新高考英语读后续写解读课件

1、破解新高考读后续写新题型 1破解新高考读后续写新题型 1破解新高考读后续写新题型 续写背景解读续写题型解读解题技巧解读备考策略建议2破解新高考读后续写新题型 续写背一、续写背景解读1考试改革2 新课程标准3高考评价体系4全国教育大会3一、续写背景解读12343实施1学业水平改革实施2 “综合评价”改革实施3高校招生改革实施4英语考试改革4实施1实施2实施3实施44 坚持全面考核坚持自主选择坚持统筹兼顾，促进高中改进教学，服务高校选拔学生。 考试科目。所有科目均列入学业水平考试范围。计入高校招生录取总成绩的学业水平考试3个科目，由学生在思想政治、历史、地理、物理、化学、生物等科目中自主选择。 考

2、试内容。根据普通高中课程方案和课程标准确定。 考试对象。普通高中在校学生均须参加学业水平考试。实施1、学业水平改革2014年12月10日教育部关于普通高中学业水平考试的实施意见（教基二201410号）5 坚持全面考核坚持自主选择坚持统筹兼顾“3+1+2”模式是选择一个中间方案。它为学生提供了12种组合选择，虽然与文综、理综相比增加了很多，但是与“7选3”以及“6选3”为学生提供的35种以及20种组合相比，有所减少。可以让各地在推进新高考改革时更加容易操作。实施2、 “综合评价”改革6“3+1+2”模式是选择一个中间方案。它为学生提供了12种组最多可填80个专业志愿，增大考生专业选择空间 河北省

3、在高考改革方案中明确，今后将实行录取批次和录取模式改革，在继续推进并完善平行志愿投档方式的同时，积极探索“专业+院校”的录取方式，增加高等学校和学生双向选择的机会。 “浙江新高考方案规定，考生可填报80个专业平行志愿，可以为我省专业+院校录取方式改革提供借鉴。”河北大学招生办主任刘卫萍表示，以专业为单位填报志愿，有利于学生选择自己喜欢的专业，降低了录取时专业调剂的掉档风险。实施3 高校招生改革7最多可填80个专业志愿，增大考生专业选择空间 河北省 2014年9月，国务院印发关于深化考试招生制度改革的实施意见 上海、浙江两地率先试水高考综合改革：高考不分文理科，英语“一年两次考试，取最好成绩计入

4、高考”。 河北省、辽宁省、福建省、湖北省、湖南省、重庆市等6省份拟只在6月组织一次外语听力和笔试考试，待条件成熟后再实施外语一年两考。 江苏省、广东省拟在6月组织一次外语笔试，将外语听说考试放在平时并实行机考。 教育部考试中心有关负责人表示，外语一年两考必须建立标准化命题机制，并积累标准化题库，8省份目前在这方面还未完全具备条件，因此暂时维持现有考试安排不变，待条件成熟后，可积极探索实施一年两考，逐步实施。实施4 高考英语改革8 2014年9月，国务院印发关于深化考试招生制1、考查方向张连仲 全国基础外语教育研究培训中心常务副理事长、国家英语课程标准研制专家组核心成员首个要求制定相应体系性能力

5、评价体系的学科，改革都是由它开始迈出的。从2014年的高考，我们看到一些变化，能力第一，高考命题中抛弃了几十年来广泛采用的单项填空题型，换之以全面侧重考查语言知识在具体篇章或对话中的运用、更加强调语言的交际功能的语法填空题型。2017年，我们采取新的英语评价机制、招生机制，并开始实行一年两考。91、考查方向9现在的外语教学，要走出语法的困境，重视语篇，重视阅读能力。我们的英语要走向语用，走向能力。我们要从学习者成长过程研究语言教学规律，从外语教学到外语教育。当然，英语的学习要从基础词汇入手，因此国家英语课程标准给出了必须掌握的中高考英语词汇范围，制定了相应级别。10现在的外语教学，要走出语法的

6、困境，重视语篇，重视阅读能力。我 国家教育部考试中心的刘庆思、陈康写的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就提出： 读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力。主要聚焦在以下四个方面：一是把握短文关键信息和语言特点的能力。二是语言运用的准确性和丰富性。三是对语篇结构的把控能力。四是创造性思维能力。11 国家教育部考试中心的刘庆思、陈康写的关于一年两考 传统高考英语试卷中的写作部分多为命题作文，对考生的想象创造思维多有限制。作为考试改革的一部分，新题型的引入可望促进语言教学实践良性发展。读后续写题型具有较好的效度和信度。读后续写要求学生在理解一篇不

7、完整文章的基础上，充分调动想象创新思维，大胆预测文章缺失部分的内容走势，进行充满个性色彩的设计，并用英语进行续写表达。该题型的启用在培养学生的综合语言运用能力（尤其是阅读和写作）和思维品质（尤其是想象能力和创新精神）方面将发挥积极作用，这完全符合国家考试改革的理念和课程标准的要求。12 传统高考英语试卷中的写作部分多为命题作文，对考生的想中学英语教学和评测从读后续写的研发和操作中可以得到以下几点启示： 1.将写作与阅读教学结合进行是提高学生英语写作能力的有效途径。 2.应关注学生综合语言运用能力的培养。 13中学英语教学和评测从读后续写的研发和操作中可以得到以下几点启2016年浙江新高考考试说

8、明英语写作样题读后续写阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue near the First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldnt get the car moving. She looked at t

9、he suitcase and then at him. Arthur was surprised. “Why is she looking at me like that?” He thought. “The suitcase! She thinks Im the bank thief!”Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run.注意：1. 所续写短文的词数应为150左右； 2. 应使用5个以上短文中标有下划

10、线的关键词语； 3. 续写部分分为两段，每段的开头语已为你写好； 4. 续写完成后，请用下划线标出你所使用的关键词语。 As he was running, Arthur heard the young man shouting behind, “Stop, stop!”_ The taxi stopped in front of the Police Station and Arthur.学生首先需要阅读350词以内的短文，无论是“读后续写”还是“概要写作”都建立在对所给文章精确理解的基础上，这样所续写部分才不至于偏离主题。 理解是起点，表达更挑战。142016年浙江新高考考试说明英语写作样

11、题读后续写学生首先试卷结构词汇量净增700。除7选5以外的阅读题量减少到10道，阅读题从2分一道增加为2.5分一道。写作分为两部分：小作文15分，为议论文，80个单词；大作文有两个类型， “读后续写”或“概要写作”，其中读后续写和概要写作将“在不同考次不定期交替使用”，占25分。河北、河南、福建等地将于2018年的新高一开始新高考模式。15试卷结构词汇量净增700。除7选5以外的阅读题量减少到101616二、续写题型解读概念内涵理论优势题型解读素养提升17二、续写题型解读概念理论题型素养171、内涵 ACoherent Writing isalogicalcontinuationofan in

12、complete passage, which continues thethemeoftheoriginalwithabout 150 words. 读后续写是将一篇不完整文章进行主题、逻辑、风格等方面延续的写作，用大约150个单词来承接原文的主题。定义（Definition ）181、内涵 ACoherent Writing “读后续写”就是要求学生阅读完一篇还未写完的文章之后，根据要求和提示把这篇文章未写完部分补充完整，使之浑然一体。它一方面很好地考查考生对所学语言知识的实际运用能力，而另一方面，它也培养学生的发散思维能力。 19“读后续写”就是要求学生阅读完一篇还未写完的文章之后，根据

13、要Pickering & Garrod (2004)提出的互动协同模式（Interactive Alignment Model）读后续写互动协同模式互动理解 协同产出习得综合性语言测试测试应关注语言的整体交际效果，而非特定的结构或词汇(Carroll ,1961) 各种模式相结合是语言活动的本来面目2. 理论基础及特性王初明（2011）提出的外语习得有效途径 (2012)读后续写20读后互动协同互动理解 协同综合性语言测试测试应关读后续写优点缺点理解与产出结合，创造与模仿结合，学习与应用结合与读物的内容和语言强力协同，有效提高语言运用能力与对话相比，单向协同，互动性稍逊能够释放学生的想象力，培

14、养创新思维激发表达愿望和交际意愿创造性地使用语言表达新内容读后续写的优缺点21读后续写优点缺点与读物的内容和语言强力协同，有效提高语言运用学习者的理解能力总是超出其产出能力，两者间的不平衡会产生拉平效应，较弱的产出能力在与理解能力的互动、协同过程中会不断提高。读后续写过程中存在协同效应，协同效应可强化或扩张学习者的语言表征，帮助他们把从阅读理解中获取的词汇、语法信息应用于续写当中，由此提高语言运用能力。模仿语言，创造内容提高学习效率22提高学习效率22语篇的特定结构、文体特征和表达方式将语言的结构性知识和运用性知识相结合，凸显语言知识在语境中的表意功能。读后续写测试的语言能力就是基于语言的表意

15、功能基础上的书面语篇理解能力和表达能力。1一个故事有一个中心思想，而这个中心思想基于本土的或外族的文化背景，传递的是一种文化信息，反映的是一种文化价值。故事的发展和结局要体现社会的正能量，反映正确的文化价值取向。2文化意识语言能力提升英语学科核心素养23语篇的特定结构、文体特征和表达方式将语言的结构性知识和运用性在阅读时厘清故事情节发展的前因后果，分析人物表现出的内心情绪变化，解读作者的意图和目的，评价故事的价值取向等。在续写时，学生要能够结合所给的段落开头语和所标示的关键词，做到想象丰富、条理清楚、内容合理。思维的逻辑性、评判性和创新性。3学生积极运用和主动调试英语学习策略、拓宽英语学习渠道

16、、努力提升英语学习效率的意识和能力。4学习能力思维品质提升英语学科核心素养24在阅读时厘清故事情节发展的前因后果，分析人物表现出的内心情绪3、题型解读考试说明读后续写：满分 25 分提供一段350词以内的语言材料，要求考生依据该材料内容、所给段落开头语和所标示关键词进行续写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。阅卷时将主要考虑以下内容：(1)与所给短文及段落开头语的衔接程度;(2)内容的丰富性和对（所给）关键词语的覆盖情况；(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。253、题型解读考试说明读后续写：满分 25 分阅卷时将主要记叙文阅读

17、理解能力壹贰由读到写的思维能力叁记叙文书面表达能力读后续写的能力要求26记叙文阅读理解能力壹贰由读到写的思维能力叁记叙文书面表达能力能力考查“读后续写”是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力。与应用文不同，故事续写除了要求学生掌握丰富的词汇和句式外，还注重学生的内容构思和情节衔接的能力。主要聚焦在以下四个方面：（1）把握短文关键信息和语言特点的能力。学生需要了解所给短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。（2）注意语言运用的准确性和丰富性。期望学生在词汇和语言结构的使用方面准确、恰当，能够根据内容需要使用较为高级的词汇和语言结构，

18、阅卷老师会感觉到这个学生的英语水平非常高。（3）注意对语篇结构的把控能力。考查学生对上下文逻辑关系的掌握情况，希望学生续写的短文语句连贯、有序。（4）发挥创造性思维能力。这是对学生续写短文内容的要求，期望学生续写的短文具有较丰富的内容。该试题具有一定的开放性，要求学生详细和生动地描述情景、态度和感情，符合课程标准的要求和学生的能力水平。27能力考查27选材特点202007浙江 One fall, my wife Elli and I had a single goal：to photograph polar bears. We were staying at a research camp o

19、utside “the polar bear capital of the world” the town of Churchill in Manitoba, Canada. Taking pictures of polar bears is amazing but also dangerous. Polar bears like all wild animals should be photographed from a safe distance. When Im face to face with a polar bear, I like it to be through a camer

20、a with a telephoto lens. But sometimes, that is easier said than done. This was one of those times. As Elli and I cooked dinner, a young male polar bear who was playing in a nearby lake sniffed, and smelled our garlic bread. The hungry bear followed his nose to our camp, which was surrounded by a hi

21、gh wire fence. He pulled and bit the wire. He stood on his back legs and pushed at the wooden fence posts. Terrified, Elli and I tried all the bear defense actions we knew. We yelled at the bear, hit pots hard, and fired blank shotgun shells into the air. Sometimes loud noises like these will scare

22、bears off. Not this polar bear though he just kept trying to tear down the fence with his massive paws（爪子）. I radioed the camp manager for help. He told me a helicopter was on its way, but it would be 30 minutes before it arrived. Making the best of this close encounter（相遇）, I took some pictures of

23、the bear. Elli and I feared the fence wouldnt last through 30 more minutes of the bears punishment. The camp manager suggested I use pepper spray. The spray burns the bears eyes, but doesnt hurt them. So I approached our uninvited guest slowly and, through the fence, sprayed him in the face. With an

24、 angry roar（吼叫）, the bear ran to the lake to wash his eyes. 注意：1. 所续写短文的词数应为150左右；2. 至少使用5个短文中标有下划线的关键词语；3. 续写部分分为两段，每段的开头语已为你写好；4. 续写完成后，请用下划线标出你所使用的关键词语。28选材特点202007浙江 One fall, my wife 2020山东 The Meredith family lived in a small community. As the economy was in decline, some people in the town ha

25、d lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help.

26、 When she had time, she would bring food and medicine to them. One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had

27、interested her very much. I wish you could see him, she said to her own children, John, Harry, and Clara. He is such a help to his mother. He wants very much to earn some money, but I dont see what he can do. After their mother left the room, the children sat thinking about Bernard. I wish we could

28、help him to earn money, said Clara. His family is suffering so much. So do I, said Harry. We really should do something to assist them. For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, I have a great idea! I have a solution that we can all help accomplish (完成). Th

29、e other children also jumped up all attention. When John had an idea, it was sure to be a good one. I tell you what we can do, said John. You know that big box of corn Uncle John sent us? Well, we can make popcorn (爆米花),and put it into paper bags, and Bernard can take it around to the houses and sel

30、l it.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。 When Mrs. Meredith heard of Johns idea, she thought it was a good one, too._ With everything ready, Bernard started out on his new business._29 2020山东29篇章结构介绍 Mrs. Meredith介绍 Bernard一家孩子们想办法帮助Bernard 故事背景30篇章结构介绍 Mrs. Meredith介绍 Bern解析文本、明确主题Setting(und

31、er what circumstances the story takes place) The economy was bad, people lost their jobs and they were trying to help each other.CharactersMrs. Meredith, John, Harry, Clara, Bernardthe sick man and his wifePlot Mrs. Meredith was warm-hearted and helping people in need. Mrs. Meredith told her childre

32、n about Bernard and his family. All the three children wanted to help Bernard and John thought up the popcorn plan.ThemeLove among the neighbours31解析文本、明确主题Setting The economy 卷别长度体裁 主题 考试说明样卷 364记叙文下划线 Arthur 在帮助一个年轻人时听到有人抢劫了银行，于是 Arthur 怀疑这个年轻人是抢劫银行的嫌疑犯2016. 10 332 记叙文下划线 小两口野外露营，因小事发生争执，女主人独自走进森林

33、迷路，在野外独自度夜的故事。2017. 6 浙江344 记叙文下划线和朋友一起骑车游玩，野外遇狼的故事。2017. 11浙江338记叙文下划线和爸爸及健忘粗心但充满爱意的妈妈一块去旅游的故事2018. 6浙江320 记叙文下划线爸爸带儿子去朋友家农场游玩迷路的故事。2019.12山东317记叙文无划线我收养了一只走失的狗Spotty。2020.01浙江340记叙文下划线父母上孩子上大学后，发现小狗Poppy很孤独，为他找了个小狗做伴。2020.06山东324记叙文无划线The Meredith family一家帮助经济困难家庭2020.07浙江344记叙文下划线拍摄极地熊遇险选材特点（1）所需

34、阅读的短文词数在350以内；（2）多以记叙文故事类文章或者夹叙夹议类文章为主，故事情节有冲突，曲折、有起伏，但是，故事线索的逻辑性比较强。32卷别长度体裁 主题 考试说明样卷 364记叙文Arthur 3333卷别名词(词组) 动词(词组) 介词(词组) 形容词副词考试说明样卷9 1 2016. 10 浙江622 2017. 6 浙江7 32017. 11浙江 7 32018. 6 浙江7 2 12020.01浙江62112020.07浙江72134卷别名词(词组) 动词(词组) 介词(词组) 形容词副词考试卷别长度体裁 主题 2019.12山东317记叙文无划线我收养了一只走失的狗Spott

35、y。2020.06山东324记叙文无划线The Meredith family一家帮助经济困难家庭2020.07浙江344记叙文下划线拍摄极地熊遇险35卷别长度体裁 主题 2019.12山东317记叙文我收养题型特点： （1）“读后续写”并不说明考生可以随心所欲地写，而是要在引导语（开头语）（和提示词）的帮助下完成续写部分。如考试说明样题中规定“应使用 5 个以上短文中标有下划线的关键词语（10 处）”。这些关键词语类似于传统写作中的要点提示，如人物、地点、事件，但是不同点在于这些关键词语并不是全用。这样考生可根据自己的理解有很大的自主权。另外，所续写部分不能脱离各自段落的首句开头语，即：不能

36、另起炉灶。这些开头语与传统写作中的开头语类似，在某种程度上引导你的思路向哪方面发展。36题型特点：36（2）续写短文多以记叙文故事类文章或者夹叙夹议类文章为主，故事情节有曲折、有起伏，但是，故事线索的逻辑性比较强。这样考生能够根据提示词语，顺着原来文章的思路续写文章，并适当发散。（3）“读后续写”要求读写并重。与阅读理解题一样，“读后续写”同样需要对本篇文章精确理解，这样所续写部分才不至于偏离主题，就这方面而言有点类似阅读理解题中对文章后续发展的推断，如“What would happen next?”。（4）所给文章的未完部分的思路和内容并不一定是唯一的，考生可以根据自己对文章的理解，从而对

37、文章的结尾有不同的诠释。如考试说明中“读后续写”的样题的结尾，考生可以理解为这个年轻人是银行抢劫者，而 Arthur 因此成为一个大英雄；考生也可以理解为这个年轻人不是一个银行抢劫者，结果产生了误会。37（2）续写短文多以记叙文故事类文章或者夹叙夹议类文章为主，故读后续写评分总则本题总分为25分，按5个档次给分评分时，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。词数少于130的，从总分中减去2分。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）内容的丰富性和对所标出关键词语的应用情况；（3）应用语法结构和

38、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，可将分数降低一个档次。38读后续写评分总则本题总分为25分，按5个档次给分38第五档（20-25） 与所给短文非常融洽，与所提供各段落开头语衔接合理。 内容非常丰富，应用了5个以上短文中标出的关键词语。 所使用语法结构和词汇丰富、准确。有效地使用了语句间的连接成分，使所续写短文结构紧凑。第四档（16-20） 与所给短文融洽度高，与所提供各段落开头语衔接较为合理。 内容比较丰富，应用了5个以上短文中标出的关键词语。 所使用语法结构和词

39、汇较为丰富、准确，可能有些许错误，但不会影响意义表达。 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。第三档（11-15）与所给短文关系较为密切，与各段落开头语有一定程度的衔接。 写出了若干有关内容，应用了4个以上短文中标出的关键词语。 应用的语法结构和词汇能满足任务的要求虽有一些错误但不影响表达。 应用简单的语句间连接成分，使全文内容连贯。39第五档 与所给短文非常融洽，与所提供各段落开头语衔接合理。第二档（6-10）与所给短文有一定的关系，与各段落开头语有一定程度的衔接。写出了一些有关内容，应用了3个以上短文中标出的关键词语。语法结构单调，词汇项目有限，有些语法结构和词汇方面的错

40、误，影响了意义的表达 较少使用语句间的连接成分，全文内容缺少内容连贯。第一档（1-5） 与所提供短文和开头语的衔接较差。 产出内容太少，很少使用短文中标出的关键词语。 语法结构单调，词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。 缺乏语句间的连接成分，全文内容不连贯。40第二档（6-10）与所给短文有一定的关系，与各段落开头语有续写原则壹贰续写策略叁 写作步骤肆写作微技能 伍高分技巧三、素养提升41续写原则壹贰续写策略叁 写作步骤肆写作微技能 伍高分技巧三、一致性原则壹贰正能量原则叁曲折性原则肆多维性原则伍优美性原则（一）续写原则情感发展，情节发展，主题，逻辑，写作风格

41、42一致性原则壹贰正能量原则叁曲折性原则肆多维性原则伍优美性原则（二）续写策略正确解读壹贰着重逻辑叁注意细节43（二）续写策略正确解读壹贰着重逻辑叁注意细节43Read for key information:who, when, where壹贰Read for plot: what, why叁Read for emotional changes 肆Read for logic伍 Read for theme Read for style陆1. 正确解读6Rs Analyze the story：6Rs44Read for key information:who, 2.着重逻辑思维逻辑壹贰叁时

42、空逻辑情感逻辑452.着重逻辑思维逻辑壹贰叁时空逻辑情感逻辑453.注意细节词句表达壹贰叁规范美观生动描写（细节，心理，外貌，场景）463.注意细节词句表达壹贰叁规范美观生动描写（细节，心理，外貌7. 聚焦技巧，润色文章(polish) *writing skills 写作手法6. 聚焦结构，提升文章（improve) * structures（结构） * sentence patterns （句式） * words &phrases （词和短语） 5. 聚焦主题，拟写草稿（draft） * theme：negative/positive * interpretation（解意） 4. 重视首

43、句，构思文章（compose）3. 回读原文，思考文章主题、风格theme/style2. 扫读文章，寻找文章情节、逻辑、感情plot / logic1. 略读文章，确定文章关键信息 key words Step3 polish（润色） Step 2 draft（拟稿） Step 1Interpret(解读） （三） 写作步骤 477. 聚焦技巧，润色文章(polish) 5. 聚焦主 A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue n

44、ear the First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldnt get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like youve got a problem,” Arthur said. “Im af

45、raid so. Im in a big hurry and I cant start my car.” “Is there something I can do to help?” Arthur asked. The young man looked at the two suitcases in the back seat and then said, “Thanks. If youre sure it wouldnt be too much trouble, you could help me get these suitcases into a taxi.”给下划线的读后续写48 A

46、funny thing happened “No trouble at all. Id be glad to help.” The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an al

47、arm.It was from the bank. There had been a robbery (抢劫)! Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. People asked each other

48、, “What happened?” But everyone had a different answer.49 “No trouble at all. Id b One day between spring and summer, my mom and I were driving through the countryside. But suddenly, my mom stopped the car, grabbed the flowers on the back seat and walked into a nursing home. Impatient and annoyed, I

49、 saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving her name, I was somewhat confused. But mom told me that leaving flowers to whoever apprieciate them mad her feel good. When we contiued driving, un

50、luckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we drove along，a flower shop came into sight.不给下划线的读后续写50 One day between spring One day between spring and summer, my mom and I were driving through th

51、e countryside. But suddenly, my mom stopped the car, grabbed the flowers on the back seat and walked into a nursing home. Impatient and annoyed, I saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving h

52、er name, I was somewhat confused. But mom told me that leaving flowers to whoever apprieciate them mad her feel good. When we contiued driving, unluckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we dro

53、ve along，a flower shop came into sight.whatwhenwhowherewhatwhowherewhatwhywhat 1 Skim for key information-5w questions略读文章，确定文章关键信息 whenone day between spring and summerwhereon the road through the countryside whomom, I, receptionist of the nursing home what Mom stopped the car and gave flowers to n

54、ursing home /our carbroke downwhyLeaving flowers for someone who will appreciate them made her feel good. Step 1Interpret(解读）51 One day between spring One day between spring and summer, my mom and I were driving through the countryside. But suddenly, my mom stopped the car, grabbed the flowers on th

55、e back seat and walked into a nursing home. Impatient and annoyed, I saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving her name, I was somewhat confused. But mom told me that leaving flowers to whoe

56、ver apprieciate them mad her feel good. When we contiued driving, unluckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we drove along，a flower shop came into sight.2 Scan for plot/ logic 扫读文章，寻找文章情节、逻辑be

57、ginningDevelopmentClimaxEndingunhappyconfused hopelessworrying52 One day between spring One day between spring and summer, my mom and I were driving through the countryside. But suddenly, my mom stopped the car, grabbed the flowers on the back seat and walked into a nursing home. Impatient and annoy

58、ed, I saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving her name, I was somewhat confused. But mom told me that leaving flowers to whoever apprieciate them mad her feel good. When we contiued drivin

59、g, unluckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we drove along，a flower shop came into sight.3 Read for writing style and theme 回读原文，思考文章主题、风格surroundings feelings action varied expressions advan

60、ced structure feelings feelingswhat（文本的主题和内容）how（语篇的特征、写作特点等）why（写作意图和价值取向）53 One day between spring 4. 重视首句，构思文章（compose） 5. 聚焦主题，拟写草稿（draft） * theme：negative/positive * interpretation（解意） whenone day between spring and summerwhereon the road through the countryside whomom, I, receptionist of the n