高考续写指导ppt课件

,读后续写写作指导,浙江省普陀中学张成年,1,四种能力,-刘庆思、陈康（2016）,语言能力文化意识思维品质学习能力,英语学科核心素养,2,读后续写遵循了语言学习规律，提供语篇情境，撩起表达意愿。,阅读理解与写作产出；语言学习与语言运用；内容创造与语言模仿；,四个“有”,创造有依据模仿有样板互动有读物拉平有标杆,三个“紧密结合“,有效促学,3,“读思写”的过程指导,读,读出原文中的有效信息，为思做好铺垫和准备；,思,构思故事情节，是一个创造的过程；既要结合读出来的信息，又要创造自己的内容；,写,通过写作微技能的具体运用落实思的结果，是对思的精准表达。,4,读出原文中有效信息,原文是续写的起点；读懂内容是续写的基础；创造有根有据，发展合情合理。,5,读-利用文本特征，读出有效信息,读什么？,6,1、读懂内容，为续写的融洽性奠定基础,7,2、读出线索，为思维的逻辑发展指明方向,8,Aftershehadclimbedtoahighplace,sheturnedaround,hopingtoseethelake.Lyingawakeinthedark,JanewantedverymuchtobewithTomandherfamily.Feelingstrongernow,Janebegantowalkalongthestreamandhopeitwouldleadhertothelake.Janetookoffheryellowblouse,thinkingthatsheshouldgotoanopenareaandflagthemiftheycamebackagain.,3、读出语言特点，为连贯性提供依据,9,flagthemJaneroseatthebreakofday,hungryandthirsty.,pickedherway,walked,climbed,keptmoving,IfonlyshehadnotlefthermobilephoneinthatbagwithTom.Neverinherlifehadshetastedanythingbetter.Thefarthershewalked,themoreconfusedshebecame.,3.读出语言特点，为上下文的连贯提供依据,10,为续写的融洽性奠定基础,为思维的逻辑发展指明方向,为上下文连贯性提供依据,读-利用文本特征，读出有效信息,11,“读思写”的过程指导,读,读出原文中的有效信息，为思做好铺垫和准备；,思,构思故事情节，是一个创造的过程；既要结合读出来的信息，又要创造自己的内容；,写,通过写作微技能的具体运用落实思的结果，是对思的精准表达。,12,思-结合续写导引，构思合理情节,情节要完整,情感要呼应,思考情节如何发展？,13,Itsaperfectfamilysummerseasideholiday.Occasionallysomewhitecloudsfloatedacrossthebluesky.Thesandbeachwassoftandcomfortable.ThewaterwasglisteringinthemorningsunlightandthesurfwascoolontheirfeetasKrinandPaulaleisurelywalkedalongthewateredge.Thebrotherandsisterbegantomakesomesandcastlesnotfaraway.Mothersatunderabigumbrella,readingabookwithabottleoflemonadeinherhand.Fatherwasbusyexchangingafewwordsofgreetingswiththestrangershemetonthebeach.,14,Suddenly,Chrisspottedsomepiecesofseashellslyingscatteredonthepicturesquebeachandsmallholesstretchingalongitwherethecrabshadhidden.HeimmediatelyinvitedPaulatocollectshellsandsearchtheholestogetherwithhim.Theywerehavingaballexploringwhatappearedtobeanever-endingbeach.Afterawhile,theystoppedandlookedback.Theirparentsandtheumbrellas,beachchairs,andcrowdswerealongwayoff.Butjustaheadhiddenamongstseagrapetreesstoodarun-downhousethatseemedtobeoutofrepairforyears.Itappearedtobeunoccupied.Curious,theywenttoinvestigate.,15,Thefrontstepstothedoorwayofthehousecreakedastheycarefullyclimbedthemup,sodidtheporchwhentheysteppedontoit.Thedustywindowsandporchrailingwerebadlyweatheredandbroken.Thefrontdoorwashalfopen,sotheysqueezedthroughandconsciouslyentered.Theplacewasinatotalmess,coveredwithdust,sand,deadleaves,andoverturnedfurniture.Theydtaken,butafewstepswhenthedoorunexpectedlyslammedshutbehindthem.,16,Scared,KrinandPaulawerefrozentothespot.Butbeforetheycouldevenuttersomethinglike“Oh-oh,”thewindowsabruptlyclosed,too.Andifthiswasntscaryenough,thestairstothesecondfloorcrackedloudly.Whenalightinthebackbedroomflickered,thatwasabsolutelythefinalstraw.Paragraph1:“Letsgetoutofhere,Paula!”screamedKrin._Paragraph2:Outtheyran,allthewaybacktothosewonderfulumbrellas,beachchairs,andcrowds._,17,太害怕了，不来了再也不离开父母父母告诫，不要再去不再冒险装作好像什么也没发生,做梦父母不相信父母相视一笑回去找，没了,情节要完整，情感要呼应,11种结局,虚惊一场记忆犹新鬼屋，与父亲交谈,18,从关键词的角度自问,创造性思维,19,从关键词的角度自问,20,段落情节要完整、情感要呼应,下划线词的分类与设问,结合段落提示谋划情节落实思维的逻辑性,思-结合续写导引，构思合理情节,21,“读思写”的过程指导,读,读出原文中的有效信息，为思做好铺垫和准备；,思,构思故事情节，是一个创造的过程；既要结合读出来的信息，又要创造自己的内容；,写,通过写作微技能的具体运用落实思的结果，是对思的精准表达。,22,分解过程分步描写准确表达精准描写添油加醋丰满描写,“写”的主要方法,23,写-运用写作微技能，表达准确信息,24,asthedaysdraggedonslowlyinasplitsecondIremembermyfirstfishingtour,asifitwerebutyesterday.,1.积累地道短语词块，提高语言的准确性,25,AsIgazedatthesky,Imumbledtomyselfattheprices.Seeingthis,IdecidedtodoSuddenly,Krinspottedsome.lyingMothersatunderabigumbrella,readingabookwithabottleoflemonadeinherhand.,1.积累地道短语词块，提高语言的准确性,26,heloweredhisheadthedoorunexpectedlyslammedshutbehindthemIstormedoutofthehouse.Thefrontdoorwashalfopensotheysqueezedthroughandcautiouslyentered.Hesprangintoaction.Fromtimetotime,Ipretendedtolooktowardshisdirection,glancedoverhispaperandcopiedtheanswers.,1.积累地道短语词块，提高语言的准确性,27,1.积累地道短语词块，提高语言的准确性,withabroadsmile(with)hereyesbrimmingwithtearsIcontinuetoringmybellhappily,broadlysmilingateveryone.,28,walk,jump,go,onfoot,wander,leap,skip,march,run,move,rush,storm,struggletohisfeet,headfor,approach,step,slide,race,sneak,stride,stroll,limp,stumble,creep,tiptoe,parade,roam,hike,trek,stretchyourlegs,1.积累地道短语词块，提高语言的准确性,29,aneverendingbeachThewaterwasglisteringinthemorningsunlight.Itwasastill,sweetdayofearlysummer.,1.积累地道短语词块，提高语言的准确性,环境描写,30,Haditnotbeenformycarelessness,allthiswouldnothavehappened.Withgreatsorrowandregret,Ijustsatthererootedinmychair.,1.积累地道短语词块，提高语言的准确性,31,Heartbroken,Iknewnothingcouldbedonenow.Overwhelmedwithgratitude,hefelltohisknees.Scared,KrinandPaulawerefrozentothespot.Curious,theywenttoinvestigate.,1.积累地道短语词块，提高语言的准确性,32,1.积累地道短语词块，提高语言的准确性,Fivefamilymembersbravedthewater,swimmingouttorescuetheboy.astupidbellTheentirerescuetookoveranhour,leavingeveryonecoldandexhausted.Examsarejustaroundthecorner.thatwasabsolutelythefinalstrawThemoneyhedonatedwasnotalot,butitwasalottohim.,33,1.积累地道短语词块，提高语言的准确性,34,2.运用多种句子结构，体现语言的丰富性,35,一意多译,很显然，他已经意识到了危险。Itisapparentthathehasbeenawareofthedanger.Apparently,hehasbeenconsciousofhedanger.Itisobviousthathehasrealizedthedanger.Itisevidentthathehasappreciatedthedanger.,36,3.利用有效语篇连接，促成语言的连贯性,37,3.利用有效语篇连接，促成语言的连贯性,38,3.利用有效语篇连接，促成语言的连贯性,不同文体中的使用,39,Johnwaswaitingforthegirlwhoseheartheknew,butwhosefacehedidnt,thegirlwiththerose.Thirteenmonthsago,inaFloridalibraryhetookabookofftheshelfandfoundhimselfattractedwiththenotesinthesideofthepageblank.Thesofthandwritingreflectedathoughtfulandinsightfulspirit.Infrontofthebook,hediscoveredthepreviousownersname,MissHollisMaynell.Withtimeandefforthelocatedheraddress.Hewroteheraletterintroducinghimselfanddesiringhertocorrespond.,40,Duringthenextyearandone-monththetwogrewtoknoweachotherthroughthemail.ARomancewasbudding.Johnrequestedaphotograph,butsherefused.Shefeltthatifhereallycared,itwouldntmatterwhatshelookedlike.Latertheyscheduledtheirfirstmeet-7:00pmatGrandCentralStationinNewYork.“Youllrecognizeme,”shewrote,“bytheredroseIllbewearingonmylapel.”,41,Soat7:00hewasinthestationwaitingforthegirlwiththeredrose.Ayoungwomaninagreensuitwascomingtowardhim,herfigurelongandslimandhereyeswereblueasflowers.Almostuncontrollablyhemadeonestepclosertoher,andjustatthismomenthesawawomanwellpast40,wearingaredrose.Paragraph1:Thegirlwaswalkingquicklyaway._Paragraph2:Thewomansmiled,“Idontknowwhatthisisabout,son,”_,42,Thegirlwaswalkingquicklyaway.Hesitated,Iwaseagertostepforwardtofollowwiththisbeautifulgirl.ThoughIdidntknowwhatHollisMaynelllookedlike,Iguessedsheshouldbeatleasthaveagoodlooking.Butthefactwasitwasthewomanwellpast40thatworetheredrose.Gazingatthegirlwalkingaway,Ifeltataloss.Itriedtopersuademyselfthatitwasshallowtofocusononesappearancemorethanonthespirit.Withabroadsmile,Iapproachedthewoman,“DearMrs.HollisMaynell.MayItakeyourtime?”Thewomansmiled,“Idontknowwhatthisisabout,son.”Confusionfillinginmymind,Icouldntfigureouthermeaning.Shecontinuedtosay,“ActuallyImnottheoneyoulookingfor,butthegirlwhoworemygreensuitinsistedonexchangingclotheswithme.”Inasplitsecond,Irealizedwhatwasgoingon.Thegirlingreenturnedaroundatthecornerandwalkedbacktome.Fromher,Ilearnedweshouldcaremoreabouttheheartinsteadoftheappearance.,43,Thegirlwaswalkingquicklyaway.Buttheoldwomanwaswaiting.Johnwasshockedandsuspectedthattheoldwomanwastherightpersonhewantedtomeet.Itwasreallyanembrassingsituation.Johngazedatthebookinhishands,thinkingwhetherheshouldcallher.Shortlyafter,Johnbravelygetclosetotheoldwomanandsaid,“IamJohn.ThatrosemeansyouareMissHollisMaynell,right?YoulooklikeoldbutIdontcare.”Thewomansmiled,“Idontknowwhatthisisabout,son.”Itwasayoungwomanwithagreensuitthatgivemetheredrose.”Johnstoodthere,feelingveryashamed.Tohissurprise,thatmeanstheyoungwomanwhohefirstlynoticedwasMissHollisMaynell.Inasplitsecond,abeautifulwomanwithagreensuitrantoJohnandsaid.“YousuccesspassingthetestwhichIsetonpurpose.Havingtrustinyouisright.”Johnloweredhisheadbutsmiledhappil