读后续写公开课 Continuation writing
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
【公开课课件】新高考英语读后续写continuation writing课件2
Step2实践·文本解读
④ As a result, Kelly, _b_li7n_d_e_d_ by blood, was in a terrible condition and ____p_i8n_n_e_d__ against the door.
⑤ What’s worse, she didn't _m_9o_v_e_ and was _d_r1i0f_ti_n_g_ in and out of consciousness.
为后面读后续写梳理事件线打下读的基础。
Step2实践·文本解读
Ⅳ. Evaluating Reading
Read the concluding paragraph and answer the questions.
1. Is it a surprising ending? Why?
2. Do you think it’s a good concluding paragraph? Please offer your reason whether you have a better idea or not.
Step2实践·文本解读
Step2实践·文本解读
Ⅱ. Detailed reading
Understand the main idea by analyzing the relationship of the main characters.
1. Complete the form after reading the passage quickly. （One word for one blank）
⑥ After the rescue by her son, it took 8 hours to rebuild Kelly's face, but she has recovered from her injuries nowadays.
读后续写之动作描写 公开课课件 2023届高考英语作文备考
The bell ringing, all the students entered the classroom.
part 2: 非谓语结构
④ 动作的逻辑主语不一致时 —— 独立主格结构（主1+非谓语，主语2+谓语）
她颤抖着手，缓缓打开了包裹。
She opened the parcel slowly. Her hands was trembling.
He took a taxi to the police station.
part 1: A, B and C→动作三连结构
如何拆解动作？
将结果性的动作，分解成更细致的连贯性的微 动作，使动作结果过程化
part 1: A, B and C→动作三连结构
the steps we should take to eat spicy strips
planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do.
④ 动作的逻辑主语不一致时 ——独立主格结构 （主1+非谓语，主语2+谓语）
Practice
1. 她登上(board)飞机，坐在座位上，寻找她的书。 __S_h_e_b_o_a_r_d_e_d_t_h_e_p_l_an_e_,_s_a_t_o_n__h_er__se_a_t_a_n_d__th_e_n__lo_o_k_e_d__fo_r_h_e_r_b_o_o_k_._________ 2. 意识到我负担不起继续深造学习，我不得不停止追逐我的梦想。 R__e_a_li_z_in_g__th_a_t_I_c_a_n_'t__af_f_o_rd__to__c_o_n_ti_n_u_e_m__y_f_u_r_th_e_r_s_t_u_d_y_, I__h_a_d_t_o_s_to_p__c_h_a_si_n_g_ m__y__d_re_a_m__. ______________________________________________________ 3. 看没有人注意到我们，我就把圣诞礼物放下，敲了敲他的门铃。 _S_e_e_i_n_g_n_o__o_t_h_e_r_p_e_o_p_l_e_n_o_t_i_c_e_u_s_,_I_p_l_a_c_e_d_t_h_e__C_h_r_is_t_m__as__p_r_e_se_n_t__d_o_w_n__a_n_d_ _p_o_u_n_d_e_d__h_i_s_d_o_o_r_b_e_l_l.___________________________________________ 4. 受到老师的鼓舞，他举起手，小声说道： “我来(volunteer)”。 __E_n_c_o_u_r_a_g_e_d_b_y__t_h_e_t_e_a_c_h_e_r'_s_w__o_rd__s,__h_e_r_a_is_e_d__h_is__h_a_n_d_,_w__h_is_p_e_r_in__g_“_I__
高一英语读后续写第二讲Continuationwriting课件
衔接句3: 情节发展(1)(2)(3)(4) 故事结尾句4： 主题升华句5：
When Mike was a seven-year-old kid, his parents usually didn’t give him money because he liked to buy junk food. They knew such food would be harmful to kids’ bodies.
Predicting（预测发展）
第一段（逆向思维）：结合原文，由第一段首句和第 二段首句推出故事情节（动作、情感、对话等细节）
第二段 :结合上文，根据第二段首句展开内容，列出要 点(动作、情感、对话等细节）,
最后想ห้องสมุดไป่ตู้一个升华句：体现故事圆满结局的句子或故事 给我们启示的句子
•
原文阅读+信息梳理
•
读懂情节+体会语言+理清线索
• 2. 构思（3-5mins）：
•
潜心构思+情节预设+明确方向
• 关注“两线”---情节线&情感线（负→正）
•
关注“四点”---四处衔接
• 3.行文（10-15mins）：
•
初稿勾勒+润色提升+工整誊写
一篇好的续写=内容构思+语言表达
内容构思不准确是分数无法提高的重要原因之一 存在问题： 读中：缺少阅读发现，阅读时不知道如何挖掘原 文中的材料为续写所用 写中：缺少衔接与连贯，续写与原文疏离。 根源：原文读不懂，读不透，从而抓不住本质。
Para 2: Mike realized he should admit what he had done. So he told his mom the truth. After hearing it, his mom didn’t seem angry. Instead, she patiently explained to Mike why his behavior was wrong. She told him,”You can ask for it if you really want to eat junk food. But you shouldn’t steal money. You should be honest.” That day, Mike learned a big lesson and understand the importance of being honest.
《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
ContinuationWriting读后续写教学设计2023-2024学年高中英语初高衔接课程
一、导入新课（用时5分钟）
同学们，今天我们将要学习的是《Modern Life》这一单元。在开始之前，我想先问大家一个问题：“你们认为现代生活有哪些方面给你们带来了便利，又有哪些方面让你们感到困扰？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索现代生活的奥秘。
3.成果展示：每个小组将向全班展示他们的讨论成果和实验操作的结果。
四、学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“现代生活对个人成长的影响”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
6. 提高团队合作能力和自主学习能力，能够在学习过程中不断探索、实践和反思，提高学习效果。
学生将能够通过实践活动和小组讨论，将所学知识应用到实际生活中，解决实际问题。他们将通过讨论和实验操作，深入理解现代生活的影响和特点，并提出自己的观点和想法。学生将能够通过读后续写的方式，提升自己的写作能力，并能够准确、流畅地表达自己的观点和情感。
七、课堂小结，当堂检测
1. 阅读理解题：让学生阅读一篇与现代生活相关的文章，然后回答关于文章主旨、大意和结构的问题。
2. 续写题：给学生一篇现代生活相关的文章，要求他们根据文章内容和结构进行续写，注意考察学生对文章逻辑和语篇的把握能力。
3. 词汇和语法题：设计一些与现代生活相关的词汇和语法题目，测试学生对相关知识点的掌握情况。
- 逻辑推理
⑥学习策略：
- 自主学习
- 合作交流
- 反思改进
板书设计应结合课程内容，通过关键词、图表、图片等元素，将抽象的知识点具体化、形象化，以便于学生理解和记忆。同时，板书设计应注重艺术性和趣味性，以激发学生的学习兴趣和主动性。例如，可以使用色彩鲜艳的笔迹、有趣的图标和简洁的线条，将板书设计得更加吸引人。
读后续写的讲座写作困难和建议的英语作文
读后续写的讲座写作困难和建议的英语作文Writing Lecture Continuations: My Struggles and TipsHi everyone! My name is Timmy and I'm a 4th grade student. Our teacher Mrs. Johnson often has us do this activity called "lecture continuations" in our writing class. It's where she starts telling us a story or giving a little lecture, and then we have to continue writing it ourselves based on where she left off. At first, I really didn't like doing these. They seemed super hard and I never knew what to write! But over time, I've started to get the hang of it and I kind of enjoy the challenge now. Let me tell you about some of the struggles I've faced and the tips I've learned for writing good lecture continuations.The biggest issue I had in the beginning was just getting started after Mrs. Johnson stopped talking. I'd stare at my blank page and my mind would be blank too! I didn't know how to pick up where she left off or what direction to take the story or lecture. It was really frustrating. But Mrs. Johnson gave us a great tip - she said to summarize in our own words what she had said right before stopping. Just jotting down a quick recap helps jog your memory and gets your brain thinking about the topic again. It's like a little warm-up exercise for writing. Game-changer!Another hard part is trying to match Mrs. Johnson's tone, vocabulary, and writing style. Sometimes she'll start with something funny and silly, other times it's more serious. If I just start writing in a totally different way, it doesn't really fit with how she began it. My friend Jake says he imagines Mrs. Johnson is whispering the continuation in his ear as he's writing, to help him stay consistent. I actually find it helpful to re-read the beginning she gave us several times as I'm writing, to remind myself of the vibe.Okay, this next one is a biggie - coming up with new ideas and details to expand on what Mrs. Johnson started. It's hard not to just repeat what she already said! But then our continuations would be way too short. The best advice here is to ask yourself lots of "What if..." questions. What if this happened next? What if we added this other character? What if we took the story somewhere else? Basically, keeping an open mind and using your imagination. I'll admit, my first few lecture continuations were pretty boring and basic. But practicing those "What if" questions has helped me get much more creative.Sometimes Mrs. Johnson will stop her story or lecture at a weird place and it's not obvious what should happen next. That's when you have to make your own educated guesses based oncontext clues and logic. If characters were headed in a certain direction, you assume they'll get there and decide what happens after that. If Mrs. Johnson was explaining a concept, you have to figure out how to continue logically explaining it further. Using your background knowledge about the topic can really help too. It's like being a detective!Probably the toughest thing, at least for me, is properly ending my continuation. How do I wrap it all up in a satisfying way? One trick is to first think about how I want it to end - happily, suspensefully, with a lesson learned, etc. Then I can work backwards from that ending as I'm writing, leaving little hints or details here and there. Mrs. Johnson also recommends trying to bring it full circle, connecting back to something from the very beginning. A good conclusion makes the whole thing feel complete.The last tip I'll share is - have fun with it! Let your creativity and imagination run wild. The more you get into it and really invest yourself, the better your continuation will turn out. Don't be afraid to take risks or go a little crazy with your ideas. I like to discuss my plans with my buddies too, for inspiration. Two brains are better than one!Well, that's my advice for writing awesome lecture continuations. It's definitely a unique challenge, but also a great way to practice our skills. I still struggle sometimes, but I've come a long way from those first painful attempts. Just take itstep-by-step, use strategies that work for you, and most importantly, don't get discouraged! Every writer had to start somewhere. Thanks for reading, and happy writing!。
高一英语读后续写微技能公开课说课稿
高一英语读后续写微技能公开课说课稿To Show, Not to Tell读后续写(continuation writing)是一种将阅读与写作紧密结合的考查形式，是模仿与创造、学习与运用相结合的写作活动。
读后续写不仅要求学生能读懂故事情节发展，更要求学生能够在理解基础上拓展内容和展开细节描写。
在实际的写作训练中, 大部分学生往往只关注情节, 不知如何拓展内容和展开细节描写，从而导致续写部分词数不足，内容单调、空洞，没有真情实感或者没有个性特征。
基于以上存在的现状，在高一英语备课组的指导下，我设计了这堂主题为“To show, not to tell”的读后续写细节微技能指导的公开课。
本节课的取材较为广泛，有人教版和外研版教材中的部分叙事性文本，有所教班级正在进行的整本书阅读书目Charlotte’ Web 以及本学期两次考试读后续写题目。
引导学生关注文本中的细节描写，使用To show, not to tell的写作微技能，基于英语学习活动观设计了不同层次的活动任务，指向学生的深度学习和核心素养。
（一）教学设计基于学生已经接触过读后续写的实际，本课创造性地使用了各种素材，在梳理文本的基础上，引导学生关注细节描写，赏析To show和To tell两种方式呈现出来的不同效果，并进一步思考哪一种方式会创造出更生动、更引人入胜的故事情境，培养学生描述与阐释、分析与判断的应用实践能力，并形成To show, not to tell的写作概念。
在对具体的三个To show 的技巧学习部分，本节课设计了三个循环: 赏析-总结-应用，从而帮助学生迅速将所学技能落实。
最后通过一个语段的改写进行知识的迁移创新。
综上，本课的设计思路是:1）What is to show? What is to tell?2）Why do we have to show, not to tell?3) How to show?4) Show it!（二）存在问题及改进措施在实际的教学过程中，由于课堂容量大，时间意识有待加强。
高中英语读后续写Continuation Writing公开课精品PPT课件
cautious
happy relaxed
curious
In the house Climax
frightened
a run-down house
? Feelings?
a perfect holiday a long way off
On the beach
Development
on the beach
Beginning
relieved
frightened:
1.Mac’s panic rose // felt shivery at…
2.A huge fear flowed through his body.
3.She felt so scared that she felt her throat tightened. 4.Their heart beat wildly, with their legs trembling.
Krin and Paula
leisurely walked … made some sandcastles collected shells
?
a perfect holiday a long way off
On the beach
Tip 1: clarify the plot with an outline.
02 Infer the development
Paragraph 1:
“Let’s get out of here, Paula.” screamed Krin.
• •
WPhaerr.1e could run out of the house?How did they 源自anage to run out?
《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
2024届高三英语二轮专题 Continuation Writing 读后续写公开课课件
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith(银匠]in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else's choice..
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had givenway to the enjoyment of writing. If I didn’t win, I wouldn’t care. A few weeks later, when I almost forgot the contest, there came the news.
【公开课教案】高考英语读后续写Continuationwriting
【公开课教案】高考英语读后续写ContinuationwritingTeaching plan for continuation writing Part I Basic situations Class LevelSenior 2 Age17Size50General strengths of classQuick in thought, active ,curious, some are eagerGeneral challenge of classsome are weak in Englishlacking in the courage to express their ideasLearning objectives:In this class, the learners will be able to :*find out clues to understand the text;*read for the main plot；*participate, and co-operate in the learning activities;*learn to write a passage on continuation writing..Learning outcomesFor learners, the writing is supposed to*be well connected to the given passage and the given beginnings of the two paragraphs.*be well organized with at least 5 of the 10 underlined words or phrases.*be logical and reasonable.*have neat handwritingTeaching Aids: a multi-media computer system Personal aims: To keep eye contact with the studentsTo use fluent and accurate EnglishTo be full of passion in teachingPart II Teaching procedures and activities课堂教学流程图评分标准快速浏览，确定体裁PPT 细节阅读，填表读课后作业导入教师详细点评三份续写读后续写教师解读，学生心中有数引出记叙文六要素，为续写打基础理清脉络，画出故事流程图PPT 读后，语篇填空理解透彻原文，为讨论打基础PPT 头脑风暴，推测续写内容结合段首句分析，小组讨论组长发言，陈述讨论结果PPT 文章基调，划线词分类学生开始续写PPT 续写注意事项列出续写大纲增加细节描写写讨论Part III Teaching proceduresStep 1: Reading1.Fast readingGo through the whole passage quickly and find out the style of the passage.A. Narration（记叙）B. Exposition（说明）C. Argumentation（议论）In narration, there are six elements, which are ______, ______, _______, _______,_________ and __________ .2.Careful readingThere is a form including the six elements. Please read the passage carefully and fill in the form.When ______________Where ______________________Who ___________ ___________ _______________What couldn't____ thecar helped carry the____________;walked into _____________;started to _____looked at_____and the______________How ___________surprised and ____________ doubtfulWhy a bank __________ happened3.Post readingWith the basic information of the passage, fill in the blanks to sum up the main plot.___________ , when ______ was on his way to work walking along _______ _________ , he helped _______________ who couldn'tstart his car carry a___________. At that time, a bank robbery happened and the ________ street became noisy. People were curious and confused. Mike walked into ________ __________and she mistook him for the _____________ because he was still carrying the suitcase. He was surprised and ___________ so he started to ___ .Step 2 : BrainstormingAnalyze the first given sentence of each paragraph and make some guessing based on the given information. Then have a discussion in groups of four, choose one spokesperson to present the ideas on what would happen next to make an outline. Para 1: As he was running, Mike heard the young man shouting behind, “Stop, stop!”1. What would Mike do when he heard the shouting?2. Then what would the young man do?The taxi stopped in front of the Police Station and Mike...3. Who would take a taxi? What would the person say to the taxi driver? Wherewould they go?。
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My story
wait for help
feelings:
hopeless/aimless/ depressed/frustrated
actions:
someone come to help wander/hug
the car was repaired surroundings:
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.
Task 3 Group work for plot
高潮
were driving through countryside
stopped and gave flowers to the receptionist
our car broke down
unhappy impatient, annoyed curious, confused
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;
My story
• We were worrying about what couldsubreroduonndei．ngBsut after
waiting in vain for a long time, under the hot burning sun, worried
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 happed. ⑤K__n_o_w__i_n_gthat my mom gave the flowers to the receptionist⑥w_it_h_o_u__t_(with)leaving her
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
● 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 thin 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
name, I was somewhat confused. But mom told me that leaving flowers to⑦
_____w__h_o_aepvperrieciate them mad her feel good. When we contiued driving,
⑧________u_(nlulucckk),ilyour car⑨_______(bbrreoakke) down. Seeing few passers-by on the road, I found it⑩__________(hhooppee)letosswait for help.
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_s_in_g_h__o_m_e____ what Mom stopped the car and gave flowers
burning hot sun/
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.
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：