[精品课件]读后续写微技能指导-高考英语读后续写微技能指导
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英语读后续写讲评公开课课件ppt
选取合适的文本，激发学生对故事的兴趣和想象力。 引导学生分析文本中的情节和人物特点，为续写做好准备。 让学生尝试续写故事，并给予指导和建议。 对学生的作品进行点评和分享，帮助他们提高写作能力和创造力。
案例二：情感表达续写
学生作品展示 原文情感表达分析 续写内容与情感表达 点评与总结
案例三：语言运用续写
写作指导等
实践：在读后续 写的教学中，可 以尝试选择一些 有趣的素材，引 导学生发挥想象 力，鼓励他们大
胆尝试写作
效果：通过这些 措施，可以有效 地提高学生的写 作兴趣和信心， 提高他们的写作
水平
学生写作能力差异较大
定义：学生之间存在写作能力的差异 原因：语言基础、学习态度、学习方法等 对策：分层教学，针对不同水平的学生提供不同的指导和资源 实践案例：分享分层教学经验，提供具体操作方法
运用多样化的教学策略：采用讲解、示范、案例分析、小组讨论等多种教学策略，帮助学生更 好地理解和掌握知识。
保持与原文风格一致
写作技巧
展开合理想象
突出重点，详略得当
语言生动，引人入胜
语言运用
续写语言与原文风格一致 运用适当的修辞手法 避免语法错误和拼写错误 表达清晰、连贯、流畅
案例一：故事情节续写
背景介绍：介绍故事背景和人物关系 语言运用：分析文本中的语言特点和修辞手法 续写思路：根据故事情节和人物性格，提出合理的续写思路 点评与反思：对续写结果进行点评，并反思教学过程中的优点和不足
学生缺乏写作兴趣与信心
原因：可能因 为写作难度较 大，或者是对 写作的主题不
感兴趣
对策：可以采取 一些措施来激发 学生的写作兴趣， 例如选择适合学 生的主题，提供 写作模板，给予
教学策略
案例二：情感表达续写
学生作品展示 原文情感表达分析 续写内容与情感表达 点评与总结
案例三：语言运用续写
写作指导等
实践：在读后续 写的教学中，可 以尝试选择一些 有趣的素材，引 导学生发挥想象 力，鼓励他们大
胆尝试写作
效果：通过这些 措施，可以有效 地提高学生的写 作兴趣和信心， 提高他们的写作
水平
学生写作能力差异较大
定义：学生之间存在写作能力的差异 原因：语言基础、学习态度、学习方法等 对策：分层教学，针对不同水平的学生提供不同的指导和资源 实践案例：分享分层教学经验，提供具体操作方法
运用多样化的教学策略：采用讲解、示范、案例分析、小组讨论等多种教学策略，帮助学生更 好地理解和掌握知识。
保持与原文风格一致
写作技巧
展开合理想象
突出重点，详略得当
语言生动，引人入胜
语言运用
续写语言与原文风格一致 运用适当的修辞手法 避免语法错误和拼写错误 表达清晰、连贯、流畅
案例一：故事情节续写
背景介绍：介绍故事背景和人物关系 语言运用：分析文本中的语言特点和修辞手法 续写思路：根据故事情节和人物性格，提出合理的续写思路 点评与反思：对续写结果进行点评，并反思教学过程中的优点和不足
学生缺乏写作兴趣与信心
原因：可能因 为写作难度较 大，或者是对 写作的主题不
感兴趣
对策：可以采取 一些措施来激发 学生的写作兴趣， 例如选择适合学 生的主题，提供 写作模板，给予
教学策略
读后续写导向性输入及微技探究 高考读后续写课件
1 语篇特点
关于一年两考高考英语试卷中读后续写设计的研 究一文中指出：
记叙文话题一般更贴近生活，有一定趣味性， 给学生的想象空间较大，上下文连贯性较强，语言 难度较易把握，更适合用于高考英语的读后续写中。
因此，读后续写读的部分一般为记叙文，其故 事性较强，情节有些许曲折。写的部分自然要与读 的部分语篇特点一致。
After I made my purchase, I walked back into the heat. I got in my car but had to wait to pull out because of all the cars lined up at the red stop light. I looked out of my car window and saw something on the pavement. A single butterfly was wildly beating its wings but not getting off the ground. It was right in front of a truck's tyre too. Without thinking, I got out of my car, held my hand up so the truck driver wouldn't move forward , and bent down to look at the butterfly. One of its legs was stuck in what looked like spilt soda（苏打水). I reached down and cupped the butterfly as gently as I could. ……
关于一年两考高考英语试卷中读后续写设计的研 究一文中指出：
记叙文话题一般更贴近生活，有一定趣味性， 给学生的想象空间较大，上下文连贯性较强，语言 难度较易把握，更适合用于高考英语的读后续写中。
因此，读后续写读的部分一般为记叙文，其故 事性较强，情节有些许曲折。写的部分自然要与读 的部分语篇特点一致。
After I made my purchase, I walked back into the heat. I got in my car but had to wait to pull out because of all the cars lined up at the red stop light. I looked out of my car window and saw something on the pavement. A single butterfly was wildly beating its wings but not getting off the ground. It was right in front of a truck's tyre too. Without thinking, I got out of my car, held my hand up so the truck driver wouldn't move forward , and bent down to look at the butterfly. One of its legs was stuck in what looked like spilt soda（苏打水). I reached down and cupped the butterfly as gently as I could. ……
2020高考英语读后续写微技能指导课件(14张)
Brushing away grasses covering the big hole, Alex jumped into the cave. Crash! The ground collapsed (倒塌) and Alex was down into the depth of the cave. 他挣扎着站起来，发现左胳膊很疼，好像断了(as though). Above him was the hole, which was far out of his reach.
④或者至少如果现在有个朋友和他在一起，他也不会这么 害怕。 Or at least if he had a friend with him now, he would not be so frightened.
Brushing away grasses covering the big hole, Alex
Assignment
1. Polish your story.
过去：had done
•She loves the baby as if it _w_e_r_e her own son.
•I remember the whole thing as if it_h_a_d__h_a_p_p_e_n_e_d_ yesterday. •They talked as if they__h_a_d__b_e_e_n_____friends for years. •It looks as if he __w_e_r_e_/i_s___ drunk.
Guess!
I guess she would rather her boyfriend….
二、主A would rather 现在: did
(that) 主B+谓.
④或者至少如果现在有个朋友和他在一起，他也不会这么 害怕。 Or at least if he had a friend with him now, he would not be so frightened.
Brushing away grasses covering the big hole, Alex
Assignment
1. Polish your story.
过去：had done
•She loves the baby as if it _w_e_r_e her own son.
•I remember the whole thing as if it_h_a_d__h_a_p_p_e_n_e_d_ yesterday. •They talked as if they__h_a_d__b_e_e_n_____friends for years. •It looks as if he __w_e_r_e_/i_s___ drunk.
Guess!
I guess she would rather her boyfriend….
二、主A would rather 现在: did
(that) 主B+谓.
高中英语作文专项读后续写微技能之一课件
恐惧喷薄而出，将 我紧紧包围，我已 经寸步难行了。 A burst of horror held me totally in its power, and I was unable to move an inch .
他每走一步，恐惧就增加一分。 His terror mouቤተ መጻሕፍቲ ባይዱted with every step.
下水作文
文本概括
One Saturday morning, I _w__a_s_a__m__a_z_e_d__t_o__n__o_t_ic_e（惊奇地看到） a new children' s book in the library. _E_a__g_e_r__t_o__g_o__t_h_r_o__u_g_h_（急欲浏览） it, I quickly took the book out of the shelf and hurried to a chair nearby. But I pulled the pages so hard that one page tore,which made me immediately s_h_o__c_k_e_d__a__n_d__a_n__x_io__u_s（震惊和不安）. Afraid of being scolded（责备）, _m__y__f_a_c_e__t_u_r_n_e__d__p_a_l_e_（我脸色发白）andm_y__h__e_a_r_t__p_o_u__n_d_e__d__li_k_e__a__d_r_u__m_ （我的心砰砰直跳）. Seeing a librarian walking to me ,my legs _s_h__o_o_k__w__i_t_h__fe__a_r__（害怕 得直抖）. With a pang of guilt （愧疚）, I left the library in a hurry. Once reaching home ,I _b__re__a_t_h_e_d__a__s_i_g_h__o__f_r_e_l_ie__f（松了一口气） However , my mother found there was something wrong and asked what had happened . Lowering my head , I confessed （坦白） what I had done . Unexpectedly , my mother talked some sense into me instead of angrily blaminfegltmdeee.Ip__re__g_r_e_t__a_b_o__u_t__________（感到很后悔） my behavior.
高中英语之初识读后续写(含读后续写技巧和微技能)课件
• Bock (1986) : 人们在语言产出中倾向于重 复自己或他人使用或接触过的语言结构。
• Pickering & Garrod (2004) : 语言学习中， 理解和产出具有协同效应。
• 王初明:语言学习者的理解能力总是超出 语言产出能力，语言理解能力能带动语言 产出能力，产生拉平效应 (2011) ;协同效 应不仅发生在交际对话中，读写亦同阅读 拉动写作，引发拉平效应，两者结合越紧 密，促学效果就越佳 (2012) 。
“Michael Peterson,” I said. I had forgotten about Michael Rogers,the new kid in our class. Josh shrugged.”Haven’t seen him.”Then he grinned.”He’s probably off playing a funny trick.”
评分标准 1.本题总分为25分，按5个档次给分。 2.评分时，先根据所续写短文的内容和语言。 初步确定其所属档次，然后以该档次的要求来 衡量、确定或调整档次，最后给分 3.词数少于130的，从总分中减去2分。
4.评分时，应主要从以下四个方面考虑： (1) 与所给短文及段落开头语的衔接程度； (2)内容的合理性； (3)应用语法结构和词汇的丰富性和准确性； (4) 上下文的连贯性； (5) 拼写与标点符号是语言准确性的一个重要方面， 评分时，应视其对交际的影响程度予以考虑； (6) 如书写较差以致影响交际，可将分数降低一人 档次。
语言知识：高中阶段的词汇教学除了引导学生更深入地理解和更 广泛地运用已学词汇外，重点是在语境中培养学生的词块意识， 并通过广泛阅读，进一步扩大词汇量，提高运用词汇准确理解和 确切表达意义的能力。…… 词汇学习不是单纯的词语记忆，也不 是独立的词语操练，而是结合具体主题、在特定语境下开展的综 合性语言实践活动。
• Pickering & Garrod (2004) : 语言学习中， 理解和产出具有协同效应。
• 王初明:语言学习者的理解能力总是超出 语言产出能力，语言理解能力能带动语言 产出能力，产生拉平效应 (2011) ;协同效 应不仅发生在交际对话中，读写亦同阅读 拉动写作，引发拉平效应，两者结合越紧 密，促学效果就越佳 (2012) 。
“Michael Peterson,” I said. I had forgotten about Michael Rogers,the new kid in our class. Josh shrugged.”Haven’t seen him.”Then he grinned.”He’s probably off playing a funny trick.”
评分标准 1.本题总分为25分，按5个档次给分。 2.评分时，先根据所续写短文的内容和语言。 初步确定其所属档次，然后以该档次的要求来 衡量、确定或调整档次，最后给分 3.词数少于130的，从总分中减去2分。
4.评分时，应主要从以下四个方面考虑： (1) 与所给短文及段落开头语的衔接程度； (2)内容的合理性； (3)应用语法结构和词汇的丰富性和准确性； (4) 上下文的连贯性； (5) 拼写与标点符号是语言准确性的一个重要方面， 评分时，应视其对交际的影响程度予以考虑； (6) 如书写较差以致影响交际，可将分数降低一人 档次。
语言知识：高中阶段的词汇教学除了引导学生更深入地理解和更 广泛地运用已学词汇外，重点是在语境中培养学生的词块意识， 并通过广泛阅读，进一步扩大词汇量，提高运用词汇准确理解和 确切表达意义的能力。…… 词汇学习不是单纯的词语记忆，也不 是独立的词语操练，而是结合具体主题、在特定语境下开展的综 合性语言实践活动。
2022届高考英语作文备考《读后续写微技能扩写句子课件》
写作微技能
读后续写微技能
扩写句子Βιβλιοθήκη 1. 创造动作链目 录
2. 加形容词 3. 加介词短语 4. 加非谓语动词 5. 加 With 复合结构
6. 加定语从句
创造动作链
A, B and C结构
“男孩们跳入湖中嬉戏”
跳入湖里嬉戏 = 冲向湖边 + 脱掉衣服 + 跳入水中
The boys rushed excitedly to the lake, took off their clothes and jumped into the water. （孩子们兴奋地冲到湖边，脱下衣服，跳进 了水里。）
With her mouth wide open, the girl unwrapped her gift box.那女孩张大了嘴巴，打开了她的礼盒。 With her heart beating wildly, the girl unwrapped her gift box. 女孩心怦跳动，打开她的礼盒。
A, B and C结构
“她抱住儿子”
抱住儿子 = 冲向前 + 蹲下 + 一把抱住
She dashed forward, knelt down and gathered her son into her arms.（她向前冲过去，跪下 来，把儿子抱在怀里。）
A, B and C结构
“这个歌手唱歌”
老人静坐=坐在夕阳下 + 看报纸 + 听广播
The old man sat under the sunset, reading the newspaper and listening to the radio.
having done 表现动作先后关系 “没有买到票”
读后续写微技能
扩写句子Βιβλιοθήκη 1. 创造动作链目 录
2. 加形容词 3. 加介词短语 4. 加非谓语动词 5. 加 With 复合结构
6. 加定语从句
创造动作链
A, B and C结构
“男孩们跳入湖中嬉戏”
跳入湖里嬉戏 = 冲向湖边 + 脱掉衣服 + 跳入水中
The boys rushed excitedly to the lake, took off their clothes and jumped into the water. （孩子们兴奋地冲到湖边，脱下衣服，跳进 了水里。）
With her mouth wide open, the girl unwrapped her gift box.那女孩张大了嘴巴，打开了她的礼盒。 With her heart beating wildly, the girl unwrapped her gift box. 女孩心怦跳动，打开她的礼盒。
A, B and C结构
“她抱住儿子”
抱住儿子 = 冲向前 + 蹲下 + 一把抱住
She dashed forward, knelt down and gathered her son into her arms.（她向前冲过去，跪下 来，把儿子抱在怀里。）
A, B and C结构
“这个歌手唱歌”
老人静坐=坐在夕阳下 + 看报纸 + 听广播
The old man sat under the sunset, reading the newspaper and listening to the radio.
having done 表现动作先后关系 “没有买到票”
读后续写微技能训练之如何精准地使用动词ppt课件
B6 appeal, convey, subscribe ,oppose, state, advocate, guarantee,disagree
B7 dictate, congratulate, state, yell, pause, urge, lecture,recommend, comfort, acknowledge, contradict, bark
B2 debate，admit, appreciate, bargain， analyse, threaten, respond, charge
B3 apologize, announce, remind, lie consult, sigh, narrate, bet, permit, scream, react, chat, confirm
B8 mourn, object, claim, hesitate, remark, condemn , compromise, howl 5
Different “says”
scream whisper groan gasp stammer gossip criticize comfort command apologize
（第一段）“Poppy, he is your new friend.
Be happy.” Poppy became
quiet as if he said yes. Dad
said in a humorous tone, “You
see, Poppy
understands what we say! ”
Vivid &
Accurate
3
Brainstorming
say
tell explain announce
B7 dictate, congratulate, state, yell, pause, urge, lecture,recommend, comfort, acknowledge, contradict, bark
B2 debate，admit, appreciate, bargain， analyse, threaten, respond, charge
B3 apologize, announce, remind, lie consult, sigh, narrate, bet, permit, scream, react, chat, confirm
B8 mourn, object, claim, hesitate, remark, condemn , compromise, howl 5
Different “says”
scream whisper groan gasp stammer gossip criticize comfort command apologize
（第一段）“Poppy, he is your new friend.
Be happy.” Poppy became
quiet as if he said yes. Dad
said in a humorous tone, “You
see, Poppy
understands what we say! ”
Vivid &
Accurate
3
Brainstorming
say
tell explain announce
高考英语：读后续写心理活动微技能训练教案课件
Describe emotions in different Situations 4
When hearing that we’ll have three days off , all the students __________________ .
our eyes twinkled with excitement. All the students cheered and jumped with joy.
__w__a_s _sa_d_,_t_e_ar_s_s_t_re_a_m__in_g__d_ow__n_m__y_c_h_e_ek_s_.________
③ “Christine, I'm here.” I turned back and found it was Christopher ,I rushed to him and hugged him tightly.
It was daybreak when Jane woke up. She struggled to her feet and headed for the stream. After having some berries and stream water, Jane walked slowly to an open area to wait for her rescuSeh.eStuurdndedenblayc,kaavndoifcoeunadppitewaraesdTobmeh. iJnadnehcehre. e(r动ed作an+d情jum绪p+ed语fo言r ） ____jo_y_._T_h_e_n_s_he__ru_s_h_e_d_to__h_im__a_n_d_h_u_g_g_e_d_h_im__t_ig_h_t_ly_, _sa_y_i_ng__I_w_i_ll__ ____n_ev_e_r_q_u_a_rr_e_l _w_it_h_y_o_u_.________________________________
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v.
spot note notice sight observe
Poppy was enraptured to spot the puppy.
1.Spotted and ultimately saved by the people in the helicopter, she felt settled.
sweating and her heart beating fast. （滑冰）
8.Jenny walked to the front, with her legs trembling and her heart beating nearly
out of her chest. （魔法手表）
1.And when we came back, Dad and Mom had already lain on the grass comfortably in front of the tent, talking merrily with a local boy at our age, who always cast glimpse at this tent curiously. （健忘又可爱的老妈） 2.Clusters of stars decorated the vast sky which shine weakly in the mooneclipsed darkness.
2.Magically, with happy memories of regained the courage to cope with the
ttehreriirbhleosnietuyamtdioooonni.ncgro/dwodnineg/tion,dsohe)
3.With tears welling up in eyes, the couple hugged tightly, promising not to lose
4.Mari1a.bPeogpanpytowloaoskfaarsocuinndatehde cboyttathge plish her mission2.sSuhcceessstafurleldy.a(t火h烧im茅f屋ev传eri信sh号ly). 5.Geor3g.eTahnednI ssthoeodbothuenreceddumarbofouunnddewdiwthatecnheinrggyhiomnfitnhieshsionfgttphaedwsh.ole job,
读后续写微技能指导5
—用 语 法 角 度 去 润 色 句 子
The development of the story
Sad departure
Bad mood
New idea
sad
TOPIC
The boy
Puppy
lov
Poppy
e
Parents
?
happ y
Common Expression for a Happy Mood
Poppy was happy to see the puppy.
系
表
主
状
adj.
delighted enthusiastic ecstatic:feeling or showing great entusiasm enraptured:filled with great pleasure or joy
ห้องสมุดไป่ตู้
their temPopeprpayndSpdootttheedstihllye tphuinpgpayg.aSinh.e was enraptured. Her eyes
4.She in her
reebygeersce.at（tmed妻ew子miteh迷lel失onwd丛leas林ns da）naxfifeetyc,tiaonndatthee.n
tears no more!(流浪后回家)
6..WithStpimoettianpgprtohaechpinugp,pMy,arPiaopgoptymwoares aenndrampotruereandx,iwouist.h(火he烧r e茅ye屋s传信号)
7.“Maybbeectohmis iins gyomurecllhoawnceantodwaifnf.e”cLtaiourniaetfer.oze there, with her hands
gratitude and admiration rushing in my heart. （丛林修轮胎） 6.the表原因 audience stood up, clapping for their hero’s comeback. （滑冰）
7.DaviFdaasncdinI aloteodkebdyatthDeada,dhoorpaibnlgehpeucpopuyld, sPtooppphyersctraarzeydidaetah. im 8.We sfaetvoenrithshelgyr,asbs,ohuonockiendg/sapreolulbnodunwdibthy ethneesrpglyenodnidtnhaetusroef.t（健忘又可 爱的老p妈ad）s.
2.Feeling unbearably desperaTteipan1d:+hdopoeilnegss/,dJoannee knelt down, tear streaming
down her face.（妻子迷失丛林） 3.A big wave came and crashed onto her, almost swallowing her.（虎鲨救人）
表伴随
compound sentences→non-finite verbs(非谓语)
1. With heTrifpa2ce: lig+hwtiintghu复p 合and结ar构ms(wwiatvhin+gnd.e+spaedrajt.e/layd, vsh/e介ro词se短an语d s/houted
became
asleep with shining tears
2.with +n.+ adj./adv
5.Looking at their eyes w1i.dthoienxgh/daounseti(o非n谓bu语t )great concern ,dsohinegc/doounlde/thoodldo her