Continuation Writing 公开课
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
Continuation+Writing+故事续写公开课课件高中英语牛津译林版(2020)必修第二册
emotions
Thus However Instead cohesive words
Activity 5: Make a draft.
Group 1-4 : paragraph 1
Group 5-8: paragraph 2
Writing Help:
•Start your continuation with a new plot based on what has happened; •Include different types of details; •Write in the same tone and tense as the original story; •Use descriptive language.
OneRdiasyin, ognptlhoetir1way home, they noticed a fight. Henry
Para.2 Thus, Robert’s life was saved.
refused to waBtcahcikt,garnodund Story Mountain Ending Robert thought he was a
Activity 4: Appreciate the language used in the original story.
Para 1. On turning a corner, Robert cried out, “A fight! Let’s go and see!”
The moment/ The minute/ The instant/ As soon as they turned a corner, Robert cried out…
Falling plots
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.
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。
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.。
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?
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.
高三英语Continuationwriting读后续写课件ppt
03
高三英语 Continuationwritin g读后续写课件ppt的 应用
在课堂教学中的应用
提高学生的阅读和写作能力
培养学生的创新思维和想象力
添加标题
添加标题
激发学生的学习兴趣和动力
添加标题
添加标题
增强学生的语言运用能力和自信 心
在课外学习中的应用
拓展英语阅读： 通过使用高三英 语 Continuation writing读后续 写课件ppt，学 生可以在课外拓 展自己的英语阅 读范围，提高英 语阅读水平。
在评估和考试中的应用
评估学生阅读理解能力
考试中作为作文题目考察学生的 续写能力
添加标题
添加标题
评估学生写作能力
添加标题
添加标题ห้องสมุดไป่ตู้
考试中作为作文题目考察学生的 创作能力
04
高三英语 Continuationwritin g读后续写课件ppt的 评估与改进
评估标准和方法
续写的文本与原文的连贯性
语法和拼写的正确性
总结重点和亮点
提高学生英语写作能力
培养学生的阅读理解能力
增强学生的想象力和创造力
提高学生英语综合运用能力
展望未来发展趋势
教学内容更新：随着教育 理念的发展，教学内容也 在不断更新，以适应时代 的需求。
教学手段创新：未来发展 趋势将更加注重教学手段 的创新，如利用人工智能 技术实现个性化教学等。
评价方式多元化：评价 方式将不再局限于传统 的考试，而是采用多元 化的评价方式，如作品 评价、小组讨论等。
提升写作能力： 通过续写故事或 小说，学生可以 锻炼自己的写作 能力，提高写作 水平。
培养创新思维： 续写故事或小说 需要学生发挥创 新思维，想出新 的情节和人物， 这有助于培养学 生的创新思维能 力。
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.
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• Paul and Becky:_d_r_iv_e__th__e_ir__c_a_r__s_p_o_t_a__w_o__lf_r_u_n_n_i_n_g__a_lo__n_g_s_id__e_a__c_y_c_l_ist
• Wolf:__c_a_t_c_h_u__p_w__it_h__M_a_c____fa__ll_b_a_c__k_, _a_tt_a_c_k__t_h_e_b__ik_e__a_n_d__t_e_a_r_t_h_e___ tent bag restart the chase
Para 2.A few minetes later, the other two cyclists arrived. realise what had happened attempt to think out an idea touch the food bag throw beef and pork away smell the flavor run away be grateful to make friends
Reading for Writing
when
where
why
A story
who
how
what
The Five Ws
Who? Mac his friends wolf Paul and Becky When? on a bright, warm July afternoon Where? on the way from his home to Alaska What? Mac was chased by a wolf. Why? Maybe the wolf was very hungry and it
新高考:读后续写
Teaching aims:
1) understand the plot through analyzing and discussing structure of the passage 2) summarize the main steps and methods to write a continuing story 3) develop a reasonable ending to a story by referring to the content of the text and using some advanced expressions.
Writing Time：
Assignment
1. Polish your continuation writing. 2. Review what we have learned today.
THANK YOU！
wave and yell at passing cars
pull in front of the car
What would happen next?
fire again
restart the chase
fire the spray find a wolf pedal alone repair their bike
• Mac:__fi_n_d__a__w_o_l_f___fi_re__t_h_e__s_p_r_a_y___f_ir_e__a_g_a_i_n______________________
•
__p_e_d_a_l_a__lo_n_e____w_a__v_e_a__n_d_y__e_ll_a_t__p_a_s_s_in__g_c_a__rs_____p_u_l_l _in__fr_o_n_t__of a car
1 Have you ever encountered(遇见) a wolf in the wild?
2 If you met a wolf in the wild one day , what would you do?
1.The style of the passage is Narration(记叙文) 2.Tense(时态): simple past tense(一般过去时) 3.Person（人称）: the third person
wanted to look for something to eat.
• Find the characters' action to construct the plot
• His friends:__re__p_a_ir__th_e__ir_b_i_k_e____________________________________ack, attack the bike and tear the tent bag
wolf
catch up with Mac
Paul and Becky
drive their car
spot a wolf running alongside a cyclist
Brainstorming:
Para 1:The car abruptly stopped in front of him. jump off the bike run towards the door of the car open the door stare out of the window think how to fight back the wolf