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ltro干货一篇,自取 - 高考英语“读后续写”教学实践与策略

作者:高考题库网
来源:https://www.bjmy2z.cn/gaokao
2021-01-19 09:52
tags:

杰作的意思-ltro

2021年1月19日发(作者:5454)

干货一篇,自取
|
高考英语

读后续写

教学实践与策略


1


一、题型解读


首先,我们有必要细致精准地了解该题型的基本情况及其对
学生的能力考查。


01.

题型介绍


该题提供一段
3 50
词以内的语言材料,要求考生依据材料
内容、所给段落开头语和所标示的关键词进行续写, 将其扩
展成为一篇与给定材料有逻辑衔接、情节和结构完整的短
文。

注意:

1.
所续写短文的词数
150
左右(词数少于
130
的,

从总
分中减去
2
分)。



2.
应使用
5

以上短文中标有下划线的关键词。

3.
续写部分分为两段,每段开头语已给出。

4.
续写完成后,用下划线标出所使用的关键词。


02.

选材特点


1.
所需阅读的短文词数在
350
以内。

2.
文章多为记叙文、故事类文章或者夹叙夹议类文章,


事情节跌宕起伏。但是,故事线索的逻辑性比较强。

3.
故事中涉及的人物不会太多,文字浅显易懂,总体难度
小于阅读理解。


03.

续写部分特点


读后续写是要在给定的段落开头 语和提示词的引导下完成续
写部分。
所给的关键词类似于传统写作中的要点提示。
但不


同点在于这些关键词并非全用。考生可根据自己的理解在文
章构思与写作 过程中进行选择性应用。


所给段首开头语的作用在某种程度上是引领学生的思路朝哪
个方向发展。


04.

评分参考


教师阅卷时主要考虑以下内容:

1.
续写部分与所给短文及段落开头语的衔接程度;

2.
内容的丰富性和对所给关键词语的覆盖情况;

3.
应用语法结构和词汇的丰富性和准确性;

4.
上下文的连贯性。


05.

能力考查




读 后续写是一种将阅读与写作紧密结合的考查形式,可以说
是读写并重。
主要考查学生以下四个方 面的能力:

1.
迅速获取文章主题(
theme
)、关键信息(
5W1H
)、
语言特色的能力。

2.
语篇建构能力。

3.
创造性思维。

4.
语言运用的准确性与丰富性。


2


二、答题步骤


笔者将本题的答题步骤总结为“
四步答题法
”。即:
阅读—拟
稿—润色—成稿
。详见下图:






3


三、续写案例


下面通过两个续写案例为老师们展示两种课堂思路的引领与
实施模式。




1
、案例一:记叙文六要素提炼法


阅读下面短文,根据所给情节进行续写,使之构成一个完整
的故事。


A Bowl of Noodles

Jenny
was
the
only
child
in
her
home.
She
had
a
quarrel with her mother that afternoon and she ran
out
of
the
house
angrily.
She
couldn’t
help
crying
sadly
when
she
thought
of he
scolding
from
her
mother.
Having
wandered
aimlessly
in
the
street
for
hours,
she
felt
a
little
hungry
and
wished
for
something
to
eat,
but
it
was
not
even
possible
for
her,
since
she
had
nothing
with
her.
She
stood
beside
a
stand
for
a
while,
watching
the
middle-
aged
seller
busy
doing
his
business.
However,
with
no money in hand, she sighed and had to leave.


The
seller
behind
the
stand
noticed
the
young
girl
and
asked,
“Hey,
girl,
you
want
to
have
the
noodles?”

“Oh,
yes...
but
I
don’t
have
money
on
me...”

she replied.
“That’s nothing. I’ll treat you today,” said the man,

“Come in.”

The
seller
brought
her
a
bowl
of
noodles,
whose
smell was so attractive. Jenny thanked the man and
started
to
gobblle
(




)
up
the
delicious
food...then cried silently.
“What

is it? ”asked the man kindly.

“Nothing,
actually
I
was
moved
by
your
kindness!”
said Jenny as she wiped her tears, “Even a stranger
on
the
street
will
give
me
a
bowl
of
noodles,
while
my mother drove me out of the house. She showed
no care for me. She is
so mean and cruel!”

Hearing
the
words,
the
seller
smiled
“Girl,
do
you
really think
so?
I
only
gave
you
a
bowl
of
noodles


and
you
thanked
me
a
lot.
But
it
is
your
mother
who has raised you since you were a baby. Can you
number
the
times
that
she
has
cooked
for you?
Have you expressed your thanks to her? ”

Jenny
sat
there,
speechless
and
numb
with
shock;
she
remembered
her
mother’s
familiar
face
and
weathered
hands.
“Why
did
I
not
think
of
that?
A
bowl
of
noodles
from
a
stranger
made
me
feel
grateful,
but
I
have
never
thanked
my mum
for
what she has done for me.”

On
the
way
home,
Jenny
made
up
her
mind
to
make an apology to her mother for her rudeness as
soon as she arrived home.

Paragraph 1:

Approaching the
doorway,
Jenny
took
a
deep
breath._______________ ________________________________
______________ _________________



Paragraph 2:

Her
mother
came
back
home,
which
called
her
mind back.___________________________________________ ______
_______________________________

写前导读:


对于初学续写的学生来说,教师当堂带领其进行写前导读是< br>非常必要的。
其目的是引导与启发。


记叙文六要素提取法的理念是通过带领学生快速提取故事关
键信息(
when, where,who, what, why, how
),领悟主
要人物的情感或心理变化从 而促成学生对未知情节的合理预
测。


第一步:迅速获取故事情节




教师可以引导学生按记叙文六要素对所给文章情节进行信息
提 炼与分析,也可以将其与故事情节的发展相结合
设计导读
任务
,如
情节排序、 补全信息或问题
等。以下为设计的一个
情节排序的练习(如下图所示),帮学生快速梳理清楚故 事
内容与情节。




第二步:厘清人物情感变化。




欲实现学生对故事情 节的合理预测与高质量的写作,还需引
导、辅助学生厘清人物的情感与心理变化。情感线的梳理建
议与情节有机结合,这样梳理起来更顺畅、高效。以下为设
计的表格,清晰地呈现了人物的情感与心理 是如何随故事情
节的发展而变化的。




第三步:分析所给段落开头语,用问题启发学生思维。




段落开头语的功能是为学生的推测与续写提供方向,

并为
原文进一步补充关 键性信息。教师需提醒学生对续写部分两
段的段落开头语高度重视并引导其进行深度思考与解读。从而确保续写文章思路与原文逻辑高度契合。



A Bowl of Noodles
这篇文章而言,续写部分第一段的



“Approaching
the
doorway,
Jenny
took
a
deep
breath.”




















“How
did
Jennyfeel at that time?/ Why did Jenny take a deep
breath
?”这样,学生在续写时可以更好地把握人物的情感
与心理。










“Her
mother came back home, which called
her mind < br>back.”







生< br>思

“What
did Jenny
do
before
her
mother
came
back?”“Did

杰作的意思-ltro


杰作的意思-ltro


杰作的意思-ltro


杰作的意思-ltro


杰作的意思-ltro


杰作的意思-ltro


杰作的意思-ltro


杰作的意思-ltro



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