读后续写公开课
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。
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. 让学生掌握无灵主语的定义和用法。
2. 培养学生运用无灵主语进行读后续写的能力。
3. 提高学生对英语文章整体结构的把握能力。
二、教学内容1. 无灵主语的概念及例子。
2. 无灵主语在句子中的功能和作用。
3. 如何运用无灵主语进行读后续写。
4. 读后续写的基本步骤和技巧。
三、教学过程1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。
2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。
3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。
4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。
四、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答。
2. 练习完成情况：检查学生无灵主语句子的仿写和读后续写作品的质量。
3. 学生反馈：收集学生对课堂内容的反馈意见，以便进行教学调整。
五、教学资源1. PPT课件：展示无灵主语的定义、功能和作用，以及读后续写的步骤和技巧。
2. 练习素材：提供一些无灵主语的句子和段落，供学生仿写和读后续写。
3. 参考资料：为学生提供一些关于无灵主语和读后续写的参考资料，以便课后自主学习。
六、教学步骤1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。
2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。
3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。
4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。
七、教学方法1. 讲授法：讲解无灵主语的定义、功能和作用。
2. 示范法：通过例子演示如何运用无灵主语进行读后续写。
3. 练习法：让学生进行无灵主语的句子仿写和读后续写。
4. 互动法：引导学生相互交流、讨论，提高课堂参与度。
八、教学注意事项1. 针对不同学生的英语水平，适当调整教学内容和难度。
《Continuationwriting读后续写》公开课优秀课件(精品)
课程评价
课程设计合理，内容丰富，涵 盖了读后续写的各个方面，有 助于学生全面掌握写作技巧。
教师授课认真，专业水平高， 能够很好地引导学生思考和解 决问题。
课程注重实践，让学生通过大 量的练习来提高写作能力，取 得了很好的教学效果。
课程改进
针对不同水平的学生，可以设计更加 个性化的教学内容，以满足不同学生 的需求。
03
教学内容
BIG DATA EMPOWERS TO CREATE A NEW
ERA
读后续写的定义
总结词：明确概念
详细描述：读后续写是一种写作技巧，要求学生在阅读一篇文章或故事后，根据 文章的内容和情节，继续创作出后续的情节或结局。这种写作方式旨在培养学生 的创造性和逻辑思维能力。
读后续写的技巧
BIG DATA EMPOWERS TO CREATE A NEW ERA
《continuationwriting读后 续写》公开课优秀课件(精品)
汇报人：可编辑 2023-12-25
• 课程介绍 • 教学方法 • 教学内容 • 课程效果 • 课程总结
目录
CONTENTS
01
课程介绍
BIG DATA EMPOWERS TO CREATE A NEW
需求。
增加实践机会
为学生提供更多的实践机会，让 他们在实际操作中提高读后续写
的技能。
加强个性化指导
针对不同学生的需求，提供更加 个性化的指导，帮助他们更好地
掌握读后续写的技巧。
THANKS
感谢观看
总结词
掌握关键技巧
详细描述
在读后续写过程中，学生需要掌握一些关键技巧。首先，学生需要理解原文的主题和情节，以便更好地延续故事 的发展。其次，学生需要发挥想象力，创作出与原文情节相符合的后续情节。此外，学生还需要注意语言的表达 和风格的统一。
《Continuationwriting读后续写》公开课优秀课件(精品)
分析能力
通过阅读和分析文章，学生可以 学习如何分析问题、理清思路和
组织观点。
创新思维
学生在续写过程中需要发挥想象 力，提出新的观点和解决方案，
从而培养创新思维能力。
逻辑思维
学生在分析和续写文章时需要遵 循逻辑规则，培养逻辑思维能力
。
增强沟通能力
书面表达能力
通过写作练习，学生可以提高自己的书面表达能 力，更好地与他人沟通。
详细描述
教师布置写作任务，要求学生进行读后续写实践，及时给予 指导和反馈，帮助学生提高实际操作能力。
03
课程亮点
丰富的课程内容
课程内容涵盖了读后续写的各个 方面，包括写作技巧、阅读理解 、创意构思等，旨在全面提高学
生的写作能力。
课程提供了丰富的素材和案例， 帮助学生更好地理解和掌握读后 续写的技巧，同时激发他们的创
作灵感。
课程内容设计注重层次性和渐进 性，适合不同水平的学生，能够
满足不同学生的个性化需求。
实用的教学方法
采用“任务驱动”教学法，通过设置具体任务，引导学生主动探索和实践，提高他 们的学习积极性和主动性。
课程中运用多媒体和网络教学资源，利用在线平台进行互动教学，增强学生的学习 体验和参与度。
教师根据学生的实际情况和需求，灵活运用多种教学方法，如小组讨论、角色扮演 、案例分析等，以培养学生的协作能力和创新思维。
交流能力
学生在课堂上与其他同学讨论和分享自己的观点 ，可以提高口头表达和交流能力。
跨文化交流能力
学生可以通过阅读不同文化背景的文章，了解不 同文化之间的差异，提高跨文化交流能力。Βιβλιοθήκη 5学生反馈对课程的评价
课程设计合理
课件内容丰富，结构清 晰，符合学生的认知规
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届高三英语读后续写公开课
Extended Writing——Reading for WritingⅠ Teaching aims:1)To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.2)To lead students to analyze the plot of the story and the changing emotions of Jenny.3)To teach students how to assess a passage in terms of specific criteria including coherence, transition, content, language, etc.Ⅰ Teaching important points:Grasp the plot development and the emotional line of the text as a whole.Ⅰ Teaching difficult points:The completeness of the continuation and the harmony with the context of the original text.Ⅰ Teaching methods:student-oriented learning; cooperative learning; practiceⅠ Teaching procedures:Presentation materials：阅读下列材料，根据其内容和所给段落开头续写两段，使之构成一篇完整的短文，续写的字数应在150左右。
Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn't help weeping when she thought of the scolding from her mother. Having wandered in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, She sighed and had to leave.The seller behind the stand, noticed the young girl and asked, “ Hey, girl, you want to have the noodles?”“oh yes... but I don't have money on me” she replied.“That's nothing. I'll treat you today,” said the man.“Come in”The seller brought her a bowl of noodles, whose smell was so attractive. As she was eating, Jenny cried silently.“What is it?” asked the man kindly.“Nothing, actually I was just touched by your kindness!” said Jenny. “Ev en a stranger on the street will give me a bowl noodles, while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”Hearing the words, the seller smiled, “Girl, do you really think so? I only gave you a bowl of noodles and you thank me a lot. But it is your mother who has raised you since you were baby. Can you remember the times she cooked for you? Have you expressed your gratitude to her?”Jenny sat there speechless and numb with shock; she remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel grateful, but I have never thanked my mum for what she has done for me.”On the way home Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.Paragraph 1 Nearing the doorway, Jenny took a deep breath. ________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 2 A gentle touch on her hair called her mind back. _______________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________Step 1 Warming-up: (5mins)1)Ask the students two questions：Did you ever have a quarrel with your parent?Do you know how to fix a broken relationship after a quarrel?2)Then ask the students to watch a video telling mother love.Step 2 While reading (15mins)1)Ask the students to find the six elements in the story.2)Ask the students to read the text again and draw a plot line and anemotional line.3)After drawing the plot line and emotional line, get the students to think:What questions will come into your mind seeing the given sentences?4)Ask the students to draw a mind map to make predictions about what to write in Para1. andPara 2. by using some adjectives and phrasal verbs (动词短语).Step 3 Presentation (20mins)Ask the students to show their writings in front of the whole class.Step4 Summary Summarize the steps to continue a story.Step5 Assignment Complete your writing according to the Assessment Criteria for Writing, and then share your writing with your classmates.。
读后续写 -公开课
and put it into paper bags, and , she brought BBeerrnnaarrdd with her. After hearing 句
BtheerRnh内auor容uldesce成2as:n为a前tna一d句kes个e的ilt新l某aitr的.o”个und to Para 1: Whe主n M语Mrsrs. .MMeereredditihth
heard of John's idea,sshhee thought it was a good one, too.
the explanatioBne,rnBaerrdnard was overwhelmed
with
Bernard
excitement and gratitude. When Bernard
词
应用策略
[微点写作]P 82
Read for theme
Task 1.who are mentioned in the text? (人物关系)
Group work
Task2: How does the plot develop? (动作线)
Task 3: What had happened? (Main idea)
big box of corn Uncle John sent us？Well, we can
out on his new business.
make popcorn, and put it into paper bags, and
Bernard can take it around to the houses and sell it.”
of corn Un连cle贯Jo）hn sent us？
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
《Continuation writing 读后续写》公开课优秀课件(精品)
anger. ●He could hardly contain his fury. ●A flush of anger spread across his cheeks. ●His face burned with anger ●He wore an angry look on his face. ●A strong sense of anger welled up inside him. ●I felt so scared when he glared at me with burning eyes.
B6 bad-tempered, tough, breathless, desperate, disappointed, ashamed, embarrassed, awkward, unconscious, tremble, anxious, anxiety, panic
ing adjectives to describe their emotions.
What you have been able to use：
●Heartbroken but fearless, I decided to turn everything around.
●Tears of joy welled up in their eyes. ●Her heart was thumping with excitement. ●I was caught in the sandess of failing an important
读后续写专题公开课课件-2024届高考英语作文复习专项
anything. Shanda gave her encouragement when Lily need edit the most, and Shanda was always there when she felt down,
As the year quickly came to an end, it was high time for Lily to show her dance to the audience. As she walked to the backstage filled with other dancers warming up and expecting their performance, she prayed for a good performance that would convey her improvement. 4 The rhythmic music before her rang in her ears. She waited anxiously for her turn. Finally, after what seemed like days, the hostess announced “Lily”.
占高考全卷分数的六分之 一，可见读后续写能力的 提升十分关键。
第二节：满分25分
阅读下列材料，根据其内容和所给段落开头语续写
两段，使之构成一篇完整的短文。
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。
强调原文和段首 语的提示作用
强调故事的完整 性
近三年高考考点分析
评分原则 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。
开学第一课课件：一线教师“读后续写”教学公开课
_________________________________________________________ _________________________________________________________
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.
Step 1 Read for elements
What
读后续写作文Ali市公开课一等奖省赛课微课金奖PPT课件
Start
He had a strong start.
The day of race Halfway
He got exhausted but
.
persisted.
Near the finish line He crashed to the ground.
It seemed that ---. 12/21
Whatever the result was, Ali eventually went home with a pair of new shoes for Zahra.
15/21
Continuation Writing Ali,Zahra,shoes,race,prize,excitedly,
Paragraph 1:
14/21
Did Ali win the prize?
------
He won the third prize.
He finished first.
possibilities
He was awarded for his bravery.
He didn’t finish the race. The runner who collided him gave the shoes to Ali.
Use vivid detailed description to show characters. 6/21
Several days after the funeral , Kathy received a very important - looking letter in the mail . It was sent to her from Charlie’s lawyer . Enclosed was a check for almost $600 , 000 ! Kathy nearly fainted （晕倒） , but then she noticed a handwritten note which read ， “ Dear Kathy , by the time you read this , I will be gone . Here I have left for my best friend a small token（表示） of my gratitude I can never repay you for what you've given me , for you see , Kathy , a smile is worth much more than $20 . Indeed , a smile is priceless.
10篇读后续写试题公开课教案教学设计课件资料
3 提高写作水平
通过续写作文，培养学 生的写作技能和表达能 力。
教学方法
示范教学
通过示范写作，引导学生掌握 读后续写的写作技巧。
小组合作
作品展示与合作学习。
鼓励学生展示自己的续写作品， 并进行评价和分享。
教学过程
1
导入阶段
通过展示引人入胜的图片和问题，引
激发思考
2
发学生的兴趣。
提问学生对原文的看法和感受，激发
他们的思考和想象。
3
进行读后续写
提供适当的时间和指导，让学生开始
交流与分享
4
续写自己的作品。
学生展示续写作品，进行交流、评价 和分享。
课堂总结
通过读后续写活动，学生不仅增强了阅读理解和写作能力，同时也培养了创新思维和想象力。这种积极 的学习方式可以激发学生的学习兴趣和动力。
读后续写的教学目标
1 提高阅读理解能力
通过读后续写活动，培养学生对原文的准确理解和分析能力。
2 拓展写作技能
通过撰写续写作文，培养学生的创新思维和表达能力。
3 鼓励想象和创造
通过自由续写，增强学生的想象力和创造力。
如何设计读后续写试题
选取适当的原文
选择符合学生年龄和兴趣的优秀原文作为读 后续写的基础。
提供写作范例
为学生提供优秀的续写作品，激发他们的写 作灵感。
设定引导问题
设计具有启发性的问题，引导学生发散思维 和展开续写。
鼓励自由创作
给予学生足够的自由度，鼓励他们展开自己 独特的续写创意。
读后续写教学的重点
1 培养阅读理解能力
通过细读原文，分析其 结构和语言，提升学生 的阅读理解能力。
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一、教学目标1. 让学生掌握读后续写的技巧和方法。
2. 通过分析优秀的读后续写试题，提高学生的阅读理解和写作能力。
3. 培养学生运用英语进行思维和表达的能力。
二、教学内容1. 分析常见的读后续写试题类型和特点。
2. 解读优秀读后续写试题的范文，提取关键信息和技巧。
3. 进行读后续写实战演练，学生互相评改和反馈。
三、教学过程1. 导入：介绍读后续写的重要性和应用场景。
2. 讲解：分析读后续写试题的特点和技巧。
3. 示范：解读优秀读后续写试题范文，提取关键信息和技巧。
4. 练习：学生进行读后续写实战演练，教师巡回指导。
5. 反馈：学生互相评改和反馈，教师总结和点评。
四、教学资源1. 优秀读后续写试题范文。
2. 读后续写实战演练材料。
3. 课件和教学设计资料。
五、教学评价1. 学生能够理解和运用读后续写的技巧和方法。
2. 学生的阅读理解和写作能力有所提高。
3. 学生能够运用英语进行思维和表达。
六、教学策略1. 采用案例分析法，通过解读优秀范文，让学生掌握读后续写的技巧。
2. 运用任务型教学法，设计读后续写实战演练，提高学生的实际操作能力。
3. 运用小组合作学习法，让学生在互动中交流想法，共同提高。
七、教学步骤1. 第一步：导入新课，介绍读后续写的重要性和应用场景。
2. 第二步：讲解读后续写试题的特点和技巧。
3. 第三步：解读优秀读后续写试题范文，提取关键信息和技巧。
4. 第四步：学生进行读后续写实战演练，教师巡回指导。
5. 第五步：学生互相评改和反馈，教师总结和点评。
八、教学重点与难点1. 教学重点：让学生掌握读后续写的技巧和方法，提高阅读理解和写作能力。
2. 教学难点：如何引导学生运用英语进行思维和表达，以及如何在实战演练中运用所学技巧。
九、教学计划1. 第1-2周：介绍读后续写的重要性和应用场景，讲解读后续写试题的特点和技巧。
2. 第3-4周：解读优秀读后续写试题范文，提取关键信息和技巧。
10篇读后续写试题公开课教案教学设计课件资料
读后续写教学设计教学目标：1. 能够理解并延续给定故事的情节；2. 能够运用所学知识和技能，创造性地编写故事；3. 能够通过读后续写，提高英语写作能力。
教学内容：1. 读后续写的概念和意义；2. 读后续写的基本要求和技巧；3. 读后续写的评估标准；4. 针对不同类型的故事，如何进行读后续写；5. 读后续写的实践练习。
教学准备：1. 教学PPT；2. 读后续写试题样本；3. 学生用书《读后续写技巧》。
教学过程：第一课时一、导入（5分钟）1. 向学生介绍本节课的主题——读后续写；2. 引导学生思考：什么是读后续写？为什么我们要学习读后续写？二、讲解读后续写的概念和意义（15分钟）1. 通过PPT展示，向学生解释读后续写的概念；2. 强调读后续写对提高英语写作能力的重要性。
三、讲解读后续写的基本要求和技巧（20分钟）1. 通过PPT展示，向学生讲解读后续写的基本要求和技巧；2. 引导学生理解并掌握如何进行读后续写。
第二课时四、讲解不同类型的故事读后续写技巧（20分钟）1. 通过PPT展示，向学生讲解针对不同类型的故事，如何进行读后续写；2. 引导学生学会根据故事类型选择合适的续写方法。
五、读后续写实践练习（25分钟）1. 给学生发放读后续写试题样本；2. 引导学生根据所学知识和技巧，进行读后续写实践；3. 学生在练习过程中，教师进行个别辅导。
第三课时六、学生展示和评价（20分钟）1. 邀请学生展示他们的读后续写作品；2. 引导学生互相评价，给出建议和改进意见。
2. 学生反思自己在读后续写过程中的优点和不足；3. 教师给出改进建议，为课后学习提供指导。
教学评价：1. 学生读后续写作品的质量；2. 学生在课堂上的参与度和表现；3. 学生对读后续写技巧的掌握程度。
读后续写教学设计（续）第四课时六、读后续写的评估标准（20分钟）1. 通过PPT展示，向学生讲解读后续写的评估标准；2. 强调评估标准的重要性，引导学生关注自己在写作中的不足。
读后续写公开课1
逻辑合理续写内容丰富有 第四档 与所给短文融合度较 内容比较丰富，应用了五 所使用语法结构和词汇 比较有效地使用了语句
（16-20分） 高，与所提供的 各段 个以上短文中标出的关键 较为丰富、准确，可能 间的连接成分，使所续
看点，用了关键 落开头语衔接较为合 词语。
理。
有些许错误，但不影响 写的短文结构紧凑。 意义表达。
第二档610分与所给短文有一定的关系与所提供的各段落开头语有一定程度的衔接写出了一些有关内容应用了3个以上短文中标出的关键词语语法结构单调词汇项目有限有些语法结构和词汇方面的错误影响了意义的表达
Continuation writing
读后续写
什么是读后续写？
• 提供一篇350词左右的材料（一般是记叙文，且 以事件发生的时间为序），短文中会将10个关键 词画下划线。 • 根据该材料的内容情节等将其发展为一篇150词 左右的逻辑合理情节完整的短文。 • 需要续写两个段落且要用到至少5个关键词，每 个段落都给出了第一句。
up to his farm in Pecos.
His w我ife们T在ina cook听ed着us蛙a鸣delicious dinner and we got to know his sons Ryan
and Kyle. My d和ad and I声sp入en睡t the night in the guestroom of the farm house listening
to the frogs and water rolling down the river nearby. Very early in the
morning, Uncle Paul woke us up to have breakfast. “The早da上y s我ta帮rts忙at da鸡wn，o父n my
读后续写(公开课)
2.听到这些，珍娜咧着嘴笑了，一股幸福感涌上心头。(用独立
主格)
a wave of happiness
Hearing that, Jenna grinned from ear to ear, ____________________
flooding over her.
Lead in
1684295468188.mp4
Q2: How did their mother react when she saw the breakfast ?
Mother gave them a tight hug，"Unbelievable! You can cook! It's
the biggest surprise I have received." Her face lit up with happiness.
Continuation Writing
读后续写 公开课
1. French toast 法式吐司 2.chicken porridge 鸡肉粥
3.the pair 两人
4.a slice 一片
5.heat up the frying pan 加热煎锅 6.sink 水槽
7.一切尘埃落定 Everything settled 8.保守秘密
a_n_d__h_a_p_p_y_.
Para1: As the twins looked around them in disappointment, their father appeared.
Q1: How did their father feel on seeing the mess ?
He handed each one a wet towel, helping them clean the mess quickly
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My story
• We were worrying about what couldsubreroduonndei．ngBsut after
waiting in vain for a long time, under the hot burning sun, worried
and depressed, I was wandering the road aimlessly. “What if no
one is willing to help us?”
waving at mom fceaemlienignsto
All our
aovcfietawio.snu“ddHeeni,sathmearnecwepitthiohniissthfarnodms
the nursing home.” Mom explained to me. “Why are you here?”
when one day between_s_p_r_in_g__a_n_d_s_u_m__m_e_r___
where on the road_th_r_o_u_g_h__t_h_e_c_o_u_n_t_r_ys_i_d_e_____ who _m__o_m__, I_,_r_e_c_e_p_ti_o_n_is_t_o_f__th_e__n_u_r_si_n_g_h__o_m_e____ what Mom stopped the car and gave flowers
occasional anger towSaurdrsrohuedr,iInagcstually felt proud of hFeere. lJiunsgt at that
moment, a pleasant wind was blowing, making the leaves of trees swinging as if to be cheering for us./ What mom did reminded me of
a famous saying: Roses given,fragrance in hand. Lesson
Task 4 Contiunation Writing
• Writing Criteria:
• 1.Your story should be coherent(连贯)，logical and reasonable. • 2.Your writing should be rich in vocabulary and sentence pattern. • 3.You should underline 5 key words in your writing.
高潮
were driving through countryside
stopped and gave flowers to the receptionist
our car broke down
unhappy impatient, annoyed curious, confused
worried, hopeless
What have we learnt today?
Step 1 :Read the passage and answer the 5w questions to get the main idea. Step 2: Analyze the feeling and plot development. Step 3: Infer the ending by the key words and given sentences. Step 4: Begin to write. Add more details.(feelings, actions, dialogues,etc.) Step 5: Polish your writing.
Task 2 Read for plot--summary
• One day between spring and summer, my mom and I were①d_r_i_v_in_g_
(drive) through the countryside．But suddenly, my mom stopped the car,②
see a flower shop breeze/heavenly scent
buy flowers
transitional words: all of a sudden
Share your story!
Group disscussion. Try to infer and write down key words, phrases or sentences on the paper and then put them into a complete story.
ton_u__rs_i_n_g_h_o_m__e_/our car_b_r_o_k_e_d_o_w__n__
why Leaving flowers _fo_r__so_m__e_o_n_e_w__h_o_w__il_l_a_p_p_r_e_c_ia_t_e____
them made her feel good.
Continuation Writing
Learning Aim:
By the end of the class, we will be able to:
● have a clear map of the structure and obtain a good understanding of the text;
name, I was somewhat confused. But mom told me that leaving flowers to⑦
_w_h__o_e__v_e_rapprieciate them made her feel good. When we continued driving,
our car repaired.
•Paragraph 2：
• As we drove along，a flower shop came into sight. I walked qiuckly into the flower shop, where a bunch of flowers in full bloom caught my eye. Having witnessed the effect of my mom’s kindness, I decided to send her the sweet flowers. Soon, the heavenly scent filled the car again. Mom tried to conceal her excitement, but tears filled her eyes. Through this trip, I discovered that, despite my
g_r_a_b_b__e_d(grab)the flowers on the back seat and walked into a nursing home. Impatient and③_a_n_n_o_y_e__d_(annoy), I saw my mom came out empty-handed. ④C__u_r_io__si_t_y_(curious) drove me to ask her what happened. ⑤K__n_o_w__i_n_gthat my mom gave the flowers to the receptionist⑥w_it_h_o_u__t_(with)leaving her
My story
wait for help
feelings:
hopeless/aimless/ depressed/frustrated
actions:
someone come to help wander/hug
the car was repaired surroundings:
burning hot sun/
Warming-up
Have you ever given flowers to somebody?
How did you feel? Would you give flowers to someone you don't know?
Task 1 Read for main idea--5w questions
Mom asked excitedly. “ I just intended to thank you for your
flowers formally.” How lucky we were! What amazed me most
was that he was a retired garage man. As a consequence, he had
Assignment
•Write down your story and polish your writing with your partner.
What lesson can we get from the story?
Roses given, fragrance in hand.
The more you are willing to give, The more you are likely to receive.
• Paragraph 1：
● learn how to analyze, infer, develop and create a logical and reasonable ending of the story by Mind Mapping.
● logically organize information, ideas and language; ● learn to develop creative thinking.