新高考英语读后续写教案资料

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高考英语读后续写-无灵主语有灵动公开课示范课课教案(、好用)

高考英语读后续写－无灵主语有灵动公开课示范课优质课教案（精品、好用）一、教学目标1. 知识目标理解无灵主语的概念和用法，掌握如何运用无灵主语进行创新表达。

2. 能力目标提高学生的阅读理解能力，培养学生的创新思维和语言表达能力。

3. 情感目标激发学生对英语写作的兴趣，培养学生的团队合作精神。

二、教学内容1. 教学文本选择一篇高考英语读后续写真题，作为教学案例。

2. 教学目标分析文本中的无灵主语运用，引导学生进行创新表达。

三、教学过程1. 导入新课通过展示一组图片，引导学生思考图片中的故事情节，激发学生的兴趣。

2. 案例分析分发文本给学生，让学生独立阅读，进行分组讨论，分析文本中的无灵主语运用。

3. 创意写作让学生以小组为单位，根据讨论的结果，创作一段续写故事，要求运用无灵主语。

4. 分享与评价每个小组派代表分享自己的作品，其他小组成员和老师进行评价，给出改进意见。

四、教学评估1. 课堂参与度观察学生在课堂上的积极参与情况，给予鼓励和评价。

2. 创意写作评估学生在创意写作中的语言表达能力和创新思维，给予具体的改进建议。

3. 小组合作观察学生在小组合作中的表现，评价他们的团队合作精神。

五、教学资源1. 教学文本选择一篇适合学生水平的的高考英语读后续写真题。

2. 图片素材根据教学内容，准备相关的图片素材，用于导入新课。

3. 评价表设计一份评价表，用于对学生的作品进行评价。

六、教学策略1. 互动式教学：通过提问、讨论等方式，引导学生积极参与课堂，提高他们的阅读理解和分析能力。

2. 任务型教学：通过小组合作完成创意写作任务，培养学生的创新思维和团队合作精神。

3. 个性化教学：关注学生的个体差异，给予不同水平的学生个性化的指导和建议。

七、教学步骤1. 案例分析：让学生独立阅读文本，分析其中的无灵主语运用，培养学生独立思考和分析问题的能力。

2. 创意写作：引导学生运用无灵主语进行创意写作，培养学生的创新表达和语言组织能力。

高中英语教案设计读后续写配套教案

Continuation Writing（读后续写）教案For the New College Entrance ExaminationTeaching Aims:After learning this lesson, students will be able to:1)Understand the plot through analyzing and discussing the structure of the passage;2)Know how to predict and design plots by combing main context and the two first given sentences;3)Summarize the main steps and methods to write a continuing writing;4)Develop a reasonable and positive ending to a story by referring to the content of the text;5)Know mutual understanding based on love is the bridge for both kids and parents. Key and difficult points：Enable students to master how to read a story, find its plots and characters’feelings ,and then predict and design a continuing story with a positive ending. Teaching aid: MultimediaTeaching procedures:I.Leading-in.A.Greetings.T: Before this class, please allow me to introduce myself. As you can see from the screen I am Yang Zhiping, , an English teacher from Ping Gao Senior high school. This is my great honor to have this great opportunity to stand here working as your teacher.Now let’s come to today’s topic. Look at the screen, what are they?S: continuation writingT: Yes, in Chinese it means “读后续写”，which is a new kind of writing style added to the new college entrance examination for English test.As you know, Gaokao will directly decide whether you can be admitted into your dream/ideal college, and in some degree perhaps will determine one’s future. Since it is greatly important for you, and so is this kind of writing.This is today’s question: (write this on the blackboard)How to write a good continuation writing composition.This class can be divided into two main parts: one is leading-in, and the other is continuation writing. Here what I need to mention is the most important part “continuation writing”, which has been divided four parts: READING, PREDICTING, WRITING AND POLISHING. It is also called four steps for this kind of writing.B.Leading-in(We, human beings are not alone; we live in countries, live in society, live in families. We are the sons of fathers, or the daughters of mothers. Perhaps, one day you are the father of sons, or the mother of daughters. AS a part of the community, arguments, conflicts or even quarrels with your relatives can be avoided. Let’s come to today’s questions)1.Did you ever have a quarrel with your parent?2.How to fix the broken relationship caused by the quarrel? (write this on the blackboard)Toady we will read a story about a quarrel between Jenny and his mother and try to continue writing two paragraphs about 150 words in total.II. Continuation writinga. Reading(读取信息):1.What's the style of the context?A .Exposition(说明文) B. Argumentation（议论文）C. Narration（记叙文）a. What happens?b. Who is it about?c. Where does it happen?d. When does it happen?e. Why does it happen?f. How does it happen?2.Basic information(基本信息)：when, where, who, what, how , why(5-W and1-H)then realized mistakes and decided to go home to make an apology with the help of a kind noodles' seller.(Make student know how to read a story correctly and rapidly)3.Reading plots and feelings.Ask students to underline the important sentences or phrases especially those verb or adjectives that imply main character’s feelings.Check students’ underlined sentences and phrases(T: what have you underlined? ) (Help students have a good understanding of the context’ plots and Jenny’ feelings) b. Predict and Design plots .(Group work)Write the first paragraph we need to think reversely. The first paragraph should be based on two first given sentences. To make write smoothly, we’d better use 5-8 action verbs. ( Discuss with your partners and then select one of your partner to write what your group have predicted and designed on the blackboard)鼓足勇气，推门进屋push the door open and enter the house母亲外出，该去何处not in home and don't know where to go累而难过，沙发上坐feel tired and sad, she sink/sit down onto the sofa争吵场面，浮现脑海the scene of the quarrel appears自己粗鲁，愧对其母remember her rudeness母亲责骂，皆因关爱scold,care about自感羞愧，泪流脸颊feel ashamed, tears roll downNow, let’s come to design the second paragraph.Write the second paragraph we also need to think reversely. The second paragraph should be based on its given sentences and the ending required to be positive. To make write smoothly, also we’d better use 5-8 action verbs. ( Discuss with your partners and then select one of your partner to write what your group have predicted and designed on the blackboard)抬头一望，看见母亲raise head and see到处找你，你在这里look for母亲虽累，松了口气feel tired and relieved扑入怀里，道歉致谢hug/throw oneself into sb’s arm, apology and express thanks 母亲听后，喜在心头hear, smile(Lead students to imagine, predict and design what they need to write for the follow-up paragraphs step by step)Think:1). Shall we write whatever we like before writing?No. The follow-up plots should be:● creative ● reasonable ● logical● consistent with the original story2). What message do we need to convey through the story?Should be positive: ● love●understanding(主题语境人与人---母女关系)c. Writing（续写故事）Task 1:Before-writing: Read for language.Task2: While writing (Optional activities: Group work ) (Divide students in two four groups. Group 1 and 3 write Para. 1 ;Group 2 and 4 write Para. 2 .Then select a member to read aloud it to us)Tips:1. details(:细节)：时间，思绪，感受，动作，表情，地点，对话，独白... 2. transitional words(过渡词)：therefore, however, what's more, suddenly, to one's joy/ surprise, besides...3.different sentence structures(丰富的句子结构)：非谓语动词“V-ing/V-ed/todo”，with的复合结构，never，so等倒装句，三大从句，it的形式主语，虚拟语气等等。

高考英语写作(读后续写)学案(含答案)

高考英语写作（读后续写）学案目录1.三年考情透析，把握高考风向标；2.评分标准早知道，发奋努力有方向；3.续写导图心中有，手起笔落如神助4.高考真题精讲析，写作思路一目了然；读后续写是一种将阅读和写作紧密结合起来进行考查的新题型，是对学生语言、思维、文化的三位一体的考查，有助于启动和延续英语语言的后续学习与应用。

该题型首先出现在2016年浙江10月卷英语写作部分中。

阅读部分字数在350词左右，续写字数为150左右。

体裁为记叙文，突出社会关爱、家庭情感、学会感恩及个人成长等话题，强调立德树人，宣传正能量，具有深远教育意义。

1. 本题总分为25分，按七个档次进行评分。

2. 评分时，主要从内容、语言表达和篇章结构三个方面考查，具体为：（1）续写内容的质量、续写的完整性以及与原文情境的融洽度。

（2）所使用词汇和语法结构的准确性、恰当性和多样性。

（3）上下文的衔接和全文的连贯性。

3. 评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。

4. 评分时还应注意:（1）词数少于120的，酌情扣分；（2）单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美年份卷别体裁原文字数话题续写词数2023年新高考全国I卷记叙文324在老师鼓励下参加写作比赛并取获奖150词左右2022年新高考全国I卷记叙文335鼓励David越野跑150词左右2021年新高考全国I卷记叙文306给妈妈的母亲节惊喜150词左右三年考情风向标评分标准早知道拼写及词汇用法均可接受；（3）书写较差以致影响交际的，酌情扣分。

档次得分评分标准第七档 22-25 —创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解；—自然有效地使用了段落间、句间衔接手段，全文结构清晰，前后呼应，意义连贯。

英语新高考题型——读后续写高三英语必修教案教学设计

《英语新高考题型——读后续写》微课教学设计录制时间：2020年8月11日微课时间：6分27秒授课教师成金丽学科英语学段高中微课名称读后续写三部曲知识点来源英语新高考题型知识点描述掌握英语新高考题型—读后续写的写作要求和写作方法预备知识掌握一定的英语阅读能力和书面表达能力设计思路本微课设计为四个部分：一、介绍微课基本信息二、介绍读后续写题型三、把写作过程分解成三步四、总结微课特点本微课结合英语学科的新高考题型——书面表达”读后续写“，进行一个写作的指导。

作者把这个写作过程简化成三步，用生动的动画、清晰的图表进行讲授教学，让初次接触该题型的同学们能够对该题型的写作要求有一个清晰的认识，并能通过三步写作方法，准确把握续写的重难点，写出符合评分标准的高分作文。

教学过程内容时间一、介绍微课基本信息Hello, everyone. Welcome to my class. I’mLily. T oday, we are going to talk about writing, 读后续写。

19秒二、介绍读后续写题型读后续写是我们高考的新题型。

题目一般会给我们提供一段350词左右的语言材料，这个材料通常是一个记叙类的故事。

可是，故事只给了开头和一些经过，却没有结尾。

那么，就要求我们大家要依据该材料的内容，所给段落的开头和所划线的关键词进行续写，续写两个段落，字数要求是150词左右。

并要求所续写的内容要与给定材料有逻辑衔接、情节和结构完整。

使整个短文构成一个完整的故事50秒三、把写作过程分解成三步Step one. ReadingRead the given story and acquire some basic information of the story. A story, includes six basic elements.when, where, who, what, why, how.In the story,you’ll find out when and where it happened. Who are the main characters mentioned andwhat happened to them?There will usually be a conflict going through the whole story, so you’ll alsoknow why the conflict emerged and how it developed.110秒Step two. Processing1.Process the reading material for the story plot2. Process the reading material for the story theme3.Predict the story ending based on three groundings.140秒Step three. Writing30秒In order to make your writing better. You have to keepin mind the following writing techniques. when givinga narration of a story. we need to describe actions,feelings, inner thoughts,spoken words andsurroundings.四、总结对以上内容进行一个归纳总结35秒。

10篇读后续写试题公开课教案教学设计课件资料

10篇读后续写试题公开课教案教学设计课件资料教案内容：一、教学目标1. 让学生掌握读后续写的技巧和方法。

2. 提高学生的阅读理解和故事构思能力。

3. 培养学生运用英语进行创造性写作的能力。

二、教学重难点1. 掌握读后续写的技巧和方法。

2. 如何将阅读材料与续写内容有机结合。

三、教学准备1. 10篇读后续写试题资料。

2. 教学课件。

3. 投影仪或白板。

四、教学过程1. 导入（5分钟）a. 向学生介绍读后续写的概念和重要性。

b. 引导学生回顾已学的阅读技巧和方法。

2. 读后续写技巧讲解（15分钟）a. 讲解读后续写的步骤和注意事项。

b. 举例说明如何将阅读材料与续写内容结合。

3. 试题分析（20分钟）a. 分析第一篇读后续写试题，引导学生关注故事情节、人物关系和语境。

b. 学生分组讨论，分享各自的阅读感悟和续写思路。

4. 续写实践（20分钟）a. 学生根据试题要求，进行读后续写实践。

b. 教师巡回指导，解答学生疑问。

5. 作品展示与评价（10分钟）a. 学生展示自己的续写作品。

b. 教师和学生共同评价，给出改进建议。

五、课后作业1. 完成剩余的9篇读后续写试题。

教学反思：本节课通过讲解读后续写的技巧和方法，引导学生进行实践操作，旨在提高学生的阅读理解和故事构思能力。

在教学过程中，要注意关注学生的个体差异，给予不同程度的学生个性化的指导和关爱。

注重培养学生的合作意识和团队精神，让他们在讨论和交流中共同进步。

六、教学拓展1. 邀请英语作家或专业人士进行讲座，分享读后续写的心得和经验。

2. 组织学生参加读后续写比赛，激发学生的学习兴趣和竞争意识。

3. 推荐优秀读后续写作品，让学生进行欣赏和借鉴。

七、教学评价1. 通过课后作业和课堂表现，评价学生的读后续写能力。

2. 结合学生的作品展示和评价，了解学生的学习效果。

3. 收集学生的心得体会和学习反馈，不断优化教学方法。

八、教学策略1. 采用任务型教学法，让学生在实践中学习。

2023年高考新课标一卷读后续写教案

2023年高考新课标一卷读后续写教案一、教学目标1. 理解原文，把握原文故事情节和人物形象，了解故事背景和环境。

2. 通过阅读和分析原文，培养学生的英语阅读理解能力和语言表达能力。

3. 引导学生发挥想象力和创造力，续写原文故事，培养写作能力和创新思维能力。

二、教学内容与步骤1. 阅读原文，理解故事情节和人物形象首先，让学生阅读原文，了解故事背景、人物形象和故事情节。

在阅读过程中，提醒学生注意细节和语言特点，为后续的续写打下基础。

2. 分析原文，挖掘故事内涵和细节在学生对原文有了初步了解之后，引导学生深入分析故事情节和人物形象，挖掘故事内涵和细节。

可以让学生思考以下问题：（1）故事的主题是什么？它表达了什么样的价值观？（2）故事中有哪些重要的细节没有被提到？这些细节对故事的发展有什么影响？（3）人物的性格特点是什么？他们的行为和语言反映了什么样的心理状态？（4）故事背景和环境对故事的发展有什么影响？它们在故事中扮演了什么样的角色？通过这些问题，帮助学生更深入地理解原文，为后续的续写提供更多的思路和灵感。

3. 续写故事，发挥想象力和创造力在学生对原文有了深入理解之后，引导学生发挥想象力和创造力，续写原文故事。

可以让学生从以下几个方面考虑：（1）根据原文中的线索和细节，推测故事的发展方向和结局。

（2）根据人物的性格特点和行为语言，想象他们在后续故事中的表现和反应。

（3）根据故事背景和环境的特点，创造新的场景和情节，使故事更加丰富和有趣。

在续写过程中，提醒学生注意语言表达的准确性和流畅性，同时鼓励他们发挥自己的创意和想象力，使续写的故事既符合原文的基调又具有新意。

4. 分享交流，提高阅读写作能力在续写完成后，组织学生进行分享交流，让他们展示自己的作品并互相评价。

这不仅可以提高学生的自信心和表达能力，还可以帮助他们从其他同学的思路中获得更多的启示和灵感。

在分享交流过程中，教师也可以给予适当的指导和建议，帮助学生进一步提高阅读写作能力和创新思维能力。

第23讲读后续写(讲义)-2024年高考英语一轮复习(新教材新高考)

►第23讲读后续写（讲义）【复习目标】学会把握故事主题学会分析故事情节学会构思故事情节掌握推敲优化语言【考情分析】读后续写的语篇类型一般是记叙文。

所提供短文词数在350左右，语篇选材情节曲折，逻辑性强。

划线词语涉及到名词(词组)、动词(词组)、介词(词组)和形容词等，其中，以名词(词组)为主，在续写中至少要使用5个关键词语。

读后续写多以记叙文故事类文章或者夹叙夹议类文章为主，所考察的主题为人与自然，人与动物或者人与自我。

近年高考真题读后续写考点细目表【网络构建】命题规律：考查形式：运用英语基础知识准确理解文章故事情节，并结合文本材料和两个段落首句，展开合理想象，运用叙述性语言和描写性语言相结合来进行续写。

文章特色:1.创造性：即发挥想象力，该题型具有一定的开放性，考生需用自己的语言对故事情节进行内容创造；2.逻辑性：即根据已提供的关键信息，按照可能的合理的方向续写，使文章逻辑结构完整；3.丰富性：即语言能力的充分体现，词汇句法的准确与复杂程度，细节描写的生动性等都将让故事更加立体饱满。

语言特色:在使用关键词语时根据时态和语态的需要，可以改变动词的形式，可以改变名词的单复数，但不要改变关键词语在原文中的含义和词性。

易错点：1.忽视文体的一致性。

如果文章是对话性较强的,我们在续写时要注意对话的使用,反之,如果文章以讲述为主,我们就要进行讲述,切忌前后文体不一。

2.忽视每段首句的导向性。

有的文章是夹叙夹议类的,作者会在最后一段对事情进行评论。

如果第二段的首句是评论性语言,我们要顺着这个方向写下去。

3.忽视与所给短文及段落开头语的衔接。

这是续写最常犯的错误。

我们有时只考虑故事情节的延续,忽视了与段落开头的衔接,这样很容易偏离主题。

4.忽视第一段结尾部分与第二段开头的衔接。

第二段的开头起到承上启下的作用,因此第一段的结尾部分一定要与第二段的开头有所衔接。

5.忽视应用语法结构和词汇的丰富性和准确性。

切忌时态、人称等的混乱使用,这将会影响得分,同时丰富的词汇以及词汇使用的准确性也能彰显我们的英语水平,给我们的续写添彩。

高考英语二轮复习：读后续写教学活动设计-教案

探究型学习活动设计——以Continuation writing 读后续写设计为例一、教材及教学内容分析《普通高中英语课程标准（征求意见稿）》将英语核心素养凝练为语言能力、文化品格、思维品质和学习能力。

英语学科核心素养中提出：学生应以主题意义探究为目的，以与语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，构建结构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化理解，塑造学生正确的人生观和价值观，促进英语学科核心素养的形成和发展。

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和所给段落开头语进行读写（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。

二、教学对象分析本课的授课对象为高三学生。

学生基础差异较大，在平时的考练中有获取和分析基本信息的能力，但是由于基础较差，深层次的文本解读、主题升华和语言美化方面，仍然是学生读写的薄弱环节。

而教师的分析点拨就显得尤为重要。

三、教学目标分析1.Learn to understand the passage thoroughly by analyzing the structure, classifying the underlined key words, and summarizing key points of each paragraph.2.Learn to continue the story logically, with a happy/good ending.3.Practise writing on your own.4.Cooperate with your desk mate to correct your draft and offer advice on how to improve it.四、探究任务1.Analyze how and why the writer’s feelings changed.2.Enable students to learn how to continue the story according to the plots and change of emotion.3.Strengthen the ability of vivid writing ,and develop students’creative thinking五、教学过程Step one：Lead-in(Purpose: inspire students’ background information about Halloween and learn some customs and cultural about the western countries.)Show them some pictures on the PPT and get them to connect Pumpkin with the Festival.Step two: Read for structure(Purpose: To develop students’ abilities of organizing structures by going through the passage quickly to organize its’ structure and divide it into three parts in line with particular main ideas)Part 1 (para _____ _) a. I finally managed to squeeze my head intothe pumpkin but got stuck.Part 2 (para_______) b. A family tradition where kids pick out thelargest pumpkin and carry it home.Part 3 (para_______) c. To defeat Jason, I decided to force my headinto the pumpkin.Step three: Read for information(purpose: have the students to analyse the characters and plots)一、Underline the topic sentences:1. In the pumpkin field, I compete with my three brothers and sister to seek out the biggest pumpkin2. Unfortunately we forgot to weigh them before taking out their insides, but I was determined to prove my point.3. I'm unsure now why I thought forcing my head inside the pumpkin would settle the matter,but it seemed to make perfect sense at the time4. When I pulled hard, my nose got in the way. I got into a panic as I pressed firmly against the table and moved my head around trying to find the right angle, but it was no use. 二、design the mind map and analyse two linesEmotional lineStep four: Writing(purpose: guide the students to pay attention to the logic of the two given first sentences and the relationship with the given learned text to improve their continuation writing ability)Paragraph 1:It was five or six minutes though it felt much longer.Tips:●My feelings? Reactions? (panic, regretful, shameful)●My families’ feelings ? reactions (worried)●Who help me and how to help?●What was the result?●Don’t forget the video mentioned in the given sentence in para2.Paragraph 2:The video was posted the day before Halloween.Tips:●My reactions to the video?●What was the netizen’s response? (support, be favourable)●My feelings accordingly? (embarrassed,delighted)●What was the result?My reflection?(theme)Step five: Homework.Finish the continuation writing六、学习资源1.《普通高中英语语课程标准》2.《灵动英语》3. 多媒体教学、微课结合、校本教材七、教学反思本节课的设计初衷是一节课完成，课前提前十分钟下发文本，部分学生课前简单地浏览了内容。

浙江省新高考英语写作读后续写6-教案

读后续写（Continuation writing）读后续写。

阅读下面的短文，根据所给情节进行续写,使之构成一个完整的故事。

Exercise 6It was a pleasant New Year's morning. Edward rose, washed and dressed himself in haste, because he wanted to be first to wish a happy New Year.He looked in every room, and shouted the words of welcome. He ran into the street, to repeat them to those he might meet. The festive atmosphere swept up the neighborhood.When he came back, his father gave him two bright, new silver dollars.His face lighted up as he took them. He had wished for a long time to buy some pretty books that he had seen at the bookstore.It was freezing and dry outside, and the wind blew strongly. However, Edward left the house with a light heart, intending to buy the books.As he ran down the street, he saw a poor German family, the father, mother and three children shivering with cold. ‘“I wish you a happy New Year," said Edward, as he was cheerfully passing on. The man shook his head, saying nothing.“I wish you a happy Ne w Year," repeated Edward, feeling a little puzzled. The man again shook his head, for he could not understand or speak our language.“You do not belong to this country, don't you?” asked Edward.Still the man said nothing, but this time he pointed to his mouth, and to the children, as if to say, “These little ones have had nothing to eat for a long time."Edward quickly understood that these poor people were in distress. The family were in great need of help. At that moment, he took out his dollars, looked at them over and over, thinking for a short while and finally gave one to the man, and the other to his wife.How their eyes sparkled with gratitude! They said something in their language, which doubtlessly meant, “We thank you a thousand times, and will r emember you in our prayers."Without a word, Edward made his way home, delighted.注意:1.所续写短文的词数应为150左右；2.应使用5个以上短文标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词。

英语高考读后续写再10篇讲课教案

英语高考读后续写再10篇Boys like to be considered to be brave, but what kind of things can be considered to be brave? It is not a question that can be answered by words, but by the actual deed.A boy with the name Henry gave us a good example. Ronny and Henry were two friends in the same class. They always played together and went home together. One day as Ronny and Henry were going home after school, they saw some people fighting in the street corner. Ronny said excitedly, “Some people are fighting! Let's go and have a look!” But Henry refused, “It's none of our business. We'd better go home and don't get close to them. Also our parents are expecting to have dinner with us together at home and I don't want them to worry about me.”“You are a coward, and afraid to go,” said Ronny, and off he ran to the spot with some other boys. Henry had to go home alone and didn't think about it anymore.But Ronny thought Henry was a coward and told all the boys that. They laughed at him a great deal. From then on, they looked down upon Henry and didn't want to play with him.Henry was sad but he wasn't angry with Ronny for his rude behavior, because he had learned that true courage was shown most in bearing misunderstanding when it was not deserved, and that he ought to be afraid of nothing but doing wrong. Thus, he just ignored the other boys' laughter and continued to stick to his thought and go to school and study as well. However, Ronny didn't invite Henry to go home with him anymore. Instead, he had his new friends who also thought Henry was a coward. Every day after school, they didn't go home directly but went to the river or somewhere to play games and had lots of fun.注意：1. 所续写的短文词数应为150左右；2. 应使用5个以上短文中标有下划线的关键词语；3. 续写部分分为二段，每段的开头语已经为你写好；4. 续写完成后，请用下划线标出你所使用的关键词语。

[新高考]记叙文的读后续写教案及附件

新高考英语·记叙文的读后续写执教者：授课班级：时间：I.Learning objectives（学习目标）Through this period, the students will be able to: master how to complete a narrative article.1.analyse a given narrative passage and classify the ten given words.2.plot logically a reasonable ending on the underlined words and the given two sentences.3.learn the ways to write vividly.4.Learn the criteria of continuation writing.II.Learning procedures（学习步骤）Step 1. Lead in: What five elements are there in a narrative article?Step 2. Analyse the given passage.Step 3. Logical plottingStep 4. Vivid writingStep 5. Group creation work for the ending of the given passage.Step 6. Presentation of volunteering groups.Step 7. Sum up附1：阅读下面短文，根据所给情节进行续写，使之构成一个完整故事。

A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue nearthe First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldn’t get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like you’ve got a problem,” Arthur said.“I’m afraid so. I’m in a big hurry and I can’t start my car.”“Is there something I can do to help? Arthur asked. The young man looked at the two suitcasesin the back seat and then said, “Thanks. If you’re sure it wouldn’t be too much trouble, you could help me get these suitcases into a taxi.”“No trouble at all. I’d be glad to help.”The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an alarm(警报).It was from the bank. There had been a robbery!Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. People asked each other, “What happened?” But everyone had a different answer.Arthur, still carrying the suitcase, turned to look at the bank and walked right into the young woman in front of him.She looked at the suitcase and then at him. Arthur was surprised. “Why is she looking at me like that?” He thought. “The suitcase! She thinks I’m the bank thief!”Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run.注意：1.所续写短文的词数应为150左右；2.至少使用5个短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。

浙江省新高考英语写作读后续写15-教案

读后续写（Continuation writing）读后续写。

阅读下面的短文，根据所给情节进行续写,使之构成一个完整的故事。

Exercise 15“My name is Joy, Joy the Jug. Unfortunately, at the moment I am rather joyless. I used to be beautiful. I was happy on the dining table all the time. But now times have changed." She sat sad in the corner of the kitchen cupboard. •“The worst part is the loss of self-esteem. It’s wonderful when you feel useful. They would use me for sauce, milk, all sorts of different things. I could smell and taste the food. I was part of the family, I could listen to the conversation, and I knew what was going on." Joy smiled as she thought of all the good times she had. But that was a long time ago. Joy cried a few tears.“And now, I am no good for anything. When Mum was doing the dishes she hit me on the tap. It really hurt me. There was a big crack right from my top half way down to my base, and all along the handle. Mum said it would be dangerous to use me. And then she put me in the cupboard, and that was the end of my life. ”，In the cupboard the piles of plates were listening to Joy and felt very embarrassed. They knew Joy had been a bit miserable, but they hadn't taken much notice really.“And then, I got moved further to the back of the cupboard. I haven’t seen the daylight for six months now. I am just shut away, unwanted. The only people who know I am here are the plates beside me, but they just ignore me."“Well, what do you want us to do?" asked one of the plates,. "We can't get Mum to use you if you are broken. You really aren't much useful for anything, are you?"“No. You are right," said Joy sadly.She was quiet for a while, and then she said, "There is one thing you could do. Next time Mum puts you plates back after a meal, could you move a bit so I can get closer to the edge and see out?"注意：1.所续写短文的词数应为150左右；2.应使用5个以上短文标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词。

备战新高考高中英语写作读后续写教案八

4 .续写完成后，请用下划线标出你所使用的关键词。

Paragraph 1:He jumped back as if he had been stung （刺痛），and the blood rushed into his wrinkled face.Paragraph 2:He pulled out a worn little black pocketbook and began counting out shillings and pennies on to the counter.三、范文解析范文围绕文本内容及段落的首句进行了合理的拓展。

根据第一段首句中的“jumped back, blood rushed into his wrinkled face”等词可以判断老人对于作者的善意请求甚感尴尬，所以续写的内容应该是老人委婉拒绝并挑选了一块最贵的布丁让店员包起来。

根据第二段首句中“a worn little black pocketbook,counting out shillings and pennies” 等词判断老人其实没有太多的钱。

所以续写的内容是老人这样做其实是为了保全自己的面子，此后老人再也没有出现。

老人这样的做法让作者也很尴尬，很后悔。

四、提炼归纳读后续写需要学生在阅读理解的基础上创造性地写作。

在具体写作的过程中，学生需要在阅读给定的文本、把握故事的主要人物事件后对故事的开展作出合情合理的预测。

在该练习中，我们通过画线的词以及续写段落的首句整理自己的写作思路，为故事的开展制定合理的结局。

除了对内容要点进行筛选整合以外，我们还要考虑句子的结构以及句与句之间的连接。

比方第——段用”…than I would have thought”，第二段用“How I longed..?及“may have been poor” 几个虚拟语气的结构来表示作者的惊讶、尴尬与后悔的情绪。

再比方第二段中用两个which 引导的定语从句串联内容，让句型更丰富，内容更饱满。