1、充分利用教材资源 开展读后续写训练,Continuation Writing,考查方式,评分原则,材料特点,读后续写的考查特点和重点,评分原则,考查方式：提供一段350词之内的语言材料，要求考生依据该材料内容、所给段落开头语和所标示关键词进行续写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。 材料特点：故事性强，主题有一定的背景，材料有趣味性，内容能延伸，能激发学生的想象力和续写冲动。阅读材料难度适当，易于理解和模仿。 评分原则：与所给短文及段落开头语的衔接程度，内容的丰富性和对所给关键词语的覆盖情况，应用语法结构和词汇的丰富性和准确性，上下文的连贯性。,读后续写
2、的考查特点和重点,考查维度,考查维度,读后续写的考查维度,评分原则,判断语篇中的显性或隐性的逻辑关系，根据段首句、段尾句等安排并调整新、旧信息的布局与承接关系。,发现并借鉴语篇中既有的语言表达方式；灵活准确地选用符合一定语言风格的词汇、句式；关注语言使用的准确性、得体性和丰富性。,清晰梳理语篇结构或脉络，根据行文线索确定续写内容要点信息及逻辑语义关系；抓住语篇中的关键细节或概念，判断后续信息的合理性。,准确判断并确定语篇主题，根据主题意义预测后续信息。,读后续写的考查维度,内容结构,语义连贯,语言表达,主旨主题,内容结构,阅读理解不到位，文章基调和主题把握不准,学生完成本题型时出现的问题,情节
3、设置缺乏逻辑性，续写的内容发散太宽,语法问题突出 句子结构和时态错误多,表达粗糙，用词不准且单一，句式简单，口语化严重,部分同学书写较差，大小写、标点使用随意,针对学生问题的训练重点,Thought Training,Skills Training,谋篇布局 行文逻辑 遣词造句 句法句式 语言表达,读什么 想什么 写什么,考查维度,Thought Training,评分原则,思维训练,What to read ?,读背景(When, Where),读 语言 (Style),读 人 物(Who),读什么,读事件(What, Why,How),阅读是续写的基础和前提 读什么,What to rea
4、d ?,阅读是续写的基础和前提 读什么,Make loud noise Not communicate with others,Kids enter the room,? Solution,Para 1： Unexpectedly, the kids both experienced a journey to their own future there. _?_,Para 2： After returning from the neighbors house, the two kids changed totally. _?_,Son: addicted to games Daughter:
5、 loves study only Parents: complain only,Problem / Suspense,What to consider ?,想故事逻辑,想 人物交集,想什么,想 文 章 主 题,构思是续写的核心和关键 想什么,How did they change,Why did they change,Visited the future time,Changed greatly,A troubled familys life was disturbed by two strange neighbours,Logic,Topic & Character John and E
6、mily changed after the visit to their future.,构思是续写的核心和关键 想什么,Before the change,What to write ?,写 思 想,写 故 事,写什么,写 人 物,行文是续写的落实和产出 写什么,Make loud noise Not communicate with others,Kids enter the room (where),Problem,4 persons,who when P1 P2,in the future,Son: addicted to games Daughter: loves study on
7、ly Parents: complain only,Beginning,Development (What,Why),Consequence (How),What did they experience during the journey to the future?,In which aspects did they change? How?,What to write ?,考查维度,Skills Training,评分原则,技能训练,B3 U2 Reading Come and eat here,High in energy-giving food,fewer customers,Wan
8、g Pengs Resturant,Weakness,Low in protective food,Strenghthes,Low in energy-giving food,High in protective food,more customers,Strenghths,Solution,Weakness,Yong Huis Resturant,V.S.,解构文本，围绕主线，谋篇布局，展开续写,Weakness,Strenghthes,Weaknesses,Yong Huis Resturant,Weaknesses,Strenghths,?,行 文 逻 辑,B1 U3 Reading A
9、 night in the Mountain,行 文 逻 辑,_5_ we went to Yosemite for our first vacation. _4_ my mother and father sat outside the cabin A toy bear was my best friend: I took him everywhere, could not fall asleep at night without him. _2_ the current swept him out of my hands. “Daddy, hurry, Bears gone down th
10、e river.” _3_, hed tossed his newspaper aside and followed me to the place where I last saw Bear. finally disappearing from view. _1_, drenched and disheveled, he had Bear in his hands. _6_ I had never been conscious of loving my father.,1. When he returned an hour later 2. Suddenly 3. In a matter o
11、f seconds 4. As 5. When I was five 6. Until the moment,行 文 逻 辑,B5 U3 Reading Life in the Future,行 文 逻 辑,Nervously Alice _ the room and _ a huge _ machine. Just as she _, she found an old woman who looked exactly like her _ (seat) by the table. She _ felt _ terrified. Just at that moment, an assistan
12、t _, _ (show) her into a large and brighter room, and _ began to explain _. _ (hear) the old womans story, Alice knew it was herself in the future, _ finally accomplished her goal and became a well-known professor. But _, she was physically and _ unhealthy because of a _ of exercise and communicatio
13、n.,entered,caught sight of,walked by,immediately,extremely,approached,showed,what had happened,Hearing,who,then,strange-looking,seated,unfortunately,mentally,lack,遣 词 造 句,B2 U4 Learning about Language,遣 词 造 句,B5 U2 Learning about Language,asked,smiled,shouted,begged,行 文 逻 辑,B7 U3 Reading,遣 词 造 句,遣 词
14、 造 句,Choose the verbs from the box to complete the paragraph. Fill in the blanks with their proper forms and try to figure out what effects these verbs have produced. walk see smooth decide stop beat stick knock I _1_ by the clock of the city jail that it was past eleven, so I _2_ to go to the newsp
15、aper immediately. Outside the editors door I _3_ to make sure my pages were in the right order; I _4_ them out carefully, _5_ them back in my pocket, and _ 6 _.I could hear my heart _7_ as I _ 8_ in.,遣 词 造 句,One evening, my mom was downstairs doing the laundry. As usual, she was trying to do 10 jobs
16、 at once when she grabbed the wet clothes from the washer and tossed them into the dryer. She slammed the dryer door, turned the timer, and started to run upstairs. 1 （加一个表示事发突然的短语）, a whining sound stopped her in her tracks. The sound was coming from the dryer. She _ 2 _（用一个生动的动词表示妈妈的紧张）.“ _3_ （用直接
17、引语表达妈妈此刻的心情）“ As I _4_ (用一个生动的动词表示我的反应) downstairs, the sound grew louder and louder. I flung open the dryer door. There to our surprise was _ 5 _ (用一个名词揭晓谜底).,All of a sudden,yelled,Oh,my god!Somethings wrong here!,rushed,Mica, our cat,充分利用教材的修辞素材,（B3 U1）,（B4 U3）,（B1 U4）,（B1 U3）,遣 词 造 句 修 辞,Cars on
18、 the road far away look like ants hurrying home.,B6 U2 Workbook,遣 词 造 句 修 辞,1. The smog covering the city was as thick as _. (simile) 2. The child raced through the house _. (simile) 3. The sun _ your skin with glowing warmth. The flowers _ in the spring breeze. (personification) 4. Good painting is
19、 _; it can be tasted, but not explained. (simile) 5. Reading is to the mind what _ is to the body. (metaphor) 6.Time is _. (simile),kisses,nod,like good cooking,exercise,like lighting short and passing fast,a fur coat,like a gust of wind,句 法 句 式,B2 U5 The Band That Wasnt,句 法 句 式,B5 U2 Using Language
20、,1. Because L.P.Y was worried about the time available. 2. She was delighted to visit the tower. 3. She was very surprised that the Queens jewels were guarded by special soldiers.,语 言 表 达,B3 U2 Come and eat here,个 人 感 悟、主 题 升 华,B1 U5,B1 U5,B2 U3,B3 U1,B3 U4,B1 U3 A night in the mountain B2 U2 The st
21、ory of Atlanta (So the next day Hippomenes was waiting when Atlanta came out./ When Atlanta finally caught up with Hippomenes the second time .) B2 U5 Freddy the frog B3 U1 A sad love story B3 U2 Come and eat here B4 U1 Why not carry on her good work (After my research, I knew what I should do next.
22、 / After graduating from the medical school, I told myself I could really carry on Lins good work.) B7 U2 Satisfaction guaranteed,教材可用资源和教学建议,教材可用资源和教学建议,根据教材实施 微型化训练,加大地道语言输入 注重语言素养培育,课堂教学组织形式多样化,训练从宏观到微观,我们的思考和困惑,一个完整的读后续写训练从阅读到讲评差不多需要2课时，如何提高效率？,关于细节的描写如何在教学中去训练提高？如何让学生真正将这些语言知识从模仿内化到自然地输出？,如何保证选出的关键词语和给出的开头语不会过分限制学生的思维，而又能有一定的控制性？,THANKS FOR YOUR LISTENING,
