浙江省台州市区“概要写作”教学研讨活动资料：读后续写(路桥中学) (共32张PPT).ppt

路桥中学路桥中学 考纲解读考纲解读 提供一段提供一段350350词以内的语言材料，词以内的语言材料，要求考要求考生依据该材料内容、所给段落开头语和所标生依据该材料内容、所给段落开头语和所标关键词关键词进行续写（进行续写（150150词左右），将其词左右），将其发展成发展成一篇与给定材料有逻辑衔接、情节和结构完一篇与给定材料有逻辑衔接、情节和结构完整的短文整的短文 原文多是情节适当丰富，原文多是情节适当丰富，内容可延伸，难度易于理解和内容可延伸，难度易于理解和模仿的记叙文，偶有少量的议模仿的记叙文，偶有少量的议论文或夹叙夹议文论文或夹叙夹议文评分要求评分要求1.1.词数要求：词数少于词数要求：词数少于130130，从总分中减去，从总分中减去2 2分2.2.与所给短文及段落开头语的衔接程度与所给短文及段落开头语的衔接程度3.3.内容的丰富性和对所标出关键词语的应用内容的丰富性和对所标出关键词语的应用4.4.应用语言结构和词汇的丰富性和准确性应用语言结构和词汇的丰富性和准确性5.5.上下文的连贯性上下文的连贯性 考查能力考查能力（（1 1）考查学生把握短文关键信息和语言特点）考查学生把握短文关键信息和语言特点 的能力。

的能力2 2）考查学生语言运用的准确性和丰富性考查学生语言运用的准确性和丰富性3 3）考查学生对语篇结构的把控能力考查学生对语篇结构的把控能力4 4）考查学生的创造性思维能力考查学生的创造性思维能力写作步骤（过程性写作教学中的应用）写作步骤（过程性写作教学中的应用）1 1．剖析原文材料：．剖析原文材料： 确定文章体裁和题材；确定文章体裁和题材； 快速阅读把握文章大意；快速阅读把握文章大意； 弄清文章的总体语言特点和风格；弄清文章的总体语言特点和风格； 抓住文中的关键词（时间，地点，人物，事件等）抓住文中的关键词（时间，地点，人物，事件等）写作步骤（过程性写作教学中的应用）写作步骤（过程性写作教学中的应用）2. 2. 推理情节发展推理情节发展以给出的段落开头语作为根据以给出的段落开头语作为根据 完全开放性质完全开放性质 半开放性质半开放性质The taxi/the police station The taxi/the police station 写作步骤（过程性写作教学中的应用）写作步骤（过程性写作教学中的应用）3. 3. 建立续写框架建立续写框架 用问问题的方式来完成用问问题的方式来完成Why did Auther run so fast? How did he get to the Police station?What did he say to the taxi driver? What did he say to the police?What were the reactions of the police?写作步骤（过程性写作教学中的应用）写作步骤（过程性写作教学中的应用）4. 4. 锁定信息要点。

锁定信息要点 言之有物，增加细节描写言之有物，增加细节描写 （内心情感，态度，表情描述）（内心情感，态度，表情描述）5. 5. 润色衔接文字润色衔接文字读后续写对我们高中教学的挑战读后续写对我们高中教学的挑战1.1.促成缜密的思维能力和精准的表达能力，释放学生促成缜密的思维能力和精准的表达能力，释放学生 2.2. 的想象力，做到语言目标和情感目标的共同发展的想象力，做到语言目标和情感目标的共同发展2. 2. 阅读和产出紧密结合，让学生有明确阅读的动机，阅读和产出紧密结合，让学生有明确阅读的动机， 同时激发学生表达的欲望同时激发学生表达的欲望3. 3. 学生与阅读材料及作者互动（情感），阅读与写作学生与阅读材料及作者互动（情感），阅读与写作（两种形式，两种能力）的互动两种形式，两种能力）的互动4 4．创造性的模仿和使用语言，阅读材料有助于学习者．创造性的模仿和使用语言，阅读材料有助于学习者自我纠错和有基础的提升自我纠错和有基础的提升如何在阅读教学中提高读后续写能力如何在阅读教学中提高读后续写能力1. 练习素材的选择和使用练习素材的选择和使用练习中的阅读理解练习中的阅读理解, ,完形填空完形填空课本中的素材课本中的素材 ( (根据不同的素材来决定不同的训练目标根据不同的素材来决定不同的训练目标) ) 必修必修1:1:《《A night in the mountainA night in the mountain》》必修必修2 2《《The story of AtlantaThe story of Atlanta》》 《《Freddy the frogFreddy the frog》》必修必修3 3《《A sad love storyA sad love story》》 《《Come and eat hereCome and eat here》》选修选修6 6《《Trapped by the floodTrapped by the flood》》选修选修7 7《《Satisfaction Satisfaction guaranteeedguaranteeed》》 《《The Inuit legend of The Inuit legend of SednaSedna the sea goddess the sea goddess》》必修必修1 A night in the mountain续写要求：续写要求：1.1.假如你是王坤，躺在青藏高原的晚风中看星星，此时假如你是王坤，躺在青藏高原的晚风中看星星，此时你十分想写一张明信片或发个短信给某一个你思念的人。

你十分想写一张明信片或发个短信给某一个你思念的人2. 2. 在文中在文中你必须向他总体介绍这几天过得如何，而后具你必须向他总体介绍这几天过得如何，而后具体谈一谈一两个印象深刻的细节（可以从原文中挑选）体谈一谈一两个印象深刻的细节（可以从原文中挑选）最后你与他分享这几天旅行的想法和感受最后你与他分享这几天旅行的想法和感受3.3.可在你写的文章中划出从原文借用的词语可在你写的文章中划出从原文借用的词语 If you were Atlanta, Would you agree to marry Hippomenes? Please explain your choice to us. If you were Atlanta, what did you feel when you discovered Hippomenes had had help from the Goddess of love?必修必修2《《The story of Atlanta》》Design different endings Work in pairs to make up a dialogue between Li Fang and Hu Jin and then act it out in front of the class:•A happy ending ( the happiest one?)•A sad ending ( the most tragic one?)必修必修3《《A sad love story》》2．阅读教学过程中，对学生思维的引导。

．阅读教学过程中，对学生思维的引导读中：读中：展示性问题：让学生掌握文章的基本信息展示性问题：让学生掌握文章的基本信息参阅性问题：给学生思考的空间，包括文章思路的把握和语言参阅性问题：给学生思考的空间，包括文章思路的把握和语言 的组织的组织读后：读后： 以读中的问题的思考作为参考基础，然后继续延伸也可以以读中的问题的思考作为参考基础，然后继续延伸也可以作为后面续写中心理描写部分的内容作为后面续写中心理描写部分的内容 Freddy and his band’s life was greatly influenced after they became famous Suppose you were a member of the band, what would you do?so they chose to go back to the lake.必修必修2 《《Freddy the frog》》 How would your life change if you became famous overnight? Work in a group of two and make a list of the changes. nobody-somebody Retell the story: 1. Suppose you are Wang Peng; 2. Suppose you are Yong Hui; 3. Suppose you are Lao li (Wang Peng’s friend) Choose one character in the passage as you like and Choose one character in the passage as you like and retell the story. Besides the summary of the story , retell the story. Besides the summary of the story , he/she should also talk about personal feeling.he/she should also talk about personal feeling.必修必修3《《Come and eat here》》 We’d better go to restaurants which provide c_________ with _____________, where we can get enough f____ as well as f___ .What we learned today:ustomersibreata balanced dietReading for characters Who were trapped by the flood? A. Rosie and Monty B. Sara C. Tony D. Sara ,James, Rosie and Monty 选修选修2 《《Trapped by the flood》》Reading for details1.She cooked him a nice meal and bought a new 2. mountain bike for his birthday. (T or F)3.2. What did Tony do in the last two days?4.3. Who told Sara to go to her mother’s house and 5. why?6.4. What was the first sign Sara had that she was 7. in danger? 8.5. Why did Sara climb onto the roof of her car?6. It was a long time before she finally found him safe and warm under the covers on her bed. (替换替换句子）句子） How did you feel as you read the passage? Turning around she saw dirty brown water Turning around she saw dirty brown water fountainingfountaining out of the drain and filling the sink. Quickly she put James out of the drain and filling the sink. Quickly she put James into her backpack and pulled it onto her back. Calling to into her backpack and pulled it onto her back. Calling to Rosie, she picked up the cat basket and ran to the front of Rosie, she picked up the cat basket and ran to the front of the house and out into the front garden.the house and out into the front garden.Excited, worried for Sara and her baby.I felt like I wanted them to hurry up and get out of there.Did you think Sara did the right thing?What is your suggestion?•She could have waited quietly upstairs in the house. Above the level of the water would have saved the car •She could have left the house before the water came. Tony had told her … Sandbags/flood had been expected •She could have left the house as soon as her husband phoned. had not prepared in advance 选修选修2 《《Trapped by the flood》》The first edition:What happened to them then? Use your imagination to invent an ending to the story.Tony James•She could have left the house as soon as her husband phoned. had not prepared in advance spent too much time before leaving responsibility responsibility / reward3．文中关键词语的选择．文中关键词语的选择4. 两段开头语的确定。

两段开头语的确定•be based on the passage to make sure your passage is logically complete;•with at least five given words and 150 words in total; •begin with the given sentence of each paragraph;•use your imagination; Invent an ending to the story satisfying the following requirements: Sara stayed on the roof for about two hours._________________________________________________ Seeing her mother, Sara burst into tears.___________________________________________________五．我的困惑：五．我的困惑：1. 关于关于语言表达的提升言表达的提升很多的续写会出现对话或者内心活动的描写，对于词汇和语很多的续写会出现对话或者内心活动的描写，对于词汇和语言的使用提出了很高的要求，这些关于细节的描写要如何更言的使用提出了很高的要求，这些关于细节的描写要如何更有文采，如何在教学中去训练提高？有文采，如何在教学中去训练提高？2. 关于关关于关键词和开和开头语的确定的确定如何保证选出的关键词语和给出的开头语不会过分限制学生如何保证选出的关键词语和给出的开头语不会过分限制学生的思维？的思维？。