2026届高考英语二轮复习：读后续写备考 课件 (共34张PPT)

(共34张PPT)
如何让学生做到读写结合，续情达意
目录
CONTENTS
提升难点
Enhancement nodus
以评促写
Assessing methods
01
02
03
题型概述
General overview
题型概述
01
与所给短文融洽度高，与所提供各段落开头语衔接合理；
内容丰富，故事发展合理、逻辑性强，续写完整，符合写作目的与情境；
所使用语法结构和词汇丰富，准确，可能有些许错误，但完全不影响意义表达；
有效地使用了语句间的连接成分，使所续写短文结构紧凑。
评分标准第七档: 22-25分
站在高处俯视规则
题型概述
·提升难点
·以评促写
融洽度 衔接
合理 逻辑 完整
丰富性：内容& 语法结构和词汇
连接
01原文一致原则
内容要前后衔接，上下连贯
语言表达与原文风格一致。
03曲折性原则
故事情节应跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
02正能量原则
故事内容一定要正能量，弘扬社会主义
核心价值观。如迷路了但最终一定
回到了家；失败了或遇到困难了，但
最终一定成功了；吵架了但最后一定是言归于好,和睦相处；犯错了，最后一定会改过自新，重新做人；贼逃了，最后一定是绳之以法等等。
三原则
3大原则
题型概述
·提升难点
·以评促写
7个不
1
不增加人物。
由考纲样题及近5年高考真题中所给的段落首句可知, 续写的故事情节发展都是由原文的人物所推进, 因此, 强行增加人物有可能会偏离情节发展。
2
不增加情节。
题目要求“考生根据所给情节进行续写”，旨在延续原材料的故事情节，并不是要发展新情节。
4
不负能量结局。
结局设计绝对不能负能量。内容应该积极向上, 能增长知识或传播正能量。
3
不用过多对话。
在续写中展示对话, 虽能丰富内容和语言, 增强语篇的连贯性, 但使用过多的对话, 会显得篇幅累赘且很难在限定的词数里把整个后续的情节发展补充完整。
5
不设置悬念。
题目要求是“使之构成一篇完整的短文”，若在文末设置悬念, 就会给人一种还没结束的感觉，这样的故事是不完整的。
6
不偏离主题。
续写的情节应时刻围绕着短文的主题去推进。
7
不偏离逻辑。
情节和细节的想象要合理, 符合生活常识及具有逻辑性。
题型概述
·提升难点
·以评促写
读后续写关键词：
半限定写作—“戴着镣铐跳舞”
融洽度 衔接
合理 逻辑 完整
丰富性
连接
一致性
正能量
提升难点
02
学生难点
提升策略
写作步骤
提升难点
·题型概述
三写
学生难点
情节不清
主题跑偏
融洽度不高
衔接不合理
缺乏准确性和丰富性
表达错误多言之无物
读
续
写
精读
文本
内容
快
速
构
思
思维
精妙
表达
语言
读得不透彻
续得不合理
写得不精彩
三续
三读
·以评促写
提升难点
·题型概述
一读文章脉络；借助5Ws+ story mountain， 2lines：情节线/情感线。
二读文章主题，确保不偏题。
三读所给段首句，关注两段之间逻辑关系，构建问题链和每一段主要情节。
三读
读什么
·以评促写
提升难点
·题型概述
策略1：5Ws+ story mountain+2lines：plot line&emotion line
已知文本
已知情节
五要素(5w)
第一轮问题链
故事山
情感线
情节线
怎么读
When When did the story happen
Where Where did the story happen What was the natural environment
Who Who are the characters What is the relationship between them
What What happened to the characters What did each character do, say, hear, see, hate or like, etc.
Why Why did the story(conflict) happen
·以评促写
When When did the story happen
Where Where did the story happen What was the natural environment
Who Who are the characters What is the relationship between them
What What happened to the characters What did each character do, say, hear, see, hate or like, etc.
Why Why did the story(conflict) happen
“5Ws”
第一轮问题链
怎么读
We left our mother outside and went into the store ourselves.
The store had a power failure. I can’t find my brother.
plot
plot
overjoyed
frightened
My mother took my brother and I to a new toy store.
excited
emotions
emotions
Story Mountain
情感线
情节线
怎么读
提升难点
·题型概述
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn't with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school's coach and asked him what had happened. "I was afraid that kids from other schools would laugh at him," he explained uncomfortably. "I gave him the choice to run or not, and let him decide."
I bit back my frustration . I knew the coach meant well-he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing.
2022年新高考I、II卷
clues
策略2 读文章主题，确保不偏题。
怎么读
·以评促写
提升难点
·题型概述
That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
Para.1 We sat down next to each other, but David wouldn't look at me.
Para.2 I watched as David moved up to the starting line with the other runners.
关键词和线索句确定主题
----Though David finished the run long after the other children,
he finished it and was respected by other kids.
续写内容与文章主旨要一致,人物性格塑造一致。
clues
关键词 主题的线索
边读边思考
·以评促写
提升难点
·题型概述
策略3：三读所给段首句，关注两段之间逻辑关系，构建问题链和每一段主要情节。
Para1:
What was my feeling at that moment
What did I do in order to find him
What was he doing then
How was he feeling then
Para2:
01
02
03
What did I feel when hearing his vioce
What did we do when seeing each other again
Is he hurt or is he safe and sound What about our mother’s reaction when seeing us
“Oh no,” I thought, “Where is Christopher
“Christine, I’m here.”
Para1: I felt f____________ and tried to find my brother
but f _____ .
Para2: I found my brother and we r_______ with our mom finally.
rightened
eunited
ailed
怎么读
·以评促写
提升难点
·题型概述
三续 在协同原文的基础上 展现创造力与想象力
一续故事主线，注重主题的价值引领
二续文章内容逻辑衔接，段与段之间过渡自然
三续原文语言风格，与原文融洽度高
续什么
一致性
衔接度
融洽度
·以评促写
提升难点
·题型概述
人与自我 生活与学习
做人与做事
人与社会 社会服务与人际沟通
文学、艺术与体育
历史、社会与文化
科学与技术
人与自然 自然生态
环境保护
灾害防范
宇宙探索
成长类--三部曲：第一步，苦恼；
第二步，蜕变；
第三步，成长后的升华，喜悦加感激加升华。
助人类--三部曲：第一步，困难、消极情绪；
第二步，助人过程呈现（办法加动作链）；
第三步，皆大欢喜结局（感激感动升华）。
情感类--三部曲：第一步，情感出现危机或困难；
第二步，弥补情感（解释认错弥补）；
第三步，情感升华，懂得珍惜。
人与自然类--可爱型相处 / 凶猛型解决危机；
升华主题（人与自然和谐共生）。
正能量原则
策略1：设计故事结局，写作方向正确不跑题
怎么续
·以评促写
怎么续
I found my brother finally and we walked home.
Which ending is reasonable/logical/realistic
A stranger came and found us. He took us away.
I found my brother finally, and our mom found us, too.
A car hit my mom, and she has been found dead.
X
X
X
A
B
C
D
与所给短文融洽度高，与所提供各段落开头语衔接合理；
内容丰富，故事发展合理、逻辑性强，续写完整，符合写作目的与情境；
所使用语法结构和词汇丰富，准确，可能有些许错误，但完全不影响意义表达；
有效地使用了语句间的连接成分，使所续写短文结构紧凑。
合理、逻辑、完整
完整性：人人有交代，事事有着落。
怎么续
如何使结尾更出彩？
提升难点
·题型概述
策略2：内容上捕捉与原文衔接点
1
衔接原文主题
2
衔接原文首段
3
衔接续写首句
4
衔接特定情节
5
衔接细节描写
6
衔接原文结尾
7
衔接特定物品
“Oh no ，” I thought, “Where's Christopher ？” Scared and frozen on the spot, I felt the need to see, hug my brother and make sure he was all right. My stomach twisted. I ran up and down the aisles in the dark, panic filling my small chest and making it difficult to breathe. I knocked into displays of candies and tripped over toys, while calling my brother's name like crazy. Anxious as I was, I could not find him. Tears of frustration and fear trickled down my face, but I continued to run.
“Christine, I'm here.” Excitement took my breath away — there in the Lego aisle I found Christopher. He was standing alone, perfectly still, next to the pirate ship set. I began to cry in relief, throwing my arms around him and hugged him tightly. He hugged me back, saying, “I knew if I waited here, Christine, you would be able to find me.” Then, I took his hand in mine and we went to look for our mother, who must be desperately searching the store for us.
原文
续写
怎么续
·以评促写
策略3：关注原文语言风格：feature, style, tone…
怎么续
原文一致原则
提升难点
·题型概述
三写 logic + reasonable+ correct+ vivid + coherent
一写拟稿，思维导图加提纲，设计整体情节
二写可读性强的句子，丰富写作手法使表达更生动
三写正确过渡词，使文章紧凑
怎么写
·以评促写
与所给短文融洽度高，与所提供各段落开头语衔接合理；
内容丰富，故事发展合理、逻辑性强，续写完整，符合写作目的与情境；
所使用语法结构和词汇丰富，准确，可能有些许错误，但完全不影响意义表达；
有效地使用了语句间的连接成分，使所续写短文结构紧凑。
·以评促写
提升难点
·题型概述
策略1：拟稿-思维导图加大纲，设计整体情节
plot / emotion
plot / emotion
怎么写
提升难点
·题型概述
Show,
don't tell.
写作手法丰富性---描写手法
To tell:
To show:
策略2：
环境描写,
语言描写,
动作描写,
情绪描写,
心理描写,
She hugged us tightly.
She dashed forward, knelt down and gathered us into her arms.
形成动作链: 冲向前 蹲下来 一把抱住
妈妈抱住我和弟弟。
怎么写
1. 动作描写
·以评促写
题材
Skill 1:从 面部/肢体和声音 三个方面体现人物的喜怒哀乐.
Skill 2:套用固定句式
sb. felt a great sense of + 情绪名词+ welling up in sb’s heart and surging through sb.
“某人感到一股强烈的……在内心升腾, 奔涌” (情绪内隐)
Judging from sb’s voice/ eyes/ expression/ behavior, it was evident that sb was trapped in + 情绪名词. (情绪外露)
从某人的声音/眼神/表情/行为判断,很明显他陷入了…
2. 情绪描写
怎么写
策略2：
写作手法丰富性---描写手法
more vivid
提升难点
·题型概述
策略2：
Personification
Rhetorical questions
Simile
Metaphor
Repetition
Hyperbole
Alliteration
Symbol
Irony
Pun
Echo
…
怎么写
写作手法丰富性---修辞
·以评促写
第1招：加形容词
The innocent boy walked into the fancy toy store.
Curious and excited, the boy went into the toy store.
第2招：加介词短语
Without any hesitation, the boy went into the toy store.
第3招：加非谓语动词
Screaming with excitement, the boy went into the toy store.
Held by her brother, the boy went into the toy store.
第4招 加with短语
With his mouth wide open, the boy went into the toy store.
第5招：加定语从句
The boy went into the toy store which he had been looking forward to.
例：The boy walked into the toy store.
怎么写
策略3： 语言表达词汇句式丰富性
扩句
非谓语
三大从句
倒装句
with的复合结构
it形式主语
虚拟语气
……
Read
Three-step: Text analysis-Plot Design-Language Expression
Think
Write
1) elements要素:5Ws
2) plots/feelings情节和情感:story mountain
1-2-4
1theme 2 lines 4 sentences
忠于原文风格
写作手法丰富性：描写/修辞
3) 语法句式的丰富性
修改润色，整洁誊写
以评促写
03
备考重点
·题型概述
·提升难点
传统方式：续写作业—学生写作—教师评改打分—教师分析范文
细化评分标准，从多个维度明确提升方向
示范展评，鼓励机制：发挥评价反拨作用
注重评价主体多元化，凸显学生主体地位
备考重点
如何以评促写？
结对，小组互评，树立读者意识
实物投影，作品展示，上台朗读，互相借鉴。
怎么评
以评促写
备考重点
·题型概述
·提升难点
备考重点
以评促写
细化标准：读后续写评价表1
21-25 16-20 11-15 6-10 1-5
融洽度（5分）
开头衔接语（4分）
内容（5分）
语法和词汇（6分）
词数，标点，书写（5分）
项目
档次
备考重点
·题型概述
·提升难点
备考重点
以评促写
多维度评价：读后续写评价表2
Factors Assessments YES NO
①Text analysis Did you finish the “resolution”and “ending”in the story mountain
② Plot design Was your ending reasonable
Have you settled transitional sentences
③ Language expression Diversity: Have you used figures of speech
showed instead of told
Fluency: Have you used appropriate clauses or non-finite verbs
used various adj. & adv. & phrases
祝愿各位老师工作愉快
做一个幸福的老师！
“水尝无华，相荡乃成涟漪；石本无火，相击而生灵光”
希望我们携手共进，共同研究，不断突破！