读后续写指导

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读后续写指导之三步法、四策略、五注意-高三英语复习

高考英语读后续写指导之三步法、四策略、五注意“三步法”搞定读后续写“三步法”是指审题、构思和润色。

这里以2020年高考浙江卷的读后续写为例，谈谈“三步法”的运用。

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。

（注：根据全国卷读后续写的特点，删除了原题中的划线词及续写要求）One fall，my wife Elli and I had a single goal：to photograph polar bears. We were staying at a research camp outside“ the polar bear capital of the world”—the town of Churchill in Manitoba，Canada.Taking pictures of polar bears is amazing but also dangerous. Polar bears—like all wild animals—should be photographed from a safe distance. When I’m face to face with a polar bear，I like it to be through a camera with a telephoto lens. But sometimes，that is easier said than done. This was one of those times.As Elli and I cooked dinner，a young male polar bear who was playing in a nearby lake sniffed，and smelled our garlic bread.The hungry bear followed his nose to our camp，which was surrounded by a high wire fence. He pulled and bit the wire. He stood on his back legs and pushed at the wooden fence posts.Terrified，Elli and I tried all the bear defense actions we knew. We yelled at the bear，hit pots hard，and fired blank shotgun shells into the air. Sometimes loud noises like these will scare bears off. Not this polar bear though—he just kept trying to tear down the fence with his massive paws（爪子）.I radioed the camp manager for help. He told me a helicopter was on its way，but it would be 30 minutes before it arrived. Making the best of this close encounter（相遇），I took some pictures of the bear.Elli and I feared the fence wouldn’t last through 30 more minutes of the bears punishment. The camp manager suggested I use pepper spray. The spray burns the bears eyes，but doesn't hurt them. So I approached our uninvited guest slowly and，through thefence，sprayed him in the face. With an angry roar（吼叫），the bear ran to the lake to wash his eyes.注意：1. 所续写短文的词数应为150左右;2. 续写部分分为两段，每段的开头语已为你写好。

关于新高考的读后续写教学感悟和应对技巧

关于新高考的读后续写教学感悟和应对技巧在新高考模式下，英语试题的写作部分确实变得更加重要，尤其是读后续写这一新题型，它不仅考察学生的阅读理解能力，还考察他们的创造性写作技巧。

以下是一些教学感悟和方法指导，希望对老师和学生都有所帮助：1. 理解原文：读后续写的第一步是深入理解原文的内容、主题和风格。

教师应该指导学生如何捕捉文章的关键信息，理解作者的写作意图和文章的情感色彩。

2. 创造性思维：鼓励学生发挥想象力，创造性地构思故事的后续情节。

可以通过头脑风暴的方式，让学生自由地提出各种可能的情节发展。

3. 语言运用：在写作过程中，语言的准确性和丰富性同样重要。

教师应该指导学生如何使用恰当的词汇和句型来表达他们的想法，同时保持语言的自然流畅。

4. 角色和情节的连贯性：在续写时，保持原文角色的性格特征和情节的逻辑连贯性至关重要。

教师可以引导学生分析原文中的角色行为和情节发展，以确保续写部分与原文无缝衔接。

5. 写作技巧：教授学生如何使用各种写作技巧，如描写、对话、内心独白等，来丰富故事内容，增强文章的表现力。

6. 审题和规划：在写作前，教师应指导学生如何仔细审题，明确写作要求，并制定写作计划。

这有助于学生有条不紊地组织思路，避免写作过程中的混乱。

7. 反馈和修改：写作完成后，教师应提供及时的反馈，帮助学生识别和改正错误。

同时，鼓励学生进行自我评价和同伴评价，以提高他们的自我修正能力。

8. 多样化练习：通过不同类型的阅读材料和写作任务，让学生练习读后续写，以提高他们的适应能力和创新能力。

9. 时间管理：在考试环境下，时间管理是非常重要的。

教师应该训练学生如何在有限的时间内完成高质量的写作。

10. 文化意识：鼓励学生在写作中融入文化元素，这不仅能增加文章的深度，还能展示学生的文化素养。

通过这些方法，教师可以帮助学生提高他们的读后续写能力，从而在新高考模式下取得更好的成绩。

同时，这些方法也能促进学生批判性思维和创造性思维的发展，为他们未来的学术和职业生涯打下坚实的基础。

怎样开展读后续写教学

作论坛何文燕二、引导学生进行阅读The Final Sprint这篇文章较为简单，教师可设置作论坛如下问题让学生读后进行解答：学生了解了时间、地点、人物、事件后，教师还可以引导学生在文章中找些表示时间的词和短语，帮助学生了解故事走向；也可以找一些作者用来描写动作的短语，指导学生掌握文章的语言特色；还可以引导学生概括一些形容主人公精神品质的词，让学生在后续的写作中有所凭据，对人物的描写不会前后矛盾。

三、引导学生开展写作在引导学生对读后续写材料进行分析后，下一步就是学生动笔开始写作了。

教师应该引导学生在写作之前先进行构思，并在写作时提醒学生注意以下几点：1.书写规范、整洁；2.与原文的语言特色保持一致，尽量多使用高级短语和句式；3.故事结局应符合常理且积极向上。

在学生写作时，教师可以在教室中随时检查，指出学生写作中的问题。

以The Underdog 的续写为例。

在教师的引导下，有的学生决定将文章的结局设定为：Paul 上场后疯狂得分，最终带领篮球队夺得了胜利，获得了教练和队员们的尊重；还有的学生将故事结局设定为：由于比分悬殊，Paul 虽然奋勇拼搏但也没能挽回局面，但是他在比赛中表现出色，到最后一秒都不放弃，教练和队员们都见识到了他的实力，将他升为正式队员。

教师在巡视中发现有个学生的文章中全用的一般现在时，这时教师便可提醒学生：“整篇文章都用的一般过去时，应该及时改正。

”学生恍然大悟，进行后面的续写时及时更正了过来。

四、采用多种形式评价学生的续写文章评价是课堂教学的重要组成部分。

在学生完成续写后，教师应该采用多种评价方式及时地进行评价，以帮助学生改正续写中存在的问题，并选出学生续写的好句子、好文章让其他同学进行学习。

学生完成续写后，可以按照教师给出的自评表进行自我评价：检测内容结构内容 1.与原文衔接程度2.故事完整度1.语言表达是否流畅2.是否使用高级句型得分接着，教师还可以将学生分成几个小组，让学生在小组之中相互交换续写内容并对别人的文章进行评价。

高考英语读后续写专项指导

读后续写1．阅读下面材料, 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。

续写的词数应为150左右。

Now that Maria was a tenth grader, she felt she was too grown-up to have to go on family vacation. Last year, the family had driven three hundred miles to see their uncle in West Covina. After the first four days of doing nothing while the adults sat around talking, the kids finally got to go to Disneyland.The parents gave each child five dollars. Maria’s younger sister, Irma, bought a Pinocchio coloring book. Her brothers, Rudy and John, spent their money on candies. Maria knew everything was overpriced so she saved her money. She sat on a bench, jealously (嫉妒地) watching other teenage girls who seemed much better dressed than she was. She felt stricken by poverty.This year Maria’s family planned to visit an uncle in San Jose. Her father promised to take them to Great America, but she knew that the grown-ups would sit around talking for days before they remembered the kids. They would have to wait until the last day before they could go to Great America. It wasn’t worth the boredom.“Dad, I’m not going with you this year,” Maria said to her father. He thought for a moment and said, “When I was a kid, we didn’t have money for vacations. I would be happy to go with my father. ”“I know, I know. You’ve said that a hundred times, ”she said in a sharp voice. The father’s eyes were fixed on her with a dark stare. It seemed as though time had frozen.“Let the girl stay. She’s big now,” Eva, his wife, said. The father argued, but eventually (最终) agreed to let his daughter stay.The family rose just after six the next day and was ready to go by seven-thirty. Maria stayed in her room. She wanted to apologize to her father but she couldn’t. She knew that if she said sorry to her father, she would break into tears. Her father wanted to come into her room and say “We’ll do something really special this vacation. Come with us, honey”, but it was hard for him to show his feelings.They left at last, leaving Maria at home on her own._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________“It must be from them,” she talked to herself._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________2．阅读下面材料，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。

高中英语2024届高考比赛类读后续写指导

高考英语比赛类读后续写指导比赛类的读后续写，基本离不开以下几个情节：赛前准备（训练）、准备后变化、赛前心理、赛中表现、赛后状况。

一、赛前准备这里一般写主人公怎么准备、为比赛或某个事件训练等等From then on, sb. put his heart and soul into sth. like never before, determined to sharpen skills with endless efforts and unchanging commitment rain or shine(风雨无阻、无论如何).从那时起，某人前所未有地全身心投入某件事中，决心通过不懈的努力及不变的承诺来提升技能，不管风雨无阻。

二、准备后变化讲述完主人公进行准备后，后面可以插入一小段描述主人公从技能到心态等变化：The following+时间(一般是days/weeks等) witnessed one’s gradual progress and proficiency(熟练) in sth., renewing one’s confidence and passion consumed by self-doubt and a sense of inferiority(自卑感) and strengthening one’s resolve to brace oneself for(为.....做好准备) the event. 接下来的时间见证某人不断地取得进步，并熟练某事(某技能等)，使某人曾被自我怀疑和自卑感所吞噬的自信与热情得到了恢复，并增强了某人的决心去为该事做好准备。

注：一般主人公一开始都会有点不自信甚至自卑，所以我们可以写准备后，主人公恢复了以往的自信，或者使信心大增。

三、赛前心理及赛中表现此处可将这两部连在一块，通过描述人物的紧张等情绪，再描述人物努力保持冷静，出色表现：Then came one's turn. With spotlight(聚光灯) settling over sb. and eyes locking on sb., sb. took a deep breath, composed one’s mind and bathed oneself in the performance, skillfully(pleasantly/elegantly) displaying one’s talents (voice/dance moves/melodies 等), leaving the audience breathless and spellbound. 接下来轮到某人了。

读后续写课题研究手段和方法

读后续写课题研究手段和方法全文共四篇示例，供读者参考第一篇示例：随着社会的不断发展，读后续写已经成为一种广泛应用于教育领域的教学方式。

读后续写是指学生通过阅读一篇文章或一本书，然后根据所读材料内容及主题写出一篇或几篇连续的篇章。

通过读后续写，学生不仅可以提高自己的阅读理解能力和写作能力，还可以深入了解文章背后的思想和内涵，提升自己的综合素养。

在研究读后续写的手段和方法时，我们可以从以下几个方面进行探讨：一、选择适当的阅读材料读后续写的第一步是选择适合学生阅读和写作的材料。

这些材料可以是故事、文章、课文等，内容要符合学生的年龄和阅读水平，引发学生的兴趣和思考。

在选择材料时，可以结合课程内容或学生的兴趣爱好来进行筛选，确保材料贴近学生的实际生活和学习经验，有利于激发学生的阅读和写作兴趣。

二、引导学生积极阅读在进行读后续写的过程中，教师需要引导学生积极阅读，帮助他们理解文章的主题、观点和结构，培养学生的阅读意识和阅读技巧。

教师可以通过提出问题、讨论内容、解释难点等方式，引导学生深入理解文章内容，激发他们思考和表达的能力。

教师还可以倡导学生多读书、多看文章，培养他们的阅读习惯和写作素养。

三、指导学生合理写作读后续写的关键在于学生的写作能力，教师需要指导学生合理写作，帮助他们理清思路、展开论述、运用逻辑和语言表达。

在进行写作时，学生可以根据文章内容及自己的理解和想法，展开主题，组织结构，提出论点，并进行论证和总结。

在写作过程中，教师可以给予适当的引导和建议，帮助学生提高写作质量，培养学生的写作技巧和表达能力。

四、评价和反馈完成读后续写后，教师需要对学生的作品进行评价和反馈，指出学生的优点和不足之处，帮助他们认识自己的写作水平和提高空间，鼓励学生继续努力，积极改进。

教师还可以组织学生相互交流、互相批评和互相学习，促进学生之间的交流和合作，促进他们的共同成长和进步。

读后续写是一种有效的教学方式，可以帮助学生提高阅读和写作能力，深化对知识的理解和应用。

高考英语复习读后续写指导-六个绝招写好开头讲义

读后续写指导六个绝招写好开头第一招：副词开头例句：Carefully, he stepped over all the broken glass.他小心翼翼地踩过了所有的碎玻璃。

Joyfully, he skipped up the street.他很高兴地跳过了街道。

这里的carefully和joyfully把后面的两个动作“step踩”和“skip跳”描写的更加细致和生动。

2016年高考真题故事大致是这样的：夫妻旅游途中吵架，妻子独自离开，迷路在树林里，直升飞机来了几次救援但没有看见她，她感到很失望。

第一段开头语的提示句“But no more helicopters came and it was getting dark again.”意思是：没有直升机来了，天又黑了。

来看看下面的写法Immediately, an absolute darkness ruled the forest.立刻，一片黑暗笼罩着森林。

点拨这里用时间副词“immediately衔接+环境描写”，烘托了森林里迷路的紧张气氛。

第二招：形容词短语开头例句：Curious to know what was inside, he tiptoed into the dark cave.他好奇地想知道里面是什么，踮着脚尖走进了黑暗的洞穴。

这里的:“Curious to know what was inside=He was curious to know what was inside, and he tiptoed into the dark cave.Unable to say a word, he was rooted to the spot.一句话也说不出来，他就楞在了原地。

这里的“unable to say a word”也是一个形容词短语，表现了“楞在原地”这个动作的伴随动作：说不出一个字。

2018年高考真题讲的是爸爸带儿子去朋友家农场游玩而迷路的故事。

高中英语2024届高考读后续写指导(后悔内疚+害怕情绪+主题结尾)

高考英语读后续写指导一、描写后悔内疚情绪二、描写害怕情绪三、描写主题结尾1.传递善良 (Passing on Kindness)[结尾]Her small act of kindness rippled through the community, inspiring others to pay it forward.It was a reminder that the light of compassion can illuminate even the darkest corners.她的小小善举在社区中引起了连锁反应，激励他人也将爱心传递下去。

这提醒我们，同情之光可以照亮最黑暗的角落。

（提示：根据文章的主人公更换里面的人称代词即可）2.亲情 (Family Bonds)[结尾]As they gathered around the fireplace, the warmth of family love enveloped them.No matter the distance or time apart, their bond was unbreakable, a testament to the enduring power of family.当他们围坐在壁炉旁，家庭的爱温暖了他们。

无论距离多远或分开多久，他们的纽带牢不可破，见证了家庭的持久力量。

3.友情 (Friendship)[结尾]Through laughter and tears, their friendship had stood the test of time.As they raised their glasses in a toast, they knew that no matter what life brought, they would face it together.经历了欢笑和泪水，他们的友谊经受住了时间的考验。

新高考英语读后续写备考指导

*3）记叙文语言表达流畅，避免低级语法错误，注意连接词的正确使用，使上下文连贯；注意句子结构的多样性和语言的丰富性。
*4）检查，誊写---检查文章的连贯性、逻辑性，规范性。最后誊写要做到字迹工整，清晰美观。
读后续写指导一
读后续写的评分标准综述
评分: 主要从续写内容、词汇语法、篇章结构三方面考虑。
读后续写
一、读后续写
及
*要求考生在理解一篇不完整文章的基础上，充分调动想象创新思维，大胆预测文章缺失部分的内容走势，进行充满个性色彩的设计，并用英语进行续写表达。所提供短文多以记叙文故事类文章或夹叙夹议类文章为主，故事情节有曲折有起伏，但故事线索的逻辑性比较强。
*创造性+逻辑性+丰富性
1.没有划线词，难度增加。 2.时间+剧情均跨度较大 3.主题意义鲜明（人与自然，人与社会，人与自我） 4.新的评分标准
读后续写的高考评分标准
各档次给分范围和要求:
第七档（22-25分）
优秀档
①创造了新颖、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。 ②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。 ③自然有效地使用了段落间、语句间衔接手段，全文结构清晰，前后呼应，意义连贯。
③尚有语句衔接的意识，全文结构基本清晰，意义基本连贯。使用混乱，时
态错误，拼写
错误等）
续写得分技巧：
*1）内容上鼓励大胆想象，有创新意识（不离奇，重逻辑），情节丰富，尽可能合理展开，并注意前后文呼应，与原文融洽度高。
*2）写作尽可能传递正能量.要提炼有思想性、体现价值观和传递正能量的元素（例如珍爱生命，学会合作，学会感恩等）
A logical plot?

高考英语读后续写写作技巧指导(写作原则+写作步骤+例题精讲)

2. 细读首句，构思框架
➢ 两段首句定一框
由续写的第一段首句与第二段首句确定第一段的框架。
➢ 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。
两段首句定一框
As he was running, Arthur heard the young
即根据所给两段的首句确定第一段的框架。
man shouting behind, “ Stop, stop!” （正当他跑
bank roberry. ✓ One woman looked Arthur strangely, thus Arthur thought that the woman saw him as
the thief, so he started to run.
事件梳理
亚瑟在上班的路上听到有人试图发动汽车的声音。他问那个年轻人发生了什么事？年轻人请亚瑟帮他把两个手提箱装进出租车里。当亚瑟拿起第一个手提箱时，他听到了从银行发出
tense events
simple past tense
✓ Arthur heard the sound of someone trying to start a car shen he was on the way to work.
✓ He asked the young man what was wrong with him. ✓ The young man asked Arthur to help him out by getting two suitcases into a taxi. ✓ As Arthur picked up the first suitcase, he heard the long loud noise of an alarm of

高中英语2024新高考读后续写指导(收尾技巧+万能结尾)

新高考英语读后续写指导一、精彩高分收尾技巧（一）画面定格这样的收尾引人入胜，给人无限想象空间，让人回味无穷。

考生可以从人物动作的画面和具有特殊寓意的写景画面两个方面定格。

1.人物动作的画面定格①（2020杭州五校联考）They stood there for a moment, side by side, waiting for the rushing holiday current and for their place in it.Then the daughter glanced over and momentarily regarded her mother.And slowly, almost reluctantly, she placed her arm with apparently unaccustomed affection around her mother's shoulders and gently guided her back into the deluge.她们并肩站在那里，等待着节日的浪潮，等待着她们在浪潮中的位置。

然后女儿扫了一眼，立刻注视着她的母亲。

慢慢地，几乎是不情愿地，带着明显不习惯的爱她把胳膊放在她母亲的肩膀上，轻轻地引导她回到洪水中。

②His hard work paid off! Holding the soda tin firmly, Reuben rushed for the shop to buy the brooch.The moment he got the beautiful brooch, he burst through the front door and placed it in Dora's hand.Never had Dora received such a gift.Speechless and happy, she held her son tightly into her arms, with tears welling up in her eyes.他的努力得到了回报！鲁本紧紧地握着汽水罐，冲向商店去买胸针。

引导学生学会写好读后续写

引导学生学会写好读后续写读后续写作为一种常见的学习方法，旨在培养学生的阅读理解、写作表达和创造思维能力。

通过读一篇已有的文章或故事，学生需要在接下来续写一个合理、连贯且有趣的部分。

下面将介绍一些有效的引导学生写好读后续写的方法。

首先，为了学生能够准确理解原文的内容，教师应该提供足够的阅读指导和解释。

这包括教师简要概括原文的主旨和要点，引导学生分析人物、情节和结构等重要元素。

同时，教师还可以提问，帮助学生深入思考并确保他们对原文的理解准确。

其次，教师应鼓励学生在续写时充分发挥自己的创造力和想象力。

学生可以选择继承原文的情节发展，也可以尝试增加自己的设想和构思。

在这个过程中，教师可以组织小组讨论或开展头脑风暴活动，鼓励学生们共享各自的创意和观点，从而激发更多的想法。

第三，学生在写作过程中应注意保持文章的连贯性和一致性。

他们需要将自己的续写部分与原文相衔接，使整个文章看起来像是由同一个作者完成的。

为了实现这个目标，教师可以引导学生运用恰当的过渡词和短语，将段落与段落之间建立起逻辑关系，同时保持语气和风格的一致。

此外，教师还应该注意给予学生充分的写作指导和反馈。

这包括对学生的初稿进行审阅和评价，指导他们改进文章的结构、用词和语法等方面。

同时，教师也可以组织同学之间的互评活动，通过互相交流和讨论来提高整体写作水平。

最后，鼓励学生展示和分享他们的作品。

可以通过课堂朗读、作品展示或线上平台发布等方式，让学生有机会展示他们的续写作品。

这不仅可以提高学生的写作自信心，还可以激发他们对写作的兴趣和积极性。

综上所述，引导学生学会写好读后续写需要教师的精心指导和引导。

通过提供阅读指导、鼓励创造思维、保持文章连贯一致性以及提供写作指导和反馈，学生将能够更好地进行读后续写，提高阅读理解和写作表达能力。

读后续写指导

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读后续写指导.
• 句型 • 三大从句：定从，状从，名词性从句 • be about to do / be doing / had done ….when • so that/ so…that • too…to • Feeling / wondering/not knowing /having no idea ….., i……. • curious / regretful / deeply touched / sorrowful ......, i ..... Despite my efforts to pick it up,…. with her timely help,.../ with the lost book in hand whenever / whatwever / whoever/ however... never will it fade from my memory. 词汇：注重动词的使用与换词 said – murmur / shout / scream / whisper/yell/add / explain stood up/ passed it to me / gave me a hug / knelt down/ …, saying…. look for---seek for find--spot
• 10月月考 • Para 1: When I got up to get off the bus, my schoolbag was stuck in
the armrest. I didn’t notice it and stood up with all my strength. Unfortunately, my schoolbag was torn apart and all the contents fell on the ground. I knelt down to pick them up. Suddenly, I saw a hand passing me some of the books. I looked up and found it was Emily who was helping me. With her help, I put all the contents back to my schoolbag. I began to talk with her and was surprised to find that we had much in common. • Para. 2: I got noticed by Emily, who brought me courage to start a new friendship! One day when I told her that I admired her and how I wished to be a friend of hers, she said, “We have already been friends.” I felt so happy that I even sang a song. Hearing my song, she thought highly of it and asked me to teach her to sing it. She made me realize how unique I was and at last I came out of me shell.

读后续写写法指导课件

阅读下面材料,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。 I had just poured my second cup of tea that morning and sat down to read the paper. From somewhere, an inner voice said, “Go and see Jeff and bring him the chair to repair. Go right now." It was such a strong impulse(突如其来的念头)that I hurriedly dressed and lugged (用力拖) a dining-room chair to his door. Jeff was a neighbor who had lost his wife a while back, and he occasionally did minor repairs for me on furniture because he enjoyed working with his hands. I knocked on his door and waited a while. I was about to walk away when he answered. He looked like he was far away in his thoughts. I felt awkward about disturbing (打扰) him so early. I greeted him and then asked if he could repair my chair. He invited me inside. We sat in his living room. He looked depressed and not his usual self.He said he had had a stroke(中风) recently, and while he was home now, he still needed to attend outpatient physical therapy(门诊理疗). He had to build his strength back up. I apologized for the chair and told him, under the circumstances, I would just bring it back home. He said to leave it. We talked for a while. It had scared him to be in the hospital. He hadn't been there since his wife had died. Having worked as a mental health therapist, I listened to how hard it had been since his wife passed away and how much worse it was now since the stroke. The longer we talked, the more I saw his mood lighten. We even started talking about his diet and how he had not been eating. He said the dietician had told him to eat more fruits and vegetables, but he didn't care for them. Mostly, I was concerned because he was not eating much at all. I stayed talking with him until I saw his mood lift and the tension leave his face.注意:1.续写词数应为150左右;2.请按如下格式在相应位置作答。 After I left his home, I went to the grocery store and gathered ingredients.___ The next time I saw him, he said the dish was wonderful.____________________________________________________

英语读后续写思路指导与写作升级

【英语读后续写思路指导与写作升级】一、读后续写的相关定义及背景介绍1. 读后续写的概念读后续写是指根据所读文章的内容，通过自己的理解和创作，进行文章的续写。

这种写作方式可以帮助学生提高语言表达能力，培养学生的逻辑思维能力和想象力，对学生的语言水平和写作能力有着重要的促进作用。

2. 读后续写的背景意义随着英语教学改革的不断深入，提高学生的英语写作能力成为教师和学生共同关注的问题。

读后续写作为一种重要的写作训练方式，可以帮助学生巩固所学知识，提高自己的写作水平，是一种非常有效的英语写作训练方式。

二、英语读后续写的写作要点1. 理解原文内容在进行读后续写之前，首先要对原文内容进行深入的理解和分析，把握原文的主旨和中心思想。

只有对原文内容有了充分的理解，才能进行有效的续写。

2. 把握写作风格和语言特点在进行续写时，要尽量保持原文的写作风格和语言特点，尤其是一些独特的表达方式和句式结构，这样可以使续写与原文更加贴近，符合原文的整体风格。

3. 合理延展内容在续写时，可以适当进行内容的延伸和拓展，增加一些新的内容和细节，以丰富文章的内涵和表达，但是要保持和原文的逻辑一致性和连贯性。

4. 注意结构安排和段落分明在进行续写时，要注意合理安排文章的结构，确保表达的条理清晰，段落分明，使整篇文章有着清晰明了的逻辑脉络。

三、英语读后续写的写作提升方法1. 多读多练阅读是提高写作能力的前提，只有通过大量阅读，才能积累丰富的词汇和语言表达方式，同时也能了解不同类型和风格的文章结构和写作技巧。

2. 善于借鉴在进行读后续写时，可以适度借鉴原文的一些表达方式和句式结构，但要注意适度，不能完全照搬原文，要有自己的创新和发挥。

3. 注重写作技巧培养写作是一种技能，需要通过不断的练习和积累才能提高。

可以多进行一些写作训练和模拟续写练习，不断总结经验和提升技巧。

4. 接受批评和建议在进行读后续写时，要善于接受他人的批评和建议，及时进行修改和提升，不断完善自己的写作水平。

高中英语学习：读后续写解题指导

读后续写解题指导读后续写，简言之，就是阅读完一篇没有结尾的文章之后，根据要求和提示把这篇文章补充完整，使之浑然一体。

这种题型既能培养学生的发散思维能力，也能很好地考查学生对所学语言知识的实际运用能力。

根据《考试说明》，考生在续写文章时，要注意续写部分“与所给短文及段落开头语的衔接程度”，“内容的丰富性和对所标出关键词语的应用情况”，“应用语法结构和词汇的丰富性和准确性”以及“上下文的连贯性”等。

从近几年的高考中，我们发现读后续写有如下特点：1．读后续写不是随心所欲地乱写，而是要在段落的引导语或首句以及文章提示词的帮助下完成续写部分，如试题规定“应使用5个以上短文中标有下划线的关键词语”。

这些关键词语就是写作中的要点提示，如人物、地点、事件等，考生可根据自己的理解选用。

另外，所续写部分不能脱离段落所给的首句，因为这些首句在某种程度上限制或引导考生续写思路朝哪个方向发展。

2．续写短文多以记叙文或故事类文章为主，故事情节有一定的曲折起伏，故事线索的逻辑性也都是比较强的。

这样考生能够根据提示词语，顺着原来文章的思路续写文章，并适当发挥。

3．读后续写要求读写并重。

与阅读理解题一样，读后续写同样需要对文章正确理解，这样所续写部分才不至于偏离主题。

有考生说，这方面有点类似阅读理解题中对文章后续发展的推断，相当于“What would happen next?”。

4．所给文章结尾的思路和内容并不一定是唯一的，考生可以根据自己对文章的理解，从而对文章的结尾有不同的、合理的诠释。

1. 精读文章，把握续写线索读后续写大多为记叙文，我们可以用五个W和一个H（即人物who、地点where、时间when、事件what、原因why及怎样发展how）来获取文章大意，搞清楚何时何地谁发生了何事，事件是如何发展的，为什么会这样发展等问题。

例如阅读下一短文，准备续写：On a bright, warm July afternoon, Mac Hollan, a primary school teacher, was cycling from his home to Alaska with his friends. One of his friends had stopped to make a bicycle repair, but they had encouraged Mac to carry on, and they would catch up with him soon. As Mac pedaled （骑行）along alone, he thought fondly of his wife and two young daughters at home. He hoped to show them this beautiful place someday.Then Mac heard quick and loud breathing behind him. “Man, that's a big dog!”he thought. But when he looked to the side, he saw instantly that it wasn't a dog at all, but a wolf, quickly catching up with him.Mac's heart jumped. He found out his can of bear spray. With one hand on the bars, he fired the spray at the wolf. A bright red cloud enveloped the animal, and to Mac's relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back of Mac's bike, tearing open his tent bag. He fired at the wolf a second time, and again, it fell back only to quickly restart the chase（追赶）。

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