拉
60、生活的道路一旦选定，就要勇敢地走到底，决不回头。 ——左
56、书不仅是生活，而且是现在、过去和未来文化生活的源泉。 ——库法耶夫 57、生命不可能有两次，但许多人连一次也不善于度过。— —吕凯特 58、问渠哪得清如许，为有源头活水来。—— 朱熹 59、我的努力求学没有得到别的好处，只不过是愈来愈发觉自己的无知。 ——笛卡儿
高考新题型“读后续写”英文教学公开课
•
6、黄金时代是在我们的前面，而不在我们的后面。
•
7、心急吃不了热汤圆。
•
8、你可，不为失败找借口 (蹩脚的工人总是说工具不好)。
•
10、只要下定决心克服恐惧，便几乎能克服任何恐惧。因为，请记住，除了在脑海中，恐惧无处藏身。-- 戴尔．卡耐基。

高考英语写作之读后续写公开课PPT

Inferring the development
Infer the development from the given sentences
生齐答：《白蛇传》。
Para. 1 《烛之武退秦师》教案 2
5．用落叶和江水抒发时光易逝．壮志难酬的感伤的句子是：无边落木萧萧下，不尽长江滚滚来。 1．《离骚》一文中以博大的胸怀，对广大劳动人民寄予深深同情的语句是：长太息以掩涕兮,哀民生之多艰。
a little boy
an old man
Reading for Writing
unfriendly
hardly ever came out not say hello to simply just glared at
Tip 1: By describing what a character does in detail instead of telling the readers directly, you can show his personalities or feelings vividly.
Tip 1: _B_y_d_e_s_c_r_ib_i_n_g_w__h_a_t_a__ch_a_r_a_c_t_e_r _d_o_e_s_i_n_ 共享单车盈利模式有待梳理和建构，这注定了当前的共享单车发展模式不会是其发展的终点。电商的发展为共享单车的未来发展提供
了有益借鉴，随着大数据时代的到来，共享单车或许能够找到真正落地的机会。生1：李商隐的《锦瑟》中有“此情可待成追忆，只是当时已惘然。”（教师点拨）这段感情早已经逝去了，只剩下当事人面对着多少年
后10的.女物_子d是总_人e述_非自t来_a己深得_i深l出_的的i怀_n生恋活_s，经t_然验e而_的a无句_论d子_心：里_o“于有_f嗟多女_少t兮e痛_，惜l_无l，i与_曾n士有_耽g的_!深”t_情h却_e也_无_r可e挽_回a_了d_。e当_初r_怎s_麽d就_不i_r知_e道珍_c惜t_呢l_y？,__

高考英语读后续写教学课件

Paragraph 1：As Roman was farther from the snake, he jumped to the window and grabbed the curtain.
Why did he grab the curtain? What’s the relationship bethe snake was controlled, where did they go?
Personalities
'Usual boring day!' This would be the answer from Roman if somebody asked him how his day was. These days he found everything boring, nothing excited him.
Did everyone go outside by himself/herself?(回到原文找信息para.9) Would Roman help them out of danger/go outside ?
Paragraph 2：After the rescue team caught and took the snake away, everyone went inside the home.
读后续写过程中存在的问题：
1.续写内容与所给短文在叙述意图上不一致 2.续写内容与所给短文在相关细节上相矛盾 3.续写内容与所给短文在语篇结构上不连贯 4.续写内容与所给短文在语言风格上不一致
When/ Where
Who What/ How
Why
Narrator
叙事者
When
where
who