【課件】高一英語作文： 讀后續(xù)寫課件（共24張）

1、第一節(jié) 應用文寫作（滿分 15 分） 假如你是李華，你的好友王麗在最近一次考試中成績下降，不敢面對父母和老師。請你用英語給她寫封信， 給出你的建議。 要點如下： 1. 對她的現(xiàn)狀表示擔憂； 2. 心態(tài)很重要，自心是關鍵； 3. 煩惱時找父母或老師尋求幫助； 4. 改變學習方法，端正學習態(tài)度。 注意：1. 詞數(shù) 100 左右； 2. 可以適當增加細節(jié)，以使行文連貫 Dear Wang Li, I am sorry to hear that you feel disappointed at your falling grades, which is very common in the proce

2、ss of study. Your attitude towards your grades has a great effect on your study. It is known that confidence is the key to success, so you should build up confidence in yourself. Whats more, whenever you have bad feelings or troubles, you can turn to your teachers or parents. In addition, it is very

3、 necessary to consider changing your learning strategies. In conclusion, get rid of your pressure and work hard, and you will achieve your goal. Best wishes! Yours sincerely, Li Hua 新題型解讀讀后續(xù)寫continuation writing 新高考英語科目考試題型有重大變化，其中英語寫作分新高考英語科目考試題型有重大變化，其中英語寫作分為兩部分：第一節(jié)為應用文寫作；為兩部分：第一節(jié)為應用文寫作； 第二節(jié)為第二節(jié)為讀

4、后續(xù)寫或概要寫作讀后續(xù)寫或概要寫作。應用文寫作與往年的寫作變化不是很大，已為廣大師生所應用文寫作與往年的寫作變化不是很大，已為廣大師生所熟悉，但是第二節(jié)的讀后續(xù)寫或概要寫作是一種新題型熟悉，但是第二節(jié)的讀后續(xù)寫或概要寫作是一種新題型讀后續(xù)寫讀后續(xù)寫1.題型介紹題型介紹 選材特點選材特點（1）所需閱讀的短文詞數(shù)在）所需閱讀的短文詞數(shù)在350以內(nèi)；以內(nèi)；（2）多以）多以文章或者夾敘夾議類文章為主，故事文章或者夾敘夾議類文章為主，故事 情節(jié)情節(jié)有曲折、有起伏，但是，有曲折、有起伏，但是，的邏輯性比較強。的邏輯性比較強。評分參考評分參考閱卷時主要考慮以下內(nèi)容：閱卷時主要考慮以下內(nèi)容：（1）與所給）與所

5、給短文及段落開頭語的銜接程度短文及段落開頭語的銜接程度；（2）內(nèi)容的豐富性內(nèi)容的豐富性和對所給和對所給關鍵詞語的覆蓋關鍵詞語的覆蓋 情況情況；（3）應用）應用語法結(jié)構(gòu)和詞匯的豐富性和準確性語法結(jié)構(gòu)和詞匯的豐富性和準確性；（4）上下文的連貫性上下文的連貫性。注意：（1）所續(xù)寫短文的）所續(xù)寫短文的詞數(shù)應為詞數(shù)應為150左右左右（詞數(shù)少于（詞數(shù)少于130的，的， 從總分中減去從總分中減去2分）；分）；（2）應使用應使用5個以上短文中標有下劃線的關鍵詞語個以上短文中標有下劃線的關鍵詞語；（3）續(xù)寫部分分為兩段，每段的開頭語已為你寫好；）續(xù)寫部分分為兩段，每段的開頭語已為你寫好；（4）續(xù)寫完成后，請用下

6、劃線標出你所使用的關鍵詞語。）續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。讀后續(xù)寫讀后續(xù)寫以讀為輔，以寫為主以讀為輔，以寫為主，其目標是考查學生，其目標是考查學生的綜合語言運用能力，主要包含以下四個方面：的綜合語言運用能力，主要包含以下四個方面： 1.把握短文把握短文關鍵信息關鍵信息和語言特點的能力和語言特點的能力; 2.語言語言運用的運用的準確性和豐富性準確性和豐富性; 3.對對語篇結(jié)構(gòu)語篇結(jié)構(gòu)的把握能力的把握能力; 4.創(chuàng)造性思維創(chuàng)造性思維能力能力。一、在內(nèi)容上一、在內(nèi)容上: 1)續(xù)寫故事首先要與原文和所給續(xù)寫段落的續(xù)寫故事首先要與原文和所給續(xù)寫段落的 首句融洽首句融洽，續(xù)寫的每一段要與

7、所給原文融洽度，續(xù)寫的每一段要與所給原文融洽度高，同時續(xù)寫的每一段高，同時續(xù)寫的每一段要緊貼所給首句的線索要緊貼所給首句的線索。 2)第二是內(nèi)容要豐富，使用第二是內(nèi)容要豐富，使用5個及以上原文中個及以上原文中的劃線詞語的劃線詞語，要有，要有豐富和生動的細節(jié)豐富和生動的細節(jié)推動情節(jié)推動情節(jié)的發(fā)展。的發(fā)展。從評分標準來看，讀后續(xù)寫主要考查從評分標準來看，讀后續(xù)寫主要考查內(nèi)內(nèi)容創(chuàng)造容創(chuàng)造和和語言運用語言運用兩方面的能力。兩方面的能力。1.是是語法和詞匯的準確性和復雜性語法和詞匯的準確性和復雜性，教師和考生應該注意，教師和考生應該注意的是，首先應考慮語法和詞匯的的是，首先應考慮語法和詞匯的準確性準確性

8、，然后再去考慮，然后再去考慮復復雜性雜性。2.是上下文的是上下文的連貫性連貫性，其主要內(nèi)容是語句間的連接手段的使用，例，其主要內(nèi)容是語句間的連接手段的使用，例如，如，and，but，therefore 等表示上下文邏輯關系的連詞或副詞，等表示上下文邏輯關系的連詞或副詞，但必須指出的是，但必須指出的是，銜接詞使用要恰當，并非越多越好銜接詞使用要恰當，并非越多越好，連貫還主要，連貫還主要靠上下文情節(jié)的合理推進來實現(xiàn)。靠上下文情節(jié)的合理推進來實現(xiàn)。二、二、在語言方面在語言方面:寫作步驟 寫作指導寫作指導 步驟步驟1 概括已知信息：標明核心詞、核心句，梳理語篇內(nèi)容的推進方向。概括已知信息：標明核心詞、

9、核心句，梳理語篇內(nèi)容的推進方向。 步驟步驟2 按人物、環(huán)境、情節(jié)動詞等分類劃線詞。按人物、環(huán)境、情節(jié)動詞等分類劃線詞。 寫作指導寫作指導 步驟步驟3 緊扣語境構(gòu)思情節(jié)，分析：緊扣語境構(gòu)思情節(jié)，分析： 1.據(jù)第一據(jù)第一、二、二段開頭段開頭關鍵詞關鍵詞可知可知,_ _ 2據(jù)第二段開頭據(jù)第二段開頭關鍵詞關鍵詞可知，可知，_， _。本段應該描寫女兒回家之后母親的本段應該描寫女兒回家之后母親的所做、所感、所思以及言行所做、所感、所思以及言行本段應該描寫女兒的經(jīng)歷以及對母親本段應該描寫女兒的經(jīng)歷以及對母親對待對待“she”的態(tài)度或言行的態(tài)度或言行步驟步驟4初稿初稿(分析原文寫作風格分析原文寫作風格，特殊語

10、法結(jié)構(gòu)：有特殊語法結(jié)構(gòu)：有時間狀時間狀語從句、語從句、賓語從句、表語從句、動名詞賓語從句、表語從句、動名詞等等)。步驟步驟5 核查核查字數(shù)字數(shù)、下劃線標明原文給出的、下劃線標明原文給出的5個以上關鍵詞語、連接詞、個以上關鍵詞語、連接詞、標點、語法錯誤標點、語法錯誤等。等。三、寫三、寫(the presentation)1.字跡工整字跡工整2.篇幅充實篇幅充實_;3.語言豐富語言豐富_;4.內(nèi)容得體：內(nèi)容得體：_;空白橫線至多剩余一行；或者每一段落續(xù)寫至少空白橫線至多剩余一行；或者每一段落續(xù)寫至少7句話句話無基本語法錯誤；銜接得當；有形容詞和副詞；無基本語法錯誤；銜接得當；有形容詞和副詞；有從句

11、和非謂語有從句和非謂語符合原文邏輯；符合原文邏輯；情節(jié)向前發(fā)展；情節(jié)向前發(fā)展；體現(xiàn)作者寫作目的體現(xiàn)作者寫作目的閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事。 The darkness was gathering as she wobbled（顫顫巍?。﹊n high heels （高跟鞋）along the side of the highway. The car had come to an unexpected stop, and like a normal teenager she did the only thing she could think of.get out

12、and walk. It was cold and late, and home was far away. This could be a long night. If only someone would stop and offer her a ride. She prayed for help and dragged herself forward. The lights of a truck shone from behind as it approached. Maybe he will stop, she hoped. The brake lights flashed on as

13、 it stopped. Next moment, the car door opened. A wordless invitation was extended and she understood. Without hesitation, the girl climbed up into the seat and closed the door. Slowly the truck pulled back onto the road and disappeared into the night, never to be seen again. I woke up in a cold swea

14、t, frightened. Was it a dream or was it a vision? It was unbelievably real, and the girl was my daughter! I jumped from my bed and ran to her room. Her bed was empty. I stood in horror trying to think why she hadnt come home. As the mental fog began to lift, I remembered she was visiting her friend

15、that evening. Perhaps she stayed there for the night. It was 1:30 a.m., but I raced to the phone and dialed a number. Hello? The voice was heavy with sleep. Hey. Sorry to wake you. Becki didnt come home tonight and I was wondering if she stayed at your place. No, she left here a few hours ago. She s

16、hould have been home at least by midnight! The voice on the other end began to reflect my own panic. Over the next forty-five minutes I alternated between lying in pray and pacing the floor in anxiety. At 2:15 a.m. lights appeared as a car turned up our long driveway. I could tell immediately that i

17、t was not my daughters car. 注意： 1 所續(xù)寫短文詞數(shù)應為 150 左右； 2 應使用 5 個以上短文中標有下劃線的關鍵詞； 3 續(xù)寫部分分為兩段，每段的開頭語已為你寫好； 4 續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。 Paragraph 1: My face pressed against the window and found it was hard to breathe._ _ Paragraph 2: “Mom, she gave me a ride home.” Becki said. _第二節(jié) 續(xù)寫 My face pressed against

18、 the window and found it was hard to breathe. The car pulled in front of the house, out of it emerged my precious daughter, making her way up the steps. Tears stinging my eyes, I threw open the door, pulled her inside and hugged her tightly. The dream was just too real and I could hardly believe I was now having my daughter in my hug. I