【公开课课件】英语读后续写公开课
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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
【省级公开课课件】高考英语读后续写课件24
With a smile, Mrs. Willow comforted her saying it had been broken before. ... “Really?”she sighed with relief. Mrs Willow handed the medicine over to her and stroke her head tenderly, “of course, dear, you did nothing wrong. What's more, you are a kind girl who is able to buy medicine for mom.” Rachel was surprised to hear this. The words sowed seeds of love in her mind. On the way home, she felt the setting sun was warm and the wind was gentle. (14分)
They changed themselves after going through sth.
02
To support your writing
搭四个框架, 细读文本线索
① ② ③ ④
搭四处框架, 细读文本线索
① ② ③ ④
It was an Art lesson. Rachel sat at the desk watching her classmates busy preparing the water jars and paints. She understood why Mrs. Weston asked her to sit down and got Lisa to fetch everything for her. It was always a disaster when Rachel tried to do Art!
They changed themselves after going through sth.
02
To support your writing
搭四个框架, 细读文本线索
① ② ③ ④
搭四处框架, 细读文本线索
① ② ③ ④
It was an Art lesson. Rachel sat at the desk watching her classmates busy preparing the water jars and paints. She understood why Mrs. Weston asked her to sit down and got Lisa to fetch everything for her. It was always a disaster when Rachel tried to do Art!
高中英语读后续写讲评课(公开课)超实用课件
( 主从复合句--非限制性定语从句 ) 5.原文没有对话，续写中也要__尽__量__少__用__对话。
2
When I was about to say goodbye, the girl asked if I'd had lunch.________________ _____________________________________________________________________ ...
所见
没有吃午餐
水果农场的生活 所闻、所说
给我(面包)装有水果的纸袋 挥手告别 我感谢了他们
所思 所做
After they left, I got into my Jeep and opened the paper bag._______ ...
环境描写 袋子里有水果、$20(便签)
语言描写 便签内容
9 郭俊雄 When I caught sight of this sentence, I felt so warm
and happy.
10 刘思豪
The family were so kind. They were the rays of sunshine in my life, shining at the buttom of my heart.I will follow
( 非谓语作宾语 )
3. Each time these things happened, I was sick of the way most people hadn't bothered to help. ( 主从复合句--状语从句)
4. He sized up the situation and called for his daughter, who spoke English.
2
When I was about to say goodbye, the girl asked if I'd had lunch.________________ _____________________________________________________________________ ...
所见
没有吃午餐
水果农场的生活 所闻、所说
给我(面包)装有水果的纸袋 挥手告别 我感谢了他们
所思 所做
After they left, I got into my Jeep and opened the paper bag._______ ...
环境描写 袋子里有水果、$20(便签)
语言描写 便签内容
9 郭俊雄 When I caught sight of this sentence, I felt so warm
and happy.
10 刘思豪
The family were so kind. They were the rays of sunshine in my life, shining at the buttom of my heart.I will follow
( 非谓语作宾语 )
3. Each time these things happened, I was sick of the way most people hadn't bothered to help. ( 主从复合句--状语从句)
4. He sized up the situation and called for his daughter, who spoke English.
【公开课】高一英语作文：-读后续写课件
I woke up in a cold sweat, frightened. Was it a dream or was it a vision? It was unbelievably real, and the girl was my daughter! I jumped from my bed and ran to her room. Her bed was em步骤1 • 概括已知信息：标明核心词、核心句，梳理语篇内容的推进方向。
• 步骤2 • 按人物、环境、情节动词等分类划线词。
• [写作指导] • 步骤3 • 紧扣语境构思情节，分析： • 1.据第一、二段开头关键词可知,_本_段__应__该_描__写_女__儿_回__家__之_后__母_亲__的___
_所__做_、__所_感__、_所__思__以_及__言_行________
• 2．据第二段开头关键词可知，本__段__应_该__描_写__女__儿_的__经_历__以_及__对__母_亲_， _对_待__“_s_h_e_”的__态__度_或__言_行_________。
步骤4 初稿(分析原文写作风格，特殊语法结构：有时间状语从句、 宾语从句、表语从句、动名词等)。
• 新高考英语科目考试题型有重大变化，其中英语写作分 为两部分：第一节为应用文写作；
• 第二节为读后续写或概要写作。 应用文写作与往年的写作变化不是很大，已为广大师生所 熟悉，但是第二节的读后续写或概要写作是一种新题型
读后续写 1.题型介绍
• 选材特点
（1）所需阅读的短文词数在350以内；
（2）多以
第一节 应用文写作（满分 15 分） 假如你是李华，你的好友王丽在最近一次考试中成绩下降， 不敢面对父母和老师。请你用英语给她写封信， 给出你的建议。
• 步骤2 • 按人物、环境、情节动词等分类划线词。
• [写作指导] • 步骤3 • 紧扣语境构思情节，分析： • 1.据第一、二段开头关键词可知,_本_段__应__该_描__写_女__儿_回__家__之_后__母_亲__的___
_所__做_、__所_感__、_所__思__以_及__言_行________
• 2．据第二段开头关键词可知，本__段__应_该__描_写__女__儿_的__经_历__以_及__对__母_亲_， _对_待__“_s_h_e_”的__态__度_或__言_行_________。
步骤4 初稿(分析原文写作风格，特殊语法结构：有时间状语从句、 宾语从句、表语从句、动名词等)。
• 新高考英语科目考试题型有重大变化，其中英语写作分 为两部分：第一节为应用文写作；
• 第二节为读后续写或概要写作。 应用文写作与往年的写作变化不是很大，已为广大师生所 熟悉，但是第二节的读后续写或概要写作是一种新题型
读后续写 1.题型介绍
• 选材特点
（1）所需阅读的短文词数在350以内；
（2）多以
第一节 应用文写作（满分 15 分） 假如你是李华，你的好友王丽在最近一次考试中成绩下降， 不敢面对父母和老师。请你用英语给她写封信， 给出你的建议。
读后续写专题公开课课件-2024届高考英语作文复习专项
读后续写专题
01 核心背景
Contents
02 原文呈现 03 逻辑构思
04 续写方略
命题立意-深化高考考试改革，回归语言本源
深化高考考试改革，逐 渐摒弃语言测试中过多 的人为设置语言障碍， 将语言测试回归本源， 达到真正能体现语言能 力的测试目的与宗旨。 体现语言的基础性。
通过语言理解和表达的过程 内化为思维锻炼、学习积累、 应用创新的过程，也是语言 学习的任务，侧重于思维的 创新，触动学生的写作欲望， 创新新颖、丰富、合理的内 容。体现了高考的创新性。
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。
Lily had butterflies in her stomach as she stepped onto the big stage.______________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____________________________________
Of all the people in Lily’s life, one in particular stands out. As Lily thinks of Shanda, a smile spreads across her face. She feels loved and grateful more than ever that she has such a teacher and friend. Thanks to Shanda’s presence, Lily has become a good dancer now.
01 核心背景
Contents
02 原文呈现 03 逻辑构思
04 续写方略
命题立意-深化高考考试改革，回归语言本源
深化高考考试改革，逐 渐摒弃语言测试中过多 的人为设置语言障碍， 将语言测试回归本源， 达到真正能体现语言能 力的测试目的与宗旨。 体现语言的基础性。
通过语言理解和表达的过程 内化为思维锻炼、学习积累、 应用创新的过程，也是语言 学习的任务，侧重于思维的 创新，触动学生的写作欲望， 创新新颖、丰富、合理的内 容。体现了高考的创新性。
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。
Lily had butterflies in her stomach as she stepped onto the big stage.______________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____________________________________
Of all the people in Lily’s life, one in particular stands out. As Lily thinks of Shanda, a smile spreads across her face. She feels loved and grateful more than ever that she has such a teacher and friend. Thanks to Shanda’s presence, Lily has become a good dancer now.
高考新题型“读后续写”英文教学公开课(共42张PPT)
4.续写内容忽视连接成分（结构松散不流畅） 5.续写结尾仓促无力，没有主题升华,缺少点睛之笔
Step 4 Make predictions
可用于续写的已知信息：
Character Steve, forester
Setting 划线词
Action
clothes, supplies, campsite, forest, fire found, endangering
Gptwdahlroaoueaitomnghcdtgeaien…remdued, dmptsaot,cagfllaroooatiegtstlh…hmd…ee,atsrhwlelaedrhnacodepaunpmssoueepupd, gfpsirheleite…su,,p
Amazing and experienced
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 4 Make predictions
可用于续写的已知信息：
Character Steve, forester
Setting 划线词
Action
clothes, supplies, campsite, forest, fire found, endangering
Gptwdahlroaoueaitomnghcdtgeaien…remdued, dmptsaot,cagfllaroooatiegtstlh…hmd…ee,atsrhwlelaedrhnacodepaunpmssoueepupd, gfpsirheleite…su,,p
Amazing and experienced
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.
《Continuationwriting读后续写》公开课优秀课件(精品)
兴趣。
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。
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。
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.
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ver 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
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
My story
• We were worrying about what couldsubreroduonndei．ngBsut after
waiting in vain for a long time, under the hot burning sun, worried
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.
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.
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：
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.
worried, hopeless
My story
wait for help
feelings:
hopeless/aimless/ depressed/frustrated
actions:
someone come to help wander/hug
the car was repaired surroundings:
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
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
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
● 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.
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;
How did you feel? Would you give flowers to someone you don't know?
Task 1 Read for main idea--5w questions
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
My story
• We were worrying about what couldsubreroduonndei．ngBsut after
waiting in vain for a long time, under the hot burning sun, worried
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.
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.
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：
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.
worried, hopeless
My story
wait for help
feelings:
hopeless/aimless/ depressed/frustrated
actions:
someone come to help wander/hug
the car was repaired surroundings:
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
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
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
● 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.
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;