新高考英語讀后續(xù)寫解讀課件

1、破解新高考讀后續(xù)寫新題型 1破解新高考讀后續(xù)寫新題型 1破解新高考讀后續(xù)寫新題型 續(xù)寫背景解讀續(xù)寫題型解讀解題技巧解讀備考策略建議2破解新高考讀后續(xù)寫新題型 續(xù)寫背一、續(xù)寫背景解讀1考試改革2 新課程標(biāo)準(zhǔn)3高考評價(jià)體系4全國教育大會3一、續(xù)寫背景解讀12343實(shí)施1學(xué)業(yè)水平改革實(shí)施2 “綜合評價(jià)”改革實(shí)施3高校招生改革實(shí)施4英語考試改革4實(shí)施1實(shí)施2實(shí)施3實(shí)施44 堅(jiān)持全面考核堅(jiān)持自主選擇堅(jiān)持統(tǒng)籌兼顧，促進(jìn)高中改進(jìn)教學(xué)，服務(wù)高校選拔學(xué)生。 考試科目。所有科目均列入學(xué)業(yè)水平考試范圍。計(jì)入高校招生錄取總成績的學(xué)業(yè)水平考試3個(gè)科目，由學(xué)生在思想政治、歷史、地理、物理、化學(xué)、生物等科目中自主選擇。 考

2、試內(nèi)容。根據(jù)普通高中課程方案和課程標(biāo)準(zhǔn)確定。 考試對象。普通高中在校學(xué)生均須參加學(xué)業(yè)水平考試。實(shí)施1、學(xué)業(yè)水平改革2014年12月10日教育部關(guān)于普通高中學(xué)業(yè)水平考試的實(shí)施意見（教基二201410號）5 堅(jiān)持全面考核堅(jiān)持自主選擇堅(jiān)持統(tǒng)籌兼顧“3+1+2”模式是選擇一個(gè)中間方案。它為學(xué)生提供了12種組合選擇，雖然與文綜、理綜相比增加了很多，但是與“7選3”以及“6選3”為學(xué)生提供的35種以及20種組合相比，有所減少?？梢宰尭鞯卦谕七M(jìn)新高考改革時(shí)更加容易操作。實(shí)施2、 “綜合評價(jià)”改革6“3+1+2”模式是選擇一個(gè)中間方案。它為學(xué)生提供了12種組最多可填80個(gè)專業(yè)志愿，增大考生專業(yè)選擇空間 河北省

3、在高考改革方案中明確，今后將實(shí)行錄取批次和錄取模式改革，在繼續(xù)推進(jìn)并完善平行志愿投檔方式的同時(shí)，積極探索“專業(yè)+院?！钡匿浫》绞剑黾痈叩葘W(xué)校和學(xué)生雙向選擇的機(jī)會。 “浙江新高考方案規(guī)定，考生可填報(bào)80個(gè)專業(yè)平行志愿，可以為我省專業(yè)+院校錄取方式改革提供借鑒?！焙颖贝髮W(xué)招生辦主任劉衛(wèi)萍表示，以專業(yè)為單位填報(bào)志愿，有利于學(xué)生選擇自己喜歡的專業(yè)，降低了錄取時(shí)專業(yè)調(diào)劑的掉檔風(fēng)險(xiǎn)。實(shí)施3 高校招生改革7最多可填80個(gè)專業(yè)志愿，增大考生專業(yè)選擇空間 河北省 2014年9月，國務(wù)院印發(fā)關(guān)于深化考試招生制度改革的實(shí)施意見 上海、浙江兩地率先試水高考綜合改革：高考不分文理科，英語“一年兩次考試，取最好成績計(jì)入

4、高考”。 河北省、遼寧省、福建省、湖北省、湖南省、重慶市等6省份擬只在6月組織一次外語聽力和筆試考試，待條件成熟后再實(shí)施外語一年兩考。 江蘇省、廣東省擬在6月組織一次外語筆試，將外語聽說考試放在平時(shí)并實(shí)行機(jī)考。 教育部考試中心有關(guān)負(fù)責(zé)人表示，外語一年兩考必須建立標(biāo)準(zhǔn)化命題機(jī)制，并積累標(biāo)準(zhǔn)化題庫，8省份目前在這方面還未完全具備條件，因此暫時(shí)維持現(xiàn)有考試安排不變，待條件成熟后，可積極探索實(shí)施一年兩考，逐步實(shí)施。實(shí)施4 高考英語改革8 2014年9月，國務(wù)院印發(fā)關(guān)于深化考試招生制1、考查方向張連仲 全國基礎(chǔ)外語教育研究培訓(xùn)中心常務(wù)副理事長、國家英語課程標(biāo)準(zhǔn)研制專家組核心成員首個(gè)要求制定相應(yīng)體系性能力

5、評價(jià)體系的學(xué)科，改革都是由它開始邁出的。從2014年的高考，我們看到一些變化，能力第一，高考命題中拋棄了幾十年來廣泛采用的單項(xiàng)填空題型，換之以全面?zhèn)戎乜疾檎Z言知識在具體篇章或?qū)υ捴械倪\(yùn)用、更加強(qiáng)調(diào)語言的交際功能的語法填空題型。2017年，我們采取新的英語評價(jià)機(jī)制、招生機(jī)制，并開始實(shí)行一年兩考。91、考查方向9現(xiàn)在的外語教學(xué)，要走出語法的困境，重視語篇，重視閱讀能力。我們的英語要走向語用，走向能力。我們要從學(xué)習(xí)者成長過程研究語言教學(xué)規(guī)律，從外語教學(xué)到外語教育。當(dāng)然，英語的學(xué)習(xí)要從基礎(chǔ)詞匯入手，因此國家英語課程標(biāo)準(zhǔn)給出了必須掌握的中高考英語詞匯范圍，制定了相應(yīng)級別。10現(xiàn)在的外語教學(xué)，要走出語法的

6、困境，重視語篇，重視閱讀能力。我 國家教育部考試中心的劉慶思、陳康寫的關(guān)于一年兩考高考英語試卷中讀后續(xù)寫設(shè)計(jì)的研究一文中就提出： 讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合語言運(yùn)用能力。主要聚焦在以下四個(gè)方面：一是把握短文關(guān)鍵信息和語言特點(diǎn)的能力。二是語言運(yùn)用的準(zhǔn)確性和豐富性。三是對語篇結(jié)構(gòu)的把控能力。四是創(chuàng)造性思維能力。11 國家教育部考試中心的劉慶思、陳康寫的關(guān)于一年兩考 傳統(tǒng)高考英語試卷中的寫作部分多為命題作文，對考生的想象創(chuàng)造思維多有限制。作為考試改革的一部分，新題型的引入可望促進(jìn)語言教學(xué)實(shí)踐良性發(fā)展。讀后續(xù)寫題型具有較好的效度和信度。讀后續(xù)寫要求學(xué)生在理解一篇不

7、完整文章的基礎(chǔ)上，充分調(diào)動(dòng)想象創(chuàng)新思維，大膽預(yù)測文章缺失部分的內(nèi)容走勢，進(jìn)行充滿個(gè)性色彩的設(shè)計(jì)，并用英語進(jìn)行續(xù)寫表達(dá)。該題型的啟用在培養(yǎng)學(xué)生的綜合語言運(yùn)用能力（尤其是閱讀和寫作）和思維品質(zhì)（尤其是想象能力和創(chuàng)新精神）方面將發(fā)揮積極作用，這完全符合國家考試改革的理念和課程標(biāo)準(zhǔn)的要求。12 傳統(tǒng)高考英語試卷中的寫作部分多為命題作文，對考生的想中學(xué)英語教學(xué)和評測從讀后續(xù)寫的研發(fā)和操作中可以得到以下幾點(diǎn)啟示： 1.將寫作與閱讀教學(xué)結(jié)合進(jìn)行是提高學(xué)生英語寫作能力的有效途徑。 2.應(yīng)關(guān)注學(xué)生綜合語言運(yùn)用能力的培養(yǎng)。 13中學(xué)英語教學(xué)和評測從讀后續(xù)寫的研發(fā)和操作中可以得到以下幾點(diǎn)啟2016年浙江新高考考試說

8、明英語寫作樣題讀后續(xù)寫閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue near the First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldnt get the car moving. She looked at t

9、he suitcase and then at him. Arthur was surprised. “Why is she looking at me like that?” He thought. “The suitcase! She thinks Im the bank thief!”Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run.注意：1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2. 應(yīng)使用5個(gè)以上短文中標(biāo)有下劃

10、線的關(guān)鍵詞語； 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(biāo)出你所使用的關(guān)鍵詞語。 As he was running, Arthur heard the young man shouting behind, “Stop, stop!”_ The taxi stopped in front of the Police Station and Arthur.學(xué)生首先需要閱讀350詞以內(nèi)的短文，無論是“讀后續(xù)寫”還是“概要寫作”都建立在對所給文章精確理解的基礎(chǔ)上，這樣所續(xù)寫部分才不至于偏離主題。 理解是起點(diǎn)，表達(dá)更挑戰(zhàn)。142016年浙江新高考考試說明英語寫作樣

11、題讀后續(xù)寫學(xué)生首先試卷結(jié)構(gòu)詞匯量凈增700。除7選5以外的閱讀題量減少到10道，閱讀題從2分一道增加為2.5分一道。寫作分為兩部分：小作文15分，為議論文，80個(gè)單詞；大作文有兩個(gè)類型， “讀后續(xù)寫”或“概要寫作”，其中讀后續(xù)寫和概要寫作將“在不同考次不定期交替使用”，占25分。河北、河南、福建等地將于2018年的新高一開始新高考模式。15試卷結(jié)構(gòu)詞匯量凈增700。除7選5以外的閱讀題量減少到101616二、續(xù)寫題型解讀概念內(nèi)涵理論優(yōu)勢題型解讀素養(yǎng)提升17二、續(xù)寫題型解讀概念理論題型素養(yǎng)171、內(nèi)涵 ACoherent Writing isalogicalcontinuationofan in

12、complete passage, which continues thethemeoftheoriginalwithabout 150 words. 讀后續(xù)寫是將一篇不完整文章進(jìn)行主題、邏輯、風(fēng)格等方面延續(xù)的寫作，用大約150個(gè)單詞來承接原文的主題。定義（Definition ）181、內(nèi)涵 ACoherent Writing “讀后續(xù)寫”就是要求學(xué)生閱讀完一篇還未寫完的文章之后，根據(jù)要求和提示把這篇文章未寫完部分補(bǔ)充完整，使之渾然一體。它一方面很好地考查考生對所學(xué)語言知識的實(shí)際運(yùn)用能力，而另一方面，它也培養(yǎng)學(xué)生的發(fā)散思維能力。 19“讀后續(xù)寫”就是要求學(xué)生閱讀完一篇還未寫完的文章之后，根據(jù)

13、要Pickering & Garrod (2004)提出的互動(dòng)協(xié)同模式（Interactive Alignment Model）讀后續(xù)寫互動(dòng)協(xié)同模式互動(dòng)理解 協(xié)同產(chǎn)出習(xí)得綜合性語言測試測試應(yīng)關(guān)注語言的整體交際效果，而非特定的結(jié)構(gòu)或詞匯(Carroll ,1961) 各種模式相結(jié)合是語言活動(dòng)的本來面目2. 理論基礎(chǔ)及特性王初明（2011）提出的外語習(xí)得有效途徑 (2012)讀后續(xù)寫20讀后互動(dòng)協(xié)同互動(dòng)理解 協(xié)同綜合性語言測試測試應(yīng)關(guān)讀后續(xù)寫優(yōu)點(diǎn)缺點(diǎn)理解與產(chǎn)出結(jié)合，創(chuàng)造與模仿結(jié)合，學(xué)習(xí)與應(yīng)用結(jié)合與讀物的內(nèi)容和語言強(qiáng)力協(xié)同，有效提高語言運(yùn)用能力與對話相比，單向協(xié)同，互動(dòng)性稍遜能夠釋放學(xué)生的想象力，培

14、養(yǎng)創(chuàng)新思維激發(fā)表達(dá)愿望和交際意愿創(chuàng)造性地使用語言表達(dá)新內(nèi)容讀后續(xù)寫的優(yōu)缺點(diǎn)21讀后續(xù)寫優(yōu)點(diǎn)缺點(diǎn)與讀物的內(nèi)容和語言強(qiáng)力協(xié)同，有效提高語言運(yùn)用學(xué)習(xí)者的理解能力總是超出其產(chǎn)出能力，兩者間的不平衡會產(chǎn)生拉平效應(yīng)，較弱的產(chǎn)出能力在與理解能力的互動(dòng)、協(xié)同過程中會不斷提高。讀后續(xù)寫過程中存在協(xié)同效應(yīng)，協(xié)同效應(yīng)可強(qiáng)化或擴(kuò)張學(xué)習(xí)者的語言表征，幫助他們把從閱讀理解中獲取的詞匯、語法信息應(yīng)用于續(xù)寫當(dāng)中，由此提高語言運(yùn)用能力。模仿語言，創(chuàng)造內(nèi)容提高學(xué)習(xí)效率22提高學(xué)習(xí)效率22語篇的特定結(jié)構(gòu)、文體特征和表達(dá)方式將語言的結(jié)構(gòu)性知識和運(yùn)用性知識相結(jié)合，凸顯語言知識在語境中的表意功能。讀后續(xù)寫測試的語言能力就是基于語言的表意

15、功能基礎(chǔ)上的書面語篇理解能力和表達(dá)能力。1一個(gè)故事有一個(gè)中心思想，而這個(gè)中心思想基于本土的或外族的文化背景，傳遞的是一種文化信息，反映的是一種文化價(jià)值。故事的發(fā)展和結(jié)局要體現(xiàn)社會的正能量，反映正確的文化價(jià)值取向。2文化意識語言能力提升英語學(xué)科核心素養(yǎng)23語篇的特定結(jié)構(gòu)、文體特征和表達(dá)方式將語言的結(jié)構(gòu)性知識和運(yùn)用性在閱讀時(shí)厘清故事情節(jié)發(fā)展的前因后果，分析人物表現(xiàn)出的內(nèi)心情緒變化，解讀作者的意圖和目的，評價(jià)故事的價(jià)值取向等。在續(xù)寫時(shí)，學(xué)生要能夠結(jié)合所給的段落開頭語和所標(biāo)示的關(guān)鍵詞，做到想象豐富、條理清楚、內(nèi)容合理。思維的邏輯性、評判性和創(chuàng)新性。3學(xué)生積極運(yùn)用和主動(dòng)調(diào)試英語學(xué)習(xí)策略、拓寬英語學(xué)習(xí)渠道

16、、努力提升英語學(xué)習(xí)效率的意識和能力。4學(xué)習(xí)能力思維品質(zhì)提升英語學(xué)科核心素養(yǎng)24在閱讀時(shí)厘清故事情節(jié)發(fā)展的前因后果，分析人物表現(xiàn)出的內(nèi)心情緒3、題型解讀考試說明讀后續(xù)寫：滿分 25 分提供一段350詞以內(nèi)的語言材料，要求考生依據(jù)該材料內(nèi)容、所給段落開頭語和所標(biāo)示關(guān)鍵詞進(jìn)行續(xù)寫（150詞左右），將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。閱卷時(shí)將主要考慮以下內(nèi)容：(1)與所給短文及段落開頭語的銜接程度;(2)內(nèi)容的豐富性和對（所給）關(guān)鍵詞語的覆蓋情況；(3)應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性;(4)上下文的連貫性。253、題型解讀考試說明讀后續(xù)寫：滿分 25 分閱卷時(shí)將主要記敘文閱讀

17、理解能力壹貳由讀到寫的思維能力叁記敘文書面表達(dá)能力讀后續(xù)寫的能力要求26記敘文閱讀理解能力壹貳由讀到寫的思維能力叁記敘文書面表達(dá)能力能力考查“讀后續(xù)寫”是一種將閱讀與寫作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合語言運(yùn)用能力。與應(yīng)用文不同，故事續(xù)寫除了要求學(xué)生掌握豐富的詞匯和句式外，還注重學(xué)生的內(nèi)容構(gòu)思和情節(jié)銜接的能力。主要聚焦在以下四個(gè)方面：（1）把握短文關(guān)鍵信息和語言特點(diǎn)的能力。學(xué)生需要了解所給短文的主要內(nèi)容，清楚其關(guān)鍵詞和語言結(jié)構(gòu)的使用情況，并通過續(xù)寫短文表現(xiàn)出來。（2）注意語言運(yùn)用的準(zhǔn)確性和豐富性。期望學(xué)生在詞匯和語言結(jié)構(gòu)的使用方面準(zhǔn)確、恰當(dāng)，能夠根據(jù)內(nèi)容需要使用較為高級的詞匯和語言結(jié)構(gòu)，

18、閱卷老師會感覺到這個(gè)學(xué)生的英語水平非常高。（3）注意對語篇結(jié)構(gòu)的把控能力?？疾閷W(xué)生對上下文邏輯關(guān)系的掌握情況，希望學(xué)生續(xù)寫的短文語句連貫、有序。（4）發(fā)揮創(chuàng)造性思維能力。這是對學(xué)生續(xù)寫短文內(nèi)容的要求，期望學(xué)生續(xù)寫的短文具有較豐富的內(nèi)容。該試題具有一定的開放性，要求學(xué)生詳細(xì)和生動(dòng)地描述情景、態(tài)度和感情，符合課程標(biāo)準(zhǔn)的要求和學(xué)生的能力水平。27能力考查27選材特點(diǎn)202007浙江 One fall, my wife Elli and I had a single goal：to photograph polar bears. We were staying at a research camp o

19、utside “the polar bear capital of the world” the town of Churchill in Manitoba, Canada. Taking pictures of polar bears is amazing but also dangerous. Polar bears like all wild animals should be photographed from a safe distance. When Im face to face with a polar bear, I like it to be through a camer

20、a with a telephoto lens. But sometimes, that is easier said than done. This was one of those times. As Elli and I cooked dinner, a young male polar bear who was playing in a nearby lake sniffed, and smelled our garlic bread. The hungry bear followed his nose to our camp, which was surrounded by a hi

21、gh wire fence. He pulled and bit the wire. He stood on his back legs and pushed at the wooden fence posts. Terrified, Elli and I tried all the bear defense actions we knew. We yelled at the bear, hit pots hard, and fired blank shotgun shells into the air. Sometimes loud noises like these will scare

22、bears off. Not this polar bear though he just kept trying to tear down the fence with his massive paws（爪子）. I radioed the camp manager for help. He told me a helicopter was on its way, but it would be 30 minutes before it arrived. Making the best of this close encounter（相遇）, I took some pictures of

23、the bear. Elli and I feared the fence wouldnt last through 30 more minutes of the bears punishment. The camp manager suggested I use pepper spray. The spray burns the bears eyes, but doesnt hurt them. So I approached our uninvited guest slowly and, through the fence, sprayed him in the face. With an

24、 angry roar（吼叫）, the bear ran to the lake to wash his eyes. 注意：1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語；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(biāo)出你所使用的關(guān)鍵詞語。28選材特點(diǎn)202007浙江 One fall, my wife 2020山東 The Meredith family lived in a small community. As the economy was in decline, some people in the town ha

25、d lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help.

26、 When she had time, she would bring food and medicine to them. One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had

27、interested her very much. I wish you could see him, she said to her own children, John, Harry, and Clara. He is such a help to his mother. He wants very much to earn some money, but I dont see what he can do. After their mother left the room, the children sat thinking about Bernard. I wish we could

28、help him to earn money, said Clara. His family is suffering so much. So do I, said Harry. We really should do something to assist them. For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, I have a great idea! I have a solution that we can all help accomplish (完成). Th

29、e other children also jumped up all attention. When John had an idea, it was sure to be a good one. I tell you what we can do, said John. You know that big box of corn Uncle John sent us? Well, we can make popcorn (爆米花),and put it into paper bags, and Bernard can take it around to the houses and sel

30、l it.注意: 1. 續(xù)寫詞數(shù)應(yīng)為150左右； 2. 請按如下格式在答題卡的相應(yīng)位置作答。 When Mrs. Meredith heard of Johns idea, she thought it was a good one, too._ With everything ready, Bernard started out on his new business._29 2020山東29篇章結(jié)構(gòu)介紹 Mrs. Meredith介紹 Bernard一家孩子們想辦法幫助Bernard 故事背景30篇章結(jié)構(gòu)介紹 Mrs. Meredith介紹 Bern解析文本、明確主題Setting(und

31、er what circumstances the story takes place) The economy was bad, people lost their jobs and they were trying to help each other.CharactersMrs. Meredith, John, Harry, Clara, Bernardthe sick man and his wifePlot Mrs. Meredith was warm-hearted and helping people in need. Mrs. Meredith told her childre

32、n about Bernard and his family. All the three children wanted to help Bernard and John thought up the popcorn plan.ThemeLove among the neighbours31解析文本、明確主題Setting The economy 卷別長度體裁 主題 考試說明樣卷 364記敘文下劃線 Arthur 在幫助一個(gè)年輕人時(shí)聽到有人搶劫了銀行，于是 Arthur 懷疑這個(gè)年輕人是搶劫銀行的嫌疑犯2016. 10 332 記敘文下劃線 小兩口野外露營，因小事發(fā)生爭執(zhí)，女主人獨(dú)自走進(jìn)森林

33、迷路，在野外獨(dú)自度夜的故事。2017. 6 浙江344 記敘文下劃線和朋友一起騎車游玩，野外遇狼的故事。2017. 11浙江338記敘文下劃線和爸爸及健忘粗心但充滿愛意的媽媽一塊去旅游的故事2018. 6浙江320 記敘文下劃線爸爸帶兒子去朋友家農(nóng)場游玩迷路的故事。2019.12山東317記敘文無劃線我收養(yǎng)了一只走失的狗Spotty。2020.01浙江340記敘文下劃線父母上孩子上大學(xué)后，發(fā)現(xiàn)小狗Poppy很孤獨(dú)，為他找了個(gè)小狗做伴。2020.06山東324記敘文無劃線The Meredith family一家?guī)椭?jīng)濟(jì)困難家庭2020.07浙江344記敘文下劃線拍攝極地熊遇險(xiǎn)選材特點(diǎn)（1）所需

34、閱讀的短文詞數(shù)在350以內(nèi)；（2）多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有沖突，曲折、有起伏，但是，故事線索的邏輯性比較強(qiáng)。32卷別長度體裁 主題 考試說明樣卷 364記敘文Arthur 3333卷別名詞(詞組) 動(dòng)詞(詞組) 介詞(詞組) 形容詞副詞考試說明樣卷9 1 2016. 10 浙江622 2017. 6 浙江7 32017. 11浙江 7 32018. 6 浙江7 2 12020.01浙江62112020.07浙江72134卷別名詞(詞組) 動(dòng)詞(詞組) 介詞(詞組) 形容詞副詞考試卷別長度體裁 主題 2019.12山東317記敘文無劃線我收養(yǎng)了一只走失的狗Spott

35、y。2020.06山東324記敘文無劃線The Meredith family一家?guī)椭?jīng)濟(jì)困難家庭2020.07浙江344記敘文下劃線拍攝極地熊遇險(xiǎn)35卷別長度體裁 主題 2019.12山東317記敘文我收養(yǎng)題型特點(diǎn)： （1）“讀后續(xù)寫”并不說明考生可以隨心所欲地寫，而是要在引導(dǎo)語（開頭語）（和提示詞）的幫助下完成續(xù)寫部分。如考試說明樣題中規(guī)定“應(yīng)使用 5 個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語（10 處）”。這些關(guān)鍵詞語類似于傳統(tǒng)寫作中的要點(diǎn)提示，如人物、地點(diǎn)、事件，但是不同點(diǎn)在于這些關(guān)鍵詞語并不是全用。這樣考生可根據(jù)自己的理解有很大的自主權(quán)。另外，所續(xù)寫部分不能脫離各自段落的首句開頭語，即：不能

36、另起爐灶。這些開頭語與傳統(tǒng)寫作中的開頭語類似，在某種程度上引導(dǎo)你的思路向哪方面發(fā)展。36題型特點(diǎn)：36（2）續(xù)寫短文多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是，故事線索的邏輯性比較強(qiáng)。這樣考生能夠根據(jù)提示詞語，順著原來文章的思路續(xù)寫文章，并適當(dāng)發(fā)散。（3）“讀后續(xù)寫”要求讀寫并重。與閱讀理解題一樣，“讀后續(xù)寫”同樣需要對本篇文章精確理解，這樣所續(xù)寫部分才不至于偏離主題，就這方面而言有點(diǎn)類似閱讀理解題中對文章后續(xù)發(fā)展的推斷，如“What would happen next?”。（4）所給文章的未完部分的思路和內(nèi)容并不一定是唯一的，考生可以根據(jù)自己對文章的理解，從而對

37、文章的結(jié)尾有不同的詮釋。如考試說明中“讀后續(xù)寫”的樣題的結(jié)尾，考生可以理解為這個(gè)年輕人是銀行搶劫者，而 Arthur 因此成為一個(gè)大英雄；考生也可以理解為這個(gè)年輕人不是一個(gè)銀行搶劫者，結(jié)果產(chǎn)生了誤會。37（2）續(xù)寫短文多以記敘文故事類文章或者夾敘夾議類文章為主，故讀后續(xù)寫評分總則本題總分為25分，按5個(gè)檔次給分評分時(shí)，先根據(jù)所續(xù)寫短文的內(nèi)容和語言初步確定其所屬檔次，然后以該檔次的要求來衡量、確定或調(diào)整檔次，最后給分。詞數(shù)少于130的，從總分中減去2分。評分時(shí)，應(yīng)主要從以下四個(gè)方面考慮： （1）與所給短文及段落開頭語的銜接程度；（2）內(nèi)容的豐富性和對所標(biāo)出關(guān)鍵詞語的應(yīng)用情況；（3）應(yīng)用語法結(jié)構(gòu)和

38、詞匯的豐富性和準(zhǔn)確性；（4）上下文的連貫性。5. 拼寫與標(biāo)點(diǎn)符號是語言準(zhǔn)確性的一個(gè)重要方面，評分時(shí)， 應(yīng)視其對交際的影響程度予以考慮。6. 如書寫較差以致影響交際，可將分?jǐn)?shù)降低一個(gè)檔次。38讀后續(xù)寫評分總則本題總分為25分，按5個(gè)檔次給分38第五檔（20-25） 與所給短文非常融洽，與所提供各段落開頭語銜接合理。 內(nèi)容非常豐富，應(yīng)用了5個(gè)以上短文中標(biāo)出的關(guān)鍵詞語。 所使用語法結(jié)構(gòu)和詞匯豐富、準(zhǔn)確。有效地使用了語句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊。第四檔（16-20） 與所給短文融洽度高，與所提供各段落開頭語銜接較為合理。 內(nèi)容比較豐富，應(yīng)用了5個(gè)以上短文中標(biāo)出的關(guān)鍵詞語。 所使用語法結(jié)構(gòu)和詞

39、匯較為豐富、準(zhǔn)確，可能有些許錯(cuò)誤，但不會影響意義表達(dá)。 比較有效地使用了語句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊。第三檔（11-15）與所給短文關(guān)系較為密切，與各段落開頭語有一定程度的銜接。 寫出了若干有關(guān)內(nèi)容，應(yīng)用了4個(gè)以上短文中標(biāo)出的關(guān)鍵詞語。 應(yīng)用的語法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求雖有一些錯(cuò)誤但不影響表達(dá)。 應(yīng)用簡單的語句間連接成分，使全文內(nèi)容連貫。39第五檔 與所給短文非常融洽，與所提供各段落開頭語銜接合理。第二檔（6-10）與所給短文有一定的關(guān)系，與各段落開頭語有一定程度的銜接。寫出了一些有關(guān)內(nèi)容，應(yīng)用了3個(gè)以上短文中標(biāo)出的關(guān)鍵詞語。語法結(jié)構(gòu)單調(diào)，詞匯項(xiàng)目有限，有些語法結(jié)構(gòu)和詞匯方面的錯(cuò)

40、誤，影響了意義的表達(dá) 較少使用語句間的連接成分，全文內(nèi)容缺少內(nèi)容連貫。第一檔（1-5） 與所提供短文和開頭語的銜接較差。 產(chǎn)出內(nèi)容太少，很少使用短文中標(biāo)出的關(guān)鍵詞語。 語法結(jié)構(gòu)單調(diào)，詞匯項(xiàng)目很有限，有較多語法結(jié)構(gòu)和詞匯方面的錯(cuò)誤，嚴(yán)重影響了意義的表達(dá)。 缺乏語句間的連接成分，全文內(nèi)容不連貫。40第二檔（6-10）與所給短文有一定的關(guān)系，與各段落開頭語有續(xù)寫原則壹貳續(xù)寫策略叁 寫作步驟肆寫作微技能 伍高分技巧三、素養(yǎng)提升41續(xù)寫原則壹貳續(xù)寫策略叁 寫作步驟肆寫作微技能 伍高分技巧三、一致性原則壹貳正能量原則叁曲折性原則肆多維性原則伍優(yōu)美性原則（一）續(xù)寫原則情感發(fā)展，情節(jié)發(fā)展，主題，邏輯，寫作風(fēng)格

41、42一致性原則壹貳正能量原則叁曲折性原則肆多維性原則伍優(yōu)美性原則（二）續(xù)寫策略正確解讀壹貳著重邏輯叁注意細(xì)節(jié)43（二）續(xù)寫策略正確解讀壹貳著重邏輯叁注意細(xì)節(jié)43Read for key information:who, when, where壹貳Read for plot: what, why叁Read for emotional changes 肆Read for logic伍 Read for theme Read for style陸1. 正確解讀6Rs Analyze the story：6Rs44Read for key information:who, 2.著重邏輯思維邏輯壹貳叁時(shí)

42、空邏輯情感邏輯452.著重邏輯思維邏輯壹貳叁時(shí)空邏輯情感邏輯453.注意細(xì)節(jié)詞句表達(dá)壹貳叁規(guī)范美觀生動(dòng)描寫（細(xì)節(jié)，心理，外貌，場景）463.注意細(xì)節(jié)詞句表達(dá)壹貳叁規(guī)范美觀生動(dòng)描寫（細(xì)節(jié)，心理，外貌7. 聚焦技巧，潤色文章(polish) *writing skills 寫作手法6. 聚焦結(jié)構(gòu)，提升文章（improve) * structures（結(jié)構(gòu)） * sentence patterns （句式） * words &phrases （詞和短語） 5. 聚焦主題，擬寫草稿（draft） * theme：negative/positive * interpretation（解意） 4. 重視首

43、句，構(gòu)思文章（compose）3. 回讀原文，思考文章主題、風(fēng)格theme/style2. 掃讀文章，尋找文章情節(jié)、邏輯、感情plot / logic1. 略讀文章，確定文章關(guān)鍵信息 key words Step3 polish（潤色） Step 2 draft（擬稿） Step 1Interpret(解讀） （三） 寫作步驟 477. 聚焦技巧，潤色文章(polish) 5. 聚焦主 A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue n

44、ear the First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldnt get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like youve got a problem,” Arthur said. “Im af

45、raid so. Im in a big hurry and I cant start my car.” “Is there something I can do to help?” Arthur asked. The young man looked at the two suitcases in the back seat and then said, “Thanks. If youre sure it wouldnt be too much trouble, you could help me get these suitcases into a taxi.”給下劃線的讀后續(xù)寫48 A

46、funny thing happened “No trouble at all. Id be glad to help.” The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an al

47、arm.It was from the bank. There had been a robbery (搶劫)! Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. People asked each other

48、, “What happened?” But everyone had a different answer.49 “No trouble at all. Id b One day between spring and summer, my mom and I were driving through the countryside. But suddenly, my mom stopped the car, grabbed the flowers on the back seat and walked into a nursing home. Impatient and annoyed, I

49、 saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving her name, I was somewhat confused. But mom told me that leaving flowers to whoever apprieciate them mad her feel good. When we contiued driving, un

50、luckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we drove along，a flower shop came into sight.不給下劃線的讀后續(xù)寫50 One day between spring One day between spring and summer, my mom and I were driving through th

51、e countryside. But suddenly, my mom stopped the car, grabbed the flowers on the back seat and walked into a nursing home. Impatient and annoyed, I saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving h

52、er name, I was somewhat confused. But mom told me that leaving flowers to whoever apprieciate them mad her feel good. When we contiued driving, unluckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we dro

53、ve along，a flower shop came into sight.whatwhenwhowherewhatwhowherewhatwhywhat 1 Skim for key information-5w questions略讀文章，確定文章關(guān)鍵信息 whenone day between spring and summerwhereon the road through the countryside whomom, I, receptionist of the nursing home what Mom stopped the car and gave flowers to n

54、ursing home /our carbroke downwhyLeaving flowers for someone who will appreciate them made her feel good. Step 1Interpret(解讀）51 One day between spring One day between spring and summer, my mom and I were driving through the countryside. But suddenly, my mom stopped the car, grabbed the flowers on th

55、e back seat and walked into a nursing home. Impatient and annoyed, I saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving her name, I was somewhat confused. But mom told me that leaving flowers to whoe

56、ver apprieciate them mad her feel good. When we contiued driving, unluckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we drove along，a flower shop came into sight.2 Scan for plot/ logic 掃讀文章，尋找文章情節(jié)、邏輯be

57、ginningDevelopmentClimaxEndingunhappyconfused hopelessworrying52 One day between spring One day between spring and summer, my mom and I were driving through the countryside. But suddenly, my mom stopped the car, grabbed the flowers on the back seat and walked into a nursing home. Impatient and annoy

58、ed, I saw my mom came out empty-handed. Curiosity drove me to ask her what happened. Knowing that my mom gave the flowers to the receptionist without leaving her name, I was somewhat confused. But mom told me that leaving flowers to whoever apprieciate them mad her feel good. When we contiued drivin

59、g, unluckily, our car broke down. Seeing few passers-by on the road, I found it hopeless to wait for help. We were worrying about what could be done. As we drove along，a flower shop came into sight.3 Read for writing style and theme 回讀原文，思考文章主題、風(fēng)格surroundings feelings action varied expressions advan

60、ced structure feelings feelingswhat（文本的主題和內(nèi)容）how（語篇的特征、寫作特點(diǎn)等）why（寫作意圖和價(jià)值取向）53 One day between spring 4. 重視首句，構(gòu)思文章（compose） 5. 聚焦主題，擬寫草稿（draft） * theme：negative/positive * interpretation（解意） whenone day between spring and summerwhereon the road through the countryside whomom, I, receptionist of the n