2025高三英语读后续写说课 课件

读后续写的讲与练-以2022新高考I卷为例Contents01030204TeachingaimsTeachingreflectionTeachingproceduresTeachingphilosophy01Teachingphilosophy

读后续写题会提供一段350词以内的语言材料,要求考生根据该材料内容和所给段落开头语进行续写(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。评分要点：(1)与所给短文及段落开头语的衔接程度(2)内容、语法结构、词汇的丰富性和准确性(3)上下文的连贯性考查：阅读能力（读懂原文）、逻辑思维（情节连贯）、写作能力（模仿创造）

InterpretationoftesttypeWhattheyhave至少五年的英语学习经验至少两年的读后续写经验具备一定的阅读和写作能力Whattheylack“无话可说”或“肚子里有货倒不出来”缺乏情节设计不注重分析原文语言风格，盲目追求“高级”，变成“草帽配皮鞋”写前无大纲，“想到哪里写哪里”句子“缺胳膊少腿”而不自知

Analysisofthestudents02TeachingaimsTeachingobjectivesLanguageproficiencyCulturalawarenessThinkingqualityLearningability准确理解原文的人物性格、故事情节、语言特点模仿原文语言，使用替换词和类似句子结构，使语言风格协同在原文基础上创造新的内容情节了解英文短篇故事的情节发展套路与原文内容保持融洽，形成有效协同与原文合理衔接通过自查与互批从错误中学习Attheendofthisclass,studentswillbeableto:03Teachingprocedures

Step1Understandingthegiventext

Who动作（v.）情绪/心理（adj.）特点（n.或短语）角色1

角色2

角色3

角色4

What关键句(问题与矛盾)P1P2关键词

3W1H(where/when/why/how)

各类描写占比环境/动作/情绪/心理描写的占比顺序从高到低为：

.读懂原文分四步，表格填写要记住平时大量训练，考试才能游刃有余。

Step1Understandingthegiventext

第一步：找who找who:1.who可以是人，也可以是事物/动物。且分主要角色和次要角色。2.只要是出现的人物，都必须找出，以便描写各人物的反应与人物之间的互动。(解决“无话可说”)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.…competitorsrunfastlikearrows…(人人有交代)

Step1Understandingthegiventext

第二步：找词找动词/形容词/名词/短语（找主要人物即可）在续写时可突出其特点，性格决定命运/情节。(融洽不离题)在续写时可用其替换词进行人物描写。(解决“肚子里有货倒不出来”)学生模仿展示upset;discouraged;depressed;beinlowspiritsHisbigtoothysmilehascomeback

Step1Understandingthegiventext

第三步：找句找what:划关键句，即问题，来延续情节，解决问题，保证事事有结局(解决“缺乏情节设计”)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Wesatdownnexttoeachother,butDavidwouldn'tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.conflict：David不愿意参加跑步比赛

Step1Understandingthegiventext

第四步：找描写找各类描写：优先让续写与原文占比一致(解决“草帽配皮鞋”)语法句式方面，可保持一致，也可模仿好句(解决“肚子里有货倒不出来”)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.Ilooked

aroundandfinallyspottedDavid,whowasstanding

by

himselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswung

his

feet

forward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealways

finishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrong

determination.Wesat

downnexttoeachother,butDavidwouldn't

lookatme.IwatchedasDavidmoved

up

tothestartinglinewiththeotherrunners.各类描写：环境/动作/情绪/心理动作描写为主，情绪/心理描写为辅Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachand

askedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrocking

fromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,and

althoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.红色：定语从句，名词性从句绿色：动作链蓝色：状语从句，无灵主语，非

谓语，副词，连词不宜有过多的复杂语法结构，语言风格应像原文一样朴素，自然Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachand

askedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊

恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrocking

fromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,and

althoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.红色：定语从句，名词性从句绿色：动作链蓝色：状语从句，无灵主语，非

谓语，副词，连词不宜有过多的复杂语法结构，语言风格应像原文一样朴素，自然高考阅卷老师反馈：不要拽文；不要炫技；不要生僻词；不要大词；不要堆砌；不要矫揉造作；不要“草帽配皮鞋”高中生的作文要有高中生的样子学生习作展示学生习作展示

Step2Outliningthecontents

写大纲，定十句（五句已定，五句发挥）P1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.①

接着P1（心理/动作链）②③④⑤

根据P2P2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.⑥接着P2（心理/动作链）⑦⑧⑨

结局

（照应首段/解决矛盾）⑩

升华

（价值观/画面定格）衔接！衔接！衔接！学生大纲展示学生大纲展示学生大纲展示学生大纲展示学生大纲展示

Step3Improvingthewriting

Basedontheanalysisofthegiventextandtheoutline,studentscaneitherimprovetheirwritingsorrewritethewriting.FourstepstoreviewandperfectStudents’writing01030204A.Self-checkD.GuidancefromtheteacherB.PeergradingC.Personalizedreview

Step4Reviewingthewriting提供明确的衡量标准Toguide,nottotell

Step4Reviewingthewriting

StepASelf-checkSelf-checklistIamsureIspelteverywordcorrectly.(每个单词都拼写正确了)Ibeganeverysentencewithacapitalletter.（每句话的第一个字母都大写了）

Icapitalizedallpropernouns(names,cities,countries,etc.).(专有名词第一个字母都大写了）Iendedeverysentencewiththecorrectpunctuation.（我使用了正确的标点符号来结束每一句话）Iusedcommascorrectlyincompoundsentence.（在并列句中我正确使用了逗号）Icheckedthateachsentencehasasubjectandaverb.(我检查了每一个句子都有主语和谓语)Theverbsagreewiththesubjectsinnumberandperson.(谓语动词和主语在人称和数上一致)Iusedthecorrecttenseforeachsentenceandtheentirepassage.（每个句子和整篇文章都使用了正确的时态）

Iusedpersonalpronounscorrectly.(人称代词使用正确)Icopiedoutmycompositionwithbeautifulhandwriting.（我用漂亮的书法写了作文）Iwrotethetwoparagraphsinsimilarlength.(我两个续写段落长度大致差不多)Ifinishedmypassageinapproximately130-170wordsintotal.(我文章的字数大概在130到170之间)学生纠错展示学生纠错展示

Step4Reviewingthewriting

StepBPeerGrading难理解，难把握

Step4Reviewingthewriting

StepBGroupGrading评价内容评价标准定位得分语篇内容Content(8)C8(7-8分)情节设计合理，能适当发挥使内容充实；与所给短文融洽度高，与各个段落开头语衔接合理。C6(5-6分)情节设计较为合理，个人发挥较少，内容欠充实；与所给短文基本融洽，与各个段落开头语衔接合理。C4(3-4分)情节设计上存在突兀的地方，匆匆结尾，表意不够完整；体现不了衔接与融洽。C2(1-2分)情节设计上存在突兀的地方，续写没写完，表意不够完整。C0(0分)只写出少量词语，不能清晰表达语义。

篇章结构Structure(7)S