2026届高考英语二轮复习：读后续写以2025高考二卷秋雨为例 课件(共22张PPT)
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| 名称 | 2026届高考英语二轮复习：读后续写以2025高考二卷秋雨为例 课件(共22张PPT) |
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| 格式 | pptx | ||
| 文件大小 | 11.5MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-16 14:00:17 | ||
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文档简介
(共22张PPT)
读后续写专项训练
读后续写的重要性
01
读后续写的策略
02
读后续写的实例
03
读后续写的评价标准
04
目录
一、读后续写的重要性
读后续写是随着我国高考改革由教育部考试中心研制的英语高考新题型，2016年10月在浙江省首次使用。该题型研制的主要背景是我国普通高中课程改革的进一步深化。教育部在修订《高中英语课程标准》时明确了语言能力、文化意识、思维品质和学习能力四大英语学科核心素养。该题型通过读写结合，检测学生的英语书面语言理解与表达能力，而这些能力的背后就是学科核心素养。从2016年10月浙江使用的真题分析可见，该题型要求学生能够梳理故事文体的结构、分析故事发展的线索、想像故事发展的情节以及续写故事的发展和结局。要真正培养学生以上能力，教师在平时的英语教学中要重视语篇的整体教学，加强学生书面表达的基本功，关注跨文化意识和系统思维的培养。只有学生在语言、文化、思维等方面的能力整体得到提升，读后续写的能力才会提高。
读后续写是一种读与写的结合体，是英语写作及阅读教学活动的重要延伸，它可以让阅读更加具有意义，还可以为作文提供一些范例和模板，是培养和提高学生语言运用能力一种有效方法。
《课标（修订）》在学业质量标准水平二中提出“概述所读语篇的主要内容或续写语篇”，将续写能力明确定为高考命题的依据。教育部考试中心推出读后续写考题，“提供一段350词以内的语言材料，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”，考查的主要内容包括以下四点：（1）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（教育部考试中心，2015）。
从试题结构看，读后续写评价的是书面理解能力和书面表达能力，要求考生读懂350词的短文、段落的开头语和语篇中的关键词，并使用关键词语写出两个段落；从试题的阅卷要点看，读后续写更加明确语言、文化、思维等方面的能力指向，与英语学科核心素养相吻合。
二、读后续写的策略
读后续写评价的是学生的语言能力、文化意识、思维品质等英语学科核心素养，而素养是无法通过机械应试途径得到培养的，应是通过大量有针对性的语言实践来提高。这是一个潜移默化的教育过程，需要学生在日常学习中，在继续重视英语双基的基础上，关注语言背后的文化和思维，把语言、文化和思维融合为一个英语学习活动的整体。
1.重视语篇学习，多读，多看英语教材上的文章。
不同的语篇类型有不同的语篇结构，如议论文由论点、论据、论证和结论构成，而记叙文则是由人物、时间、地点、情节（起因、发展和结局）组成。无论是理解还是表达，只有理清文本结构，才能正确把握各种信息、观点之间的关联。针对读后续写，可以在记叙文教学中，分析语篇结构，梳理文本中的各种线索。
2.重视书面表达能力的训练，自己每天多尝试写英文句子
从历年高考书面表达题和浙江读后续写题的学生答题情况看，他们组词造句、行文谋篇的平均水平不高，具体表现为拼写不准确、词形变化随意、句子结构混乱、篇章前后不连贯等，严重影响了读后续写的质量，也妨碍了他们学科核心素养的提高。为此，要避免放任式的写作训练，即无计划、无目的、无步骤、无方法的题海战术。可以从遣词造句到篇章结构，有阶段性、有侧重地训练学生的书面表达能力，即学生先学会准确拼写单词，而后学习组词；先学会建构词块，而后学写完整的单句；先学会完整的单句，而后学写意义连贯的双句；先学会意义连贯的双句，而后学写上下呼应的多句组合；先学会上下呼应的多句组合，而后学写完整的段落；先学会完整的段落，而后学写整个语篇。这样循序渐进，一个阶段一个目标，逐渐提高自己的书面表达能力。
3.重视跨文化意识的培养
在语篇中，语言与文化是不可分割的整体。没有文化信息，语言只是按照语法规则组合起来的符号，难以构成语篇；离开了语言载体，文化也无法得到有效的呈现。《课标（修订）》倡导的六要素英语学习活动中，将知识分为语言和文化两部分，并通过语篇融合，表达主题意义，实现语言与文化的同步学习。针对读后续写能力，在平时记叙文的学习中，关注故事的文化背景、文章写作的目的等，提高对主题意义的理解。
三、读后续写的实例
读后续写的解读：写笔记
读：研读原文，了解大意
后：思考原文主线及关注最后一段
续：立足原文及衔接，延续故事 根据两段段首句动词推测情节走向
写：依据研读，完成写作
忌：增加新人物
虚构新情节
实例1：2025年高考英语新课标II卷读后续写
请插入您的标题
实例3（满分25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
“What is your name ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
注意：（1）续写词数应为150个左右；
（2）请按如下格式在答题卡的相应位置作答。
In a class discussion, I was invited to explain the meaning of my name.
Many of my classmates got interested and came up to me after class.
Para1In a class discussion, I was invited to explain the meaning of my name.
衔接句（4 分）：课堂讨论中接到解释名字含义的邀请，让我瞬间陷入了短暂的无措。
过渡句（5 分）：当我鼓起勇气道出 “秋雨” 的字面意思与象征意义时，同学们的反应完全超出了我的预期。
衔接句（3 分）：正是他们眼中的光彩，让我对自己的名字有了全新的认知。
Para2Many of my classmates got interested and came up to me after class.
衔接句（4 分）：课堂上的分享并未结束，课后同学们的热情互动接踵而至。
过渡句（4 分）：在一次次关于中国文化的问答中，我逐渐打开了尘封的文化记忆，也收获了满满的成就感。
主题句（2 分）：名字 “秋雨” 不仅成为我文化身份的标志，更成为促进跨文化理解与交流的纽带。
Para 1 In a class discussion, I was invited to explain the meaning of my name.
衔接句 (4 points)：Being invited to explain the meaning of my name during the class discussion left me momentarily at a loss.
过渡句：When I gathered my courage to elaborate on the literal meaning and symbolic connotations of "Qiuyu", my classmates' reactions completely exceeded my expectations.
衔接句 (3 points)：It was precisely the sparkle in their eyes that gave me a brand-new understanding of my own name.
Para 2
衔接句 (4 points)：The sharing in class did not come to an end, as my classmates' enthusiastic interactions followed closely after class.
过渡句 (4 points)：Through repeated Q&As about Chinese culture, I gradually unlocked my long-hidden cultural memories and also gained a great sense of accomplishment.
主题句 (2 points)：The name "Qiuyu" has not only become a symbol of my cultural identity but also a bridge for promoting cross-cultural understanding and communication.
“What is your name ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
请插入您的标题
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
A social challenge —— the difficulty of pronouncing “my” Chinese name for native speakers of English.
“I” gave up correcting the pronunciation of “my” name to the professor during a lecture.
After that, “I” realized “I” lost “my” cultural identity.
patient;
willing to correct
embarrassed;
conflicted
conscious;
enlightened
What did the author want to convey in this passage
2. Did the author make a change after she realized she lost her cultural identity
To stick to cultural identity;
To strengthen cross-cultural communication.
A giving-up attitude
A determined action
or
请插入您的标题
In a class discussion, I was invited to explain the meaning of my name.
Many of my classmates got interested and came up to me after class.
What is the meaning of my name
How did my classmates respond to it
How about my feeling
What did my classmates do / What did they ask me
How did I react / What did I do
What did my classmates and I acquire
cross-cultural communication; cultural identity(the meaning conveyed in our name)
The ending
请插入您的标题
In a class discussion, I was invited to explain the meaning of my name.
Many of my classmates got interested and came up to me after class.
What is the meaning of my name
How did my classmates respond to it
How about my feeling
What did my classmates do / What did they ask me
How did I react What did I do
What did my classmates and I acquire
cross-cultural communication; cultural identity(the meaning conveyed in our name)
The ending
请插入您的标题
In a class discussion, I was invited to explain the meaning of my name. Standing before my classmates, I hesitated for a moment, then took a deep breath. "My name, Qiuyu, means ‘Autumn Rain’ in Chinese," I began, my voice steady yet filled with affection and pride. "It symbolizes the clearness and purity of rain in autumn, a time of both gathering and reflection." As I spoke, I saw fascination and admiration in their eyes, their faces lighting up with interest. For the first time, I realized that my name, which I once felt awkward about, could be a bridge connecting me to my culture and to them, opening doors to understanding and appreciation.
Many of my classmates got interested and came up to me after class. They approached me with questions about Chinese names, traditions, and festivals, their eyes shining with genuine interest in my heritage. With each conversation, I felt a sense of pride and delight growing within me as I shared stories of my culture that I had once kept hidden. One classmate, after listening intently, exclaimed, "Your name is so beautiful, it makes me want to learn more about China." That moment, I stood there feeling fulfilled, understanding that by embracing my cultural identity, I had not only gained respect but also fostered a deeper understanding and appreciation of diversity among my peers. My name, Qiuyu, is now a symbol of meaningful cultural sharing, reminding me to tell our stories and honor Chinese culture every time I mention it.
A possible version
四、读后续写评价标准：
1、目前通用评分标准
第五档（21~25分）
创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；
使用了多样并且恰当的词汇和语法结构，表达流畅，可能有个别小错，但完全不影响理解；
有效地使用了语句间衔接手段，全文结构清断，前后呼应，意义连贯。
第四档（16-20分）
创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融治度较高；
使用了比较多样并且怡当的词汇和语法结构，表达比较流畅，可能有些许错误，但不影响理解；
比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第三档（11~15分）
创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关；
使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。
基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
第二档（6~10分）
内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度脱节；
所使用的词汇有限，语法结构单调，错误较多，且比较低级，影响理解；
未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
第一档（1~5分）
内容或逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。
所使用的词汇有限，语法结构单调，错误很多，严重影响理解；
几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
零分:
所写内容太少或无法看清以致无法评判
所写内容全部抄自原文或与题目要求完全不相关
未作答。
2、建议实际操作评分标准
第一个衔接句： 衔接句4分
过渡句5分
衔接句3分
第二个衔接句： 衔接句4分
过渡句4分
主题句2分
其他：语法、行文2分
书写1分
谢谢聆听
读后续写专项训练
读后续写的重要性
01
读后续写的策略
02
读后续写的实例
03
读后续写的评价标准
04
目录
一、读后续写的重要性
读后续写是随着我国高考改革由教育部考试中心研制的英语高考新题型，2016年10月在浙江省首次使用。该题型研制的主要背景是我国普通高中课程改革的进一步深化。教育部在修订《高中英语课程标准》时明确了语言能力、文化意识、思维品质和学习能力四大英语学科核心素养。该题型通过读写结合，检测学生的英语书面语言理解与表达能力，而这些能力的背后就是学科核心素养。从2016年10月浙江使用的真题分析可见，该题型要求学生能够梳理故事文体的结构、分析故事发展的线索、想像故事发展的情节以及续写故事的发展和结局。要真正培养学生以上能力，教师在平时的英语教学中要重视语篇的整体教学，加强学生书面表达的基本功，关注跨文化意识和系统思维的培养。只有学生在语言、文化、思维等方面的能力整体得到提升，读后续写的能力才会提高。
读后续写是一种读与写的结合体，是英语写作及阅读教学活动的重要延伸，它可以让阅读更加具有意义，还可以为作文提供一些范例和模板，是培养和提高学生语言运用能力一种有效方法。
《课标（修订）》在学业质量标准水平二中提出“概述所读语篇的主要内容或续写语篇”，将续写能力明确定为高考命题的依据。教育部考试中心推出读后续写考题，“提供一段350词以内的语言材料，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”，考查的主要内容包括以下四点：（1）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（教育部考试中心，2015）。
从试题结构看，读后续写评价的是书面理解能力和书面表达能力，要求考生读懂350词的短文、段落的开头语和语篇中的关键词，并使用关键词语写出两个段落；从试题的阅卷要点看，读后续写更加明确语言、文化、思维等方面的能力指向，与英语学科核心素养相吻合。
二、读后续写的策略
读后续写评价的是学生的语言能力、文化意识、思维品质等英语学科核心素养，而素养是无法通过机械应试途径得到培养的，应是通过大量有针对性的语言实践来提高。这是一个潜移默化的教育过程，需要学生在日常学习中，在继续重视英语双基的基础上，关注语言背后的文化和思维，把语言、文化和思维融合为一个英语学习活动的整体。
1.重视语篇学习，多读，多看英语教材上的文章。
不同的语篇类型有不同的语篇结构，如议论文由论点、论据、论证和结论构成，而记叙文则是由人物、时间、地点、情节（起因、发展和结局）组成。无论是理解还是表达，只有理清文本结构，才能正确把握各种信息、观点之间的关联。针对读后续写，可以在记叙文教学中，分析语篇结构，梳理文本中的各种线索。
2.重视书面表达能力的训练，自己每天多尝试写英文句子
从历年高考书面表达题和浙江读后续写题的学生答题情况看，他们组词造句、行文谋篇的平均水平不高，具体表现为拼写不准确、词形变化随意、句子结构混乱、篇章前后不连贯等，严重影响了读后续写的质量，也妨碍了他们学科核心素养的提高。为此，要避免放任式的写作训练，即无计划、无目的、无步骤、无方法的题海战术。可以从遣词造句到篇章结构，有阶段性、有侧重地训练学生的书面表达能力，即学生先学会准确拼写单词，而后学习组词；先学会建构词块，而后学写完整的单句；先学会完整的单句，而后学写意义连贯的双句；先学会意义连贯的双句，而后学写上下呼应的多句组合；先学会上下呼应的多句组合，而后学写完整的段落；先学会完整的段落，而后学写整个语篇。这样循序渐进，一个阶段一个目标，逐渐提高自己的书面表达能力。
3.重视跨文化意识的培养
在语篇中，语言与文化是不可分割的整体。没有文化信息，语言只是按照语法规则组合起来的符号，难以构成语篇；离开了语言载体，文化也无法得到有效的呈现。《课标（修订）》倡导的六要素英语学习活动中，将知识分为语言和文化两部分，并通过语篇融合，表达主题意义，实现语言与文化的同步学习。针对读后续写能力，在平时记叙文的学习中，关注故事的文化背景、文章写作的目的等，提高对主题意义的理解。
三、读后续写的实例
读后续写的解读：写笔记
读：研读原文，了解大意
后：思考原文主线及关注最后一段
续：立足原文及衔接，延续故事 根据两段段首句动词推测情节走向
写：依据研读，完成写作
忌：增加新人物
虚构新情节
实例1：2025年高考英语新课标II卷读后续写
请插入您的标题
实例3（满分25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
“What is your name ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
注意：（1）续写词数应为150个左右；
（2）请按如下格式在答题卡的相应位置作答。
In a class discussion, I was invited to explain the meaning of my name.
Many of my classmates got interested and came up to me after class.
Para1In a class discussion, I was invited to explain the meaning of my name.
衔接句（4 分）：课堂讨论中接到解释名字含义的邀请，让我瞬间陷入了短暂的无措。
过渡句（5 分）：当我鼓起勇气道出 “秋雨” 的字面意思与象征意义时，同学们的反应完全超出了我的预期。
衔接句（3 分）：正是他们眼中的光彩，让我对自己的名字有了全新的认知。
Para2Many of my classmates got interested and came up to me after class.
衔接句（4 分）：课堂上的分享并未结束，课后同学们的热情互动接踵而至。
过渡句（4 分）：在一次次关于中国文化的问答中，我逐渐打开了尘封的文化记忆，也收获了满满的成就感。
主题句（2 分）：名字 “秋雨” 不仅成为我文化身份的标志，更成为促进跨文化理解与交流的纽带。
Para 1 In a class discussion, I was invited to explain the meaning of my name.
衔接句 (4 points)：Being invited to explain the meaning of my name during the class discussion left me momentarily at a loss.
过渡句：When I gathered my courage to elaborate on the literal meaning and symbolic connotations of "Qiuyu", my classmates' reactions completely exceeded my expectations.
衔接句 (3 points)：It was precisely the sparkle in their eyes that gave me a brand-new understanding of my own name.
Para 2
衔接句 (4 points)：The sharing in class did not come to an end, as my classmates' enthusiastic interactions followed closely after class.
过渡句 (4 points)：Through repeated Q&As about Chinese culture, I gradually unlocked my long-hidden cultural memories and also gained a great sense of accomplishment.
主题句 (2 points)：The name "Qiuyu" has not only become a symbol of my cultural identity but also a bridge for promoting cross-cultural understanding and communication.
“What is your name ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
请插入您的标题
The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
A social challenge —— the difficulty of pronouncing “my” Chinese name for native speakers of English.
“I” gave up correcting the pronunciation of “my” name to the professor during a lecture.
After that, “I” realized “I” lost “my” cultural identity.
patient;
willing to correct
embarrassed;
conflicted
conscious;
enlightened
What did the author want to convey in this passage
2. Did the author make a change after she realized she lost her cultural identity
To stick to cultural identity;
To strengthen cross-cultural communication.
A giving-up attitude
A determined action
or
请插入您的标题
In a class discussion, I was invited to explain the meaning of my name.
Many of my classmates got interested and came up to me after class.
What is the meaning of my name
How did my classmates respond to it
How about my feeling
What did my classmates do / What did they ask me
How did I react / What did I do
What did my classmates and I acquire
cross-cultural communication; cultural identity(the meaning conveyed in our name)
The ending
请插入您的标题
In a class discussion, I was invited to explain the meaning of my name.
Many of my classmates got interested and came up to me after class.
What is the meaning of my name
How did my classmates respond to it
How about my feeling
What did my classmates do / What did they ask me
How did I react What did I do
What did my classmates and I acquire
cross-cultural communication; cultural identity(the meaning conveyed in our name)
The ending
请插入您的标题
In a class discussion, I was invited to explain the meaning of my name. Standing before my classmates, I hesitated for a moment, then took a deep breath. "My name, Qiuyu, means ‘Autumn Rain’ in Chinese," I began, my voice steady yet filled with affection and pride. "It symbolizes the clearness and purity of rain in autumn, a time of both gathering and reflection." As I spoke, I saw fascination and admiration in their eyes, their faces lighting up with interest. For the first time, I realized that my name, which I once felt awkward about, could be a bridge connecting me to my culture and to them, opening doors to understanding and appreciation.
Many of my classmates got interested and came up to me after class. They approached me with questions about Chinese names, traditions, and festivals, their eyes shining with genuine interest in my heritage. With each conversation, I felt a sense of pride and delight growing within me as I shared stories of my culture that I had once kept hidden. One classmate, after listening intently, exclaimed, "Your name is so beautiful, it makes me want to learn more about China." That moment, I stood there feeling fulfilled, understanding that by embracing my cultural identity, I had not only gained respect but also fostered a deeper understanding and appreciation of diversity among my peers. My name, Qiuyu, is now a symbol of meaningful cultural sharing, reminding me to tell our stories and honor Chinese culture every time I mention it.
A possible version
四、读后续写评价标准：
1、目前通用评分标准
第五档（21~25分）
创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；
使用了多样并且恰当的词汇和语法结构，表达流畅，可能有个别小错，但完全不影响理解；
有效地使用了语句间衔接手段，全文结构清断，前后呼应，意义连贯。
第四档（16-20分）
创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融治度较高；
使用了比较多样并且怡当的词汇和语法结构，表达比较流畅，可能有些许错误，但不影响理解；
比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第三档（11~15分）
创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关；
使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。
基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
第二档（6~10分）
内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度脱节；
所使用的词汇有限，语法结构单调，错误较多，且比较低级，影响理解；
未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
第一档（1~5分）
内容或逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。
所使用的词汇有限，语法结构单调，错误很多，严重影响理解；
几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
零分:
所写内容太少或无法看清以致无法评判
所写内容全部抄自原文或与题目要求完全不相关
未作答。
2、建议实际操作评分标准
第一个衔接句： 衔接句4分
过渡句5分
衔接句3分
第二个衔接句： 衔接句4分
过渡句4分
主题句2分
其他：语法、行文2分
书写1分
谢谢聆听