英语高中 读后续写 讲座

新高考背景下读后续写和课堂写作教学的对接,为什么是读后续写？,“读后续写是将语言的输入与输出，语言的模仿与创造，语言的学习与运用有机结合起来，是提高外语学习效率的有效方法。”（王初明，2015）,二模全市平均分：9.31分二模我校平均分：12.27分,一.内容,二.语言,内容缺乏丰富性2.内容缺乏逻辑性,存在的问题,情节平淡;没有悬念,内容不够，对话来凑,对话是配菜，不是主食,设置悬念,推动高潮,忽略铺垫,任性发展,文中没闲句，句中没闲字。,抽象平淡,简单粗暴,注重细节,多维体现,取之于文，用之于文,我们曾做的:,续写，仿写，插写，扩写，改写,“读后续写是学生与阅读材料及其作者的互动。续写时，学生需回读原文，以保持所写得内容和语言与原文连贯，因而迫使产出和理解协同，产生拉平效应。”,Micro-writing,Trytoaddmoredetailstothestorytomakeitmorevividbyusingatleastthreeofthefollowingwords.apasser-bynumbwithshockgetlostcomfortrecommendhopefully,Sometimesfeelinglikeachild,Ihadtogetusedtoawholenewwayoflife.OnedayasIwasheadingformyhostfamily,_,根据M7Unit5Reading设置的课文内容扩写,内容的丰富性,SupposeyouwereoneofJosstudents,pleasecontinuethefollowingstory.Theotherday,MissJowasshowingustheweeklychemistryexperiment_(comeacross;concept;relevant;textbook;tobehonest),根据M7Unit4Reading设置的课文内容扩写,Micro-writing,内容的丰富性,Micro-writing用Outofbreath,clumsy,annoy,makefunof,halfway中的至少3个词描写一次Marty在校园生活的经历,使它与课文第三段表达的口吻相吻合。Istillrememberedthatwasarainydayinmyprimaryschool._、,根据M7Unit1Reading设置的课文内容插写,Micro-writing,内容的逻辑性,Thenextmorning,acardroveupandTonywastakenaway._,Addanendingtothestory,usingatleastthreeofthefollowingwords(atleast80words),turnaround;accompany;testout;absurd;Larry,根据M7Unit2Reading设置的课文内容插写,Micro-writing,内容的逻辑性,Micro-writing,语言的生动性,Heheldherfirmlyinhisarmsandshefeltthewarmthofhisbody.Shescreamed,pushedhimawayandrantoherroomfortherestoftheday.Shewasembarrassed.,MyfacewasburningwithfireandIburiedmyheadinmyarms.Ilookedupintothesky,notknowingwheretolaymyhands.Iwasfrozen,tryingtohidemyembarrassment.,根据M7Unit2Satisfactionguaranteed设置的仿写,Canyoudescribeyourpossiblebehaviourandwordswhenanearthquakehappensintheclassroomtoshowthesceneofdanger?,Youcanusesomeofthewordsfromreadingifpossible.IwitnessitwithmyowneyesintimetocrashdowncalledoutyelloutannouncewithoutpausingshowthewaydragswiftlyurgeshoutloudlybeterrifiedofthensuddenlyscreamapproachIcouldntbelievemyeyesTherewereshoutsof“.”,根据M7Unit3OldTomtheKillerWhale设置的仿写,Micro-writing,语言的生动性,Iwitnesseditwithmyowneyes.Withfanscrashingdown,alltheclassmatesbegancallingout“Run!Run!”Idashedoutintimetoavoidbeinghitbythefallinglights.TheEnglishteachershowedustheway.Thensuddenly,CXFscreamed,“Oh,myleg!”Withoutpausing,hisdeskmatedraggedhimswiftlyoutoftheclassroom.Icouldntbelievemyeyes.,Earlythenextmorning,witholdTomleadingtheway,wesetsailforwhereweleftthewhale.As_,wecaughtsightofagiantbody_.Wegotourboat_tothebodyaswecould.“Clancy,cometohelp！”_Gorge._,we_thebodyofthewhaleintoourboat._,we_ourboatand_back,_.,Oneofthesmartwayistocontinuethewritingbyusingtheexpressionsandgrammarstructuresinthepreviouspartofthestory.,Micro-writing,根据M7Unit3ReadingOldTomtheKillerWhale设置的续写,语言的生动性,我首先注意到的是我周围那些新鲜的色彩-碧蓝的天空和翠绿的树木，还有种类繁多、姿态优雅的各种野花。石头都是稀奇古怪的有的形状像青蛙、熊、老虎，有的像一对夫妻。穿梭在树林里，我甚至看到褐色的蜘蛛藏在细长的枝条上。当我探索小石洞、岩石和狭窄通道时，似乎每个角落都有让我感到惊奇的东西等着我。带着白色斑点的黑山鸡从一条爬行的蚯蚓上傲娇地迈过。我自言自语地说它们并不危险，但是这样一点也不能抑制我那惊慌的心情。,根据M7U3UsingLanguge设置的短文翻译,Micro-writing,语言的生动性,ThefirstthingIbecameawareofwasallthevividcolorssurroundingme-blueskyandgreentreesandvariouselegantwildflowers.Thestoneswerefantastictheywereshapedlikefrogs,bears,tigers,couples.Wanderinginthewoods,Ievensawbronespiderthathidinthelongthinbranches.ItseemedtherewasasurprisewaitingformearoundeverycornerasIexploredsmallcaves,shelvesandnarrowpassages.Awhite-spottedblackchickenwaspassingbyacrawlingearthwormproudly.