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1、新高考背景下讀后續(xù)寫和課堂寫作教學(xué)的對接,為什么是讀后續(xù)寫？,“讀后續(xù)寫是將語言的輸入與輸出，語言的模仿與創(chuàng)造，語言的學(xué)習與運用有機結(jié)合起來，是提高外語學(xué)習效率的有效方法?！保ㄍ醭趺鳎?015）,二模全市平均分：9.31分二模我校平均分：12.27分,一.內(nèi)容,二.語言,內(nèi)容缺乏豐富性2.內(nèi)容缺乏邏輯性,存在的問題,情節(jié)平淡;沒有懸念,內(nèi)容不夠，對話來湊,對話是配菜，不是主食,設(shè)置懸念,推動高潮,忽略鋪墊,任性發(fā)展,文中沒閑句，句中沒閑字。,抽象平淡,簡單粗暴,注重細節(jié),多維體現(xiàn),取之于文，用之于文,我們曾做的:,續(xù)寫，仿寫，插寫，擴寫，改寫,“讀后續(xù)寫是學(xué)生與閱讀材料及其作者的互動。續(xù)寫時，
2、學(xué)生需回讀原文，以保持所寫得內(nèi)容和語言與原文連貫，因而迫使產(chǎn)出和理解協(xié)同，產(chǎn)生拉平效應(yīng)?！?Micro-writing,Trytoaddmoredetailstothestorytomakeitmorevividbyusingatleastthreeofthefollowingwords.apasser-bynumbwithshockgetlostcomfortrecommendhopefully,Sometimesfeelinglikeachild,Ihadtogetusedtoawholenewwayoflife.OnedayasIwasheadingformyhostfamily,_,根
3、據(jù)M7Unit5Reading設(shè)置的課文內(nèi)容擴寫,內(nèi)容的豐富性,SupposeyouwereoneofJosstudents,pleasecontinuethefollowingstory.Theotherday,MissJowasshowingustheweeklychemistryexperiment_(comeacross;concept;relevant;textbook;tobehonest),根據(jù)M7Unit4Reading設(shè)置的課文內(nèi)容擴寫,Micro-writing,內(nèi)容的豐富性,Micro-writing用Outofbreath,clumsy,annoy,makefunof,
4、halfway中的至少3個詞描寫一次Marty在校園生活的經(jīng)歷,使它與課文第三段表達的口吻相吻合。Istillrememberedthatwasarainydayinmyprimaryschool._、,根據(jù)M7Unit1Reading設(shè)置的課文內(nèi)容插寫,Micro-writing,內(nèi)容的邏輯性,Thenextmorning,acardroveupandTonywastakenaway._,Addanendingtothestory,usingatleastthreeofthefollowingwords(atleast80words),turnaround;accompany;testout
5、;absurd;Larry,根據(jù)M7Unit2Reading設(shè)置的課文內(nèi)容插寫,Micro-writing,內(nèi)容的邏輯性,Micro-writing,語言的生動性,Heheldherfirmlyinhisarmsandshefeltthewarmthofhisbody.Shescreamed,pushedhimawayandrantoherroomfortherestoftheday.Shewasembarrassed.,MyfacewasburningwithfireandIburiedmyheadinmyarms.Ilookedupintothesky,notknowingwheretol
6、aymyhands.Iwasfrozen,tryingtohidemyembarrassment.,根據(jù)M7Unit2Satisfactionguaranteed設(shè)置的仿寫,Canyoudescribeyourpossiblebehaviourandwordswhenanearthquakehappensintheclassroomtoshowthesceneofdanger?,Youcanusesomeofthewordsfromreadingifpossible.Iwitnessitwithmyowneyesintimetocrashdowncalledoutyelloutannounce
7、withoutpausingshowthewaydragswiftlyurgeshoutloudlybeterrifiedofthensuddenlyscreamapproachIcouldntbelievemyeyesTherewereshoutsof“.”,根據(jù)M7Unit3OldTomtheKillerWhale設(shè)置的仿寫,Micro-writing,語言的生動性,Iwitnesseditwithmyowneyes.Withfanscrashingdown,alltheclassmatesbegancallingout“Run!Run!”Idashedoutintimetoavoidbe
8、inghitbythefallinglights.TheEnglishteachershowedustheway.Thensuddenly,CXFscreamed,“Oh,myleg!”Withoutpausing,hisdeskmatedraggedhimswiftlyoutoftheclassroom.Icouldntbelievemyeyes.,Earlythenextmorning,witholdTomleadingtheway,wesetsailforwhereweleftthewhale.As_,wecaughtsightofagiantbody_.Wegotourboat_tot
9、hebodyaswecould.“Clancy,cometohelp！”_Gorge._,we_thebodyofthewhaleintoourboat._,we_ourboatand_back,_.,Oneofthesmartwayistocontinuethewritingbyusingtheexpressionsandgrammarstructuresinthepreviouspartofthestory.,Micro-writing,根據(jù)M7Unit3ReadingOldTomtheKillerWhale設(shè)置的續(xù)寫,語言的生動性,我首先注意到的是我周圍那些新鮮的色彩-碧藍的天空和翠綠的
10、樹木，還有種類繁多、姿態(tài)優(yōu)雅的各種野花。石頭都是稀奇古怪的有的形狀像青蛙、熊、老虎，有的像一對夫妻。穿梭在樹林里，我甚至看到褐色的蜘蛛藏在細長的枝條上。當我探索小石洞、巖石和狹窄通道時，似乎每個角落都有讓我感到驚奇的東西等著我。帶著白色斑點的黑山雞從一條爬行的蚯蚓上傲嬌地邁過。我自言自語地說它們并不危險，但是這樣一點也不能抑制我那驚慌的心情。,根據(jù)M7U3UsingLanguge設(shè)置的短文翻譯,Micro-writing,語言的生動性,ThefirstthingIbecameawareofwasallthevividcolorssurroundingme-blueskyandgreentree
11、sandvariouselegantwildflowers.Thestoneswerefantastictheywereshapedlikefrogs,bears,tigers,couples.Wanderinginthewoods,Ievensawbronespiderthathidinthelongthinbranches.ItseemedtherewasasurprisewaitingformearoundeverycornerasIexploredsmallcaves,shelvesandnarrowpassages.Awhite-spottedblackchickenwaspassingbyacrawlingearthwormproudly.Itoldmyselftheywerentdangerousbutthatdidntstopmefromfeelingalarmed.,我們將做的:,完成M8Unit4&5，充分利用課文，設(shè)置微型寫作二.在課堂試卷講評時，充分利用故事類的閱讀理解或完型填空三.生生互評，互相賞析，達到“拉平效應(yīng)”四.利用好新概念3,探索不斷，備課不止！,謝謝大家！,
英語高中 讀后續(xù)寫 講座
