高考英语读后续写教学策略探究-

读后续写教学策略探究课例赏析AWiseDeer&ACowardlyTiger

浙江省十校联盟2019年10月高三联考读后续写富阳中学王璐AnalysisofthetextLiterarygenre(文体):Fable寓言故事Features(特征):Tellashortstoryusingsimplewordsandsentences,fromwhichyoucanlearnalesson.Thecharactercanbeapersonorananimal.续写材料的文体和文体特征关注1:小说、童话、寓言、故事语言特征语言的协同性1.关注语篇整体语言表达2.关注文中主要时态和语态3.分析文中句式特点4.仔细研读各类描写5.关注修辞策略1:策略1:语言表达：主要时态和语态：主要句式摘记：各类描写：修辞：策略1:语言表达：语言简洁，表达不复杂（简单句较多）；含一些对话；故事叙述主要时态和语态：一般过去时；主动语态主要句式摘记：

Thedeerwasfrightenedbecause...(原状从)Fortunately,thetigerwasnot...(adv,+句子)Thedeerwastryingto...whensheheard...(时状从）④Thecunningjackalwasnowsurethetigherwas....(宾从）各类描写：动作：Theyoungoneswanderedhaplyhereandthere.心理：Thedeerwasfrieghtened...环境：Therewerebonesofdeadanimalsalloverthecave.......修辞：拟人(把动物当作人来描写，赋予有生命的动物以人的禀性，使之像人一样地说话，行动，有思想，有感情。)高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-WhoWhere

TaskI:ReadforplotsMotherdeerandherfawns;atiger;ajackalinthetiger’scaveHerreaction?stayedcalmandthoughtofaplanMotherdeerwastryingtoleadherfawnsoutofthecavewhenshesawthetigercomingback.Whathappenedtoscarethetigerawaybypretendingtobeafierceanimalwaitingtokillitforfood.Didtheplanwork?Thetigergotfrightenedandranaway…Motherdeerclever/smart/intelligent,brave,staycalmindanger高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-Whileescaping,thetigercameacrossajackal,whosuggestedtheygobacktothecavetofindoutthetruth.WhathappenedAgree?didn’twanttotakeachance;afraidofbeingleftalonetodieJackal’sproposal?knottheirtailstogether;neverleaveAgree?agreedunwillinglyWhy?frightened;didn’ttrustthejackal.cowardly,timidthetigerthe

jackalcunning(狡猾的)，notreliableintheeyesofthetiger高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-整体阅读，确定故事基本情节关注2:who,when,where,whathapped,howwouldthestorycontinue高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略2:whowhenwherewhathappenedsummarizethestory高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略2:whoMotherdeerandherfawns;atiger;ajackalwhenwhenthemotherdeerwastryingtoleadheryoungonesoutofthecavewhereinthetiger'scavewhathappenedMotherdeersawthetigercomingtowardsthecave.Shethoughtofaplantoscarethetigeraway.Thetigercameacrossajackalwhosuggestedtheygobacktothecavetofindoutthetruth.Inordertoconvincethetiger,thejackaltiedtheirtailsinanotandwalkedtowadsthecavetogether.summarizethestoryOnedaywhenmotherdeerwastryingtoleadheryoungonesoutofthecaveshesawthetigercomingtowardsit.Stayingcalm,shethoughtofaplantoscarethetigeraway.Whileescaping,thetigercameacrossajackalwhosuggestedtheygobacktofindoutthetruth.Inordertoconvincethetiger,thejackaltiedtheirtailsinanotandthenwenttowardsthecavetogethe.高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-人物性格分析关注3:1.从人物的动作中2.从人物的言语中3.从他人的评价中高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略3:whotraits高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略3:whotraitsMotherdeerclever/smart/intelligent,brave,staycalmindangerthetigercowardly,timidjackalcunning,notreliableintheeyesofthetigher高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-Para.1Thedeersawthejackalandthetigercomingtogether.

Para.2Thetigerwasshockedtohearthisandhewassurenowthejackalcheatedhim.

TaskIII:Whattowrite?Whatdidthedeersaythatshockedthetigerandconvincedhimhewascheatedbythejackal?Thinkaboutwhatthejackaldidtothetigerjustnow?

persuadethetigertoreturntothecave;knottheirtailstogetherHowwouldthejackalcheatthetigerbydoingso?

高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-thetigerclever/smart/intelligent,brave,staycalmindangercowardly,timidMotherdeerthe

jackalcunning(狡猾的)，notreliableintheeyesofthetigerHowfrightenedwouldthedeerfeelwhenseeingthetigerandthejackalcoming?Wouldthetigerhaveapeacefultalkwiththefierceanimalsincehewasafraidtobeeatenbyhim?Washeeasilyfooled?Ifheheardhewouldbeeaten,wouldhebelieveitandgetscared?高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-Para.1Thedeersawthejackalandthetigercomingtogether.

Para.2Thetigerwasshockedtohearthisandhewassurenowthejackalcheatedhim.

TaskII:Whattowrite?Howdidthetigerfeelandwhatwouldhedo?Whatwouldhappentothetiger,thejackalandthedeerintheend?Theme:intelligencecansaveonefromdangeroussituations高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-续写情节发展关注4:1.情节合理、上下文衔接连贯；2.已知情节+第二段开头句推断第一段可能的情节发展；3.人物性格和情节创设要吻合；4.渲染、升华主题（寓言、心灵鸡汤类的文本）。高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略4-1:soutoutthetenwords高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略4-1:soutoutthetenwordsmaincharactersdeer,tiger,jackalwherecavenounsvoice,tails,cowardverbscapture,escapeadjectivepowerful高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略4-2:Questionsforthecontinuedplotspara1para2高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略4-2:Questionsforthecontinuedplotspara1para2Thedeersawthejackalandthetigercomingtogether.

Thetigerwasshockedtohearthisandhewassurenowthejackalcheatedhim.1.Whatdidthedeersaythatshockedthetigerandconvincedhimthathewascheatedbythejackal?1.Howdidthetigerfeelandwhatwouldhedo?2.Whatthejackaldidtothetigerjustnow?2.

Whatwouldhappentothetiger,thejackalandthedeerintheend?3.Howwouldthejackalcheatthetigerbydoingso?高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-关于语言那些事儿关注5:高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-问题:1.句式单一，只会简单句；2.语法错误严重，句不成句；3.词汇严重缺乏，词不达意；4.中式英语，缺乏地道表达；5.标点混乱，往往一逗到底。高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-仝亚军高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-策略5:1.地道的语言输入，阅读原文、原著，培养语感和文学修养；2.语言微技能训练；3.好词好句摘抄，分类整理；读写续高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-地道的语言输入，阅读原文、原著，培养语感和文学修养；高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-语言微技能训练高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-语言微技能训练高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-语言微技能训练高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-语言微技能训练高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-语言微技能训练高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-语言微技能训练从句子仿写说起高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-基本学情语法基础很差，句子结构意识薄弱平时很忙，没时间看好书好文章肚子里没货，积累量少，流于表面高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-基本操作：选取典型句子作为仿写对象分析句子，划出句子主要成分用该句子框架完成给定语言的翻译翻译句子，完成句子框架结构式用该句子框架学生自主完成新句子的创造高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-

YesterdaywhenthebrightsunblazeddownonthewiltedcornmyfatherandIwalkedaroundtheedgeofthenewgroundtoplanafence.Thecowskeptcomingthroughthechestnutoaksonthecliffandrunningovertheyoungcorn.Theybitoffthetipsofthecornandtrampleddownthestubble.

—Love示例：高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-

YesterdaywhenthebrightsunblazeddownonthewiltedcornmyfatherandIwalkedaroundtheedgeofthenewgroundtoplanafence.Thecowskeptcomingthroughthechestnutoaksonthecliffandrunningovertheyoungcorn.Theybitoffthetipsofthecornandtrampleddownthestubble.

—Love示例：高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-

Yesterday

whenthebrightsunblazeddownonthewiltedcorn

myfatherandIwalkedaroundtheedgeofthenewgroundtoplanafence.

示例：高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-昨日，当灿烂的阳光照在枯萎的玉米苗上，我和父亲沿着一片新地边缘，边走边商议着建栅栏的事情。高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-结构时状（+定从）+S+V+地状+目的状语高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-翻译一早，明媚的阳光照耀在蓝色的大海上，我和迈克叔叔登上他的小船去海里钓鱼。高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-Earlyinthemorning

whenthebrightsunblazeddownontheblueseaUncleMikeandIwentaboardhissmallboattogofishinginthesea.高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-造句学生自己造句需要时间，往往留作作业，课后完成。高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-评价：抽样批改，课内集中评讲作业中的错误；小组展示一份经过共同修改过的某一个组员的作业，教师和学生一起赏析；优秀作业集锦，打印下发，共同学习；高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-

YesterdaywhenthebrightsunblazeddownonthewiltedcornmyfatherandIwalkedaroundtheedgeofthenewgroundtoplanafence.Thecowskeptcomingthroughthechestnutoaksonthecliffandrunningovertheyoungcorn.Theybitoffthetipsofthecornandtrampleddownthestubble.

—Love段落仿写：高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-结构时状（+定从）+S1+V1...+

（S2+V2...+

S2+V3...）同一个场景中，两组不同人（景）物的动作描写。并列并列高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-翻译一早，明媚的阳光照耀在蔚蓝色的大海上，我和迈克叔叔登上他的小船，去海里钓鱼。远处，一只白色的海鸥像一个调皮的精灵在阳光下灵活地飞翔着。一会儿，它俯冲向海，一会儿它又快速地向蓝天飞去，在空中留下一个令人惊叹的身影。高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-EarlyinthemorningwhenthebrightsunblazeddownontheblueseaUncleMikeandIwentaboardhissmallboattogofishinginthesea.

Fartherinthedistance,aseagullwithwhitefurflewswiftlylikeanaughtyspiritinthesunlight.

Onemoment,itdivedtowardstheseaandthenextitflewquicklyuptowardsthebluesky,leavingastunningfigureintheair.高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-反向思考：以仿写创造出的句子为基础，可否再扩写出一至二句,甚至更多？高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-示例：Itwasapictureofanadorablelittlegirl,wearingherredsoccerunifomandholdingabikehelmet.S+V+P,+doing1...+doing2...Itwasalittlegirl,wearingapairofworn-outshoesandtremblinginthechillyair.Therestoodalittlegirl高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-示例：Hearingtheknockonthedoor,GrannyMarystoppedwashingthedishes,trunedaroudandwalkedoverslowlytoopenthedoor.

Itwasalittlegirl,wearingapairofworn-outshoesandtremblinginthechillyair.高考英语读后续写教学策略探究-高考英语读后续写教学策略探究-示例：Hearingtheknockonthedoor,GrannyMarystopp