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讀后續寫教學中的主要問題及有效對策
20XX
一 讀后續寫教學中的主要問題及有效對策
三 讀后續寫備考需要注意的幾個問題
二 優生、學困生讀后續寫訓練方法
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一. 讀后續寫教學中的主要問題及有效對策
2、過多設置課時教學目標，什么都練，什么都練不好
問題一： 過度解讀文本，課時教學目標模糊不清
Read for settings / characters / personalities / plot / emotional changes / themes / values…
What / Why / How
Story Mountain
……
人物
主題
環境
（自然、社會）
情感
情節
性格
Plot & Logic （2022年新高考全國Ⅰ卷：越野跑比賽）
David: a brain disease → a regular kid → participated in → joined the team → practiced hard → hesitated → sat down with the teacher → decided to run
I: spotted David → searched for the coach → bit back frustration → turned to find him → sat down with David → watched as David moved up to the starting line
The coach：…
We sat down next to each other, but David wouldn't look at me…
I watched as David moved up to the starting line with the other runners…
ran out of the house angrily ; wandered aimlessly in the street ; hungry
Story mountain
Beginning
Development
Climax
Ending
a quarrel with her mother;
Continuation Para.1
Continuation Para.2
brought her a bowl of noodles; cried silently ; Have you expressed your thanks to her
Read for Plot
4、過少的課堂評價
2、過多設置課時教學目標，什么都練，什么都練不好
問題一： 過度解讀文本，課時教學目標模糊不清
思考：
1. 漫無目的搭建寫作支架是讀后續寫常態課的災難
2. 讀后續寫課的重點是寫而不是讀
對策：
1. 解讀文本不要戀戰
2. 有針對性地搭建續寫部分的支架
Scene 1: (Elicit / Indoctrinate)
We sat down next to each other, but David wouldn't look at me…
How to encourage/Inspire someone
hug / embrace; eye contact
Cheer up, my boy. You can make it!
recall his success in some events
praise: determination, perseverance…
tell a moving story
Scene 2: (Elicit / Indoctrinate)
I watched as David moved up to the starting line with the other runners…
名詞：whistle, starting pistol, judge, race，the starting line, the
final/finish line, track/runway, spectators, thunderous cheers and
applause… brave heart，strong faith…
動詞：stand firmly in one’s position, push forward, dash out, be left
behind, fall over, pick oneself up, quicken pace, break one’s
record…，ranked the 20th, congratulate on…
Scene 2: (Elicit / Indoctrinate)
I watched as David moved up to the starting line with the other runners…
形容詞/副詞：
said gently and quietly，added with a sincere tone ，turned to me tremblingly ，more determined ，extremely long ，shouted enthusiastically ，stand firmly， in high spirits，confident smiles, sighed in great relief…
2、過多設置課時教學目標，什么都練，什么都練不好
評分標準關注點 (Writing Criteria Focuses)
① 續寫內容與所給短文及段落開頭語的吻合度（人物、人物性格、情節推進的合理性、邏輯性、豐富性；寫作風格等）；
② 語言表達的準確性、連貫性、得體性、豐富性和有效性；
③ 句際、段際（語篇）銜接的連貫性和流暢性。
問題二：過多設置課時訓練目標，什么都練，什么都練不好
2、過多設置課時教學目標，什么都練，什么都練不好
對策：短平快——續寫練什么就讀什么
案例：續寫內容的吻合度
問題二：過多設置課時教學目標，什么都練，什么都練不好
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 the angry words from her mother. Having wandered aimlessly in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, she gave a sigh and had to leave. The seller behind the stand noticed the young girl and asked, “Hey, girl, you want to have noodles ” “Oh, yes, but I don’t have money on me,” she replied. “Oh, that’s nothing. I’ll treat you today,” the owner said. “Come in.”
問題二：過多設置課時教學目標，什么都練，什么都練不好
The seller brought her a bowl of noodles. The smell was so attractive. As she was eating, Jenny cried silently. “What is it ” asked the man kindly. “Nothing, actually I was just touched 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 merciless compared to a stranger!”
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 she cooked for you Have you expressed your thanks to her ”
Jenny sat there, speechless and ashamed….
On arriving at her house, Jenny took a deep breath. …
2、過多設置課時教學目標，什么都練，什么都練不好
問題二：過多設置課時教學目標，什么都練，什么都練不好
2、過多設置課時教學目標，什么都練，什么都練不好
對策：短平快——續寫練什么就讀什么
案例1：內容的吻合度（云南紅河教師培訓示范課）
When
Where
a good girl
a good mother
問題二：過多設置課時教學目標，什么都練，什么都練不好
對策：短平快——續寫練什么就讀什么
案例2：語言表達的準確性（云南地州示范課）
問題二：過多設置課時教學目標，什么都練，什么都練不好
對策：短平快——續寫練什么就讀什么
案例2：語言表達的準確性（云南地州示范課）
問題二：過多設置課時教學目標，什么都練，什么都練不好
對策：短平快——續寫練什么就讀什么
案例2：語言表達的準確性（云南地州示范課）
問題二：過多設置課時教學目標，什么都練，什么都練不好
對策：短平快——續寫練什么就讀什么
案例2：語言表達的準確性（云南地州示范課）
問題二：過多設置課時教學目標，什么都練，什么都練不好
問題三 過多組織小組或同伴語言學習活動
Discuss（Pair work / Group work）
We sat down next to each other, but David wouldn't look at me.
Did we talk Did I hug him Did he cry Did I encourage him Did he react to my encouragement positively …
I watched as David moved up to the starting line with the other runners.
environment and atmosphere, behaviors, characters, feelings…
RDW（Read，Discussion，Write）
RTW（Read，Think，Write）
對策：
1. G-N Strategy
2. AFL+AFT
3. 學生獨立完成，需要時提供幫助
問題三 過多組織小組或同伴語言學習活動
Paragraph 1:
Jenny sat there, speechless and ashamed.
What did Jenny remember
How did Jenny feel
What did Jenny decide to do？
generate new information from the given information
Given information
New information
G--N Strategy
Paragraph. 2:
On arriving at her house, Jenny took a deep breath.
What would happen then
Her mum was in the house.
Her mum was not in the house.
Given information
New information
G--N Strategy
Paragraph 1: Action+ Feeling+ Linking
Paragraph 2: Action+ Feeling+ Theme
Jenny sat there, speechless and ashamed.
What did Jenny remember （Action）
How did Jenny feel （Feeling）
What did Jenny decide to do？（Linking）
On arriving at her house, Jenny took a deep breath.
What did Jenny do What did her mum do （Action）
How did Jenny feel How did her mum feel （Feeling）
What did Jenny learn （Theme）
對策：
1. 評價什么？怎么評價？
■ 語言、內容、結構 → 內容吻合度、語言表達、銜接與邏輯
故事完整、情節合理（基礎分）；細節豐富、語言生動（提高分）
細節描寫：動作描寫、心理/情感/表情描寫、對話描寫、 外貌描寫、環境描寫
■ 素養導向、評價多元化
2. 投屏學生作品（Visual learners / Visual shock）
3. 范文分析（動作和行為的銜接）
問題四 過少的課堂評價，評價方式單一
Pushing forward without balance, he was left behind. However, when he came into sight, the spectators burst into thunderous cheers and applause.
A bowl of noodles from a stranger made me feel appreciated, but I have never expressed my gratitude to my mum for what she has done for me all the time.” 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.
4、過少的課堂評價
問題五 過多使用PPT，依賴PPT
4、過少的課堂評價
問題五 過多使用PPT，依賴PPT
案例：貴州省六盤水某中學 / 云南省昆明市某中學 / 來自上公開課老師的困惑
對策：
1. 放下鼠標和翻頁筆，勇敢地拿起粉筆
2. 簡單明了的板書
4、過少的課堂評價
問題五 過多使用PPT，依賴PPT
對策：
1. 放下鼠標和翻頁筆，勇敢地拿起粉筆
2. 簡單明了的板書
3. 常態課的PPT只是補充，結構上是零散的，不必體系化
4. 共同卷進去，自己卷出來
4、過少的課堂評價
問題六 過多使用英語授課
對策：
1. English possible，Chinese necessary
2. 聽說領先，讀寫跟上 → 讀寫領先、聽說跟上
有效和高效課堂的核心是什么？
優生：重在提升語言表達和思維能力，尤其是細節描寫訓練
第一層次：書寫清楚、卷面整潔、字數符合要求、標點正確、文章有明顯的段落劃分。
第二層次：全面準確地表達或描述信息（中英文要點、表格、圖表）、發表個人觀點或評論 / 續寫內容與原文的吻合度，語言表達好，有效銜接
第三層次：使用較高級詞匯或語言結構、長短單詞長短句交叉使用、有英語味道的表達、較豐富的句式、較豐富的句型、較合理的連接方式、較委婉的語氣。
G-N strategy：AFL→AFT ； RDW →RTW
二. 優生、學困生讀后續寫訓練方法
搭建腳手架：指向續寫評價內容搭建腳手架，盡量給學生思考的空間
詞匯復習：詞匯是高中英語教學和高考復習的靈魂
五大基本句型操練
讀后續寫詞匯
學困生讀后續寫訓練方法
02
標題
03
標題
04. 強化了對一詞多義或熟詞新義的考查
02. 全面考查了在語境中靈活運用詞匯的能力
01. 適度考查了一些學生并不經常接觸的高考詞匯
05. 非課標詞匯不標注中文
05
標題
04
標題
01
標題
03. 加大了對構詞法的考查力度
【高考英語試題詞匯考查的基本特點】
01
02
03
04
05
06
（一）考查詞匯文化內涵
1
2
3
7
1
2
3
4
5
6
（二）考查原詞復現
（三）考查同義轉述
（四）考查語義關聯
（五）考查邏輯關聯
（六）考查口語詞匯
（七）考查詞形變化與搭配
【2021，2022年高考英語全國甲卷對詞匯的深度考查】
勾畫自己熟悉的詞匯，續寫時盡力寫出有吻合度的句子
瞄準續寫段的首句關鍵詞，續寫時重復使用
不留白
終極之法
學困生讀后續寫訓練方法
三. 讀后續寫備考需要注意的幾個問題
PART 01
■ 讀不設陷阱，不會出現課標外詞匯（Squirrel？）
■ 讀后續寫字數偏少扣分，無上限，但不要寫得太多，也不能寫出格
■ 評分標準會細化，內容比語言表達更重要；
■ 續寫兩段中的細節若與背景信息相悖的，酌情扣分甚至降檔
■ 若結尾處有對主題的合理升華和出彩表達，可增加亮點；
讀后續寫備考需要注意的幾個問題
■ 僅續寫一個段落的，按第三檔中位數（12.5分），在此基礎上根據情節、內容、語言等相應扣分。
■ 書寫與格式訓練：不練書法練書寫（清秀度、飽滿度11+8+8）
若書寫較差，以致影響交際，將分數降低一個檔次。
■ 心理適應性訓練（寫作分值、閱讀分值增加、完形分值減少）
讀后續寫備考需要注意的幾個問題
感謝您的觀看
——Wu Chunhua
Difference can make a difference.
匯報人：WPS
一
1、過度解讀文本，
1. 課時教學目標模糊不清
2、過多設置課時教學目標，什么都練，什么都練不好
3、過多組織小組或同伴語言學習活動
4、過少的課堂評價
5、過多使用PPT，依賴PPT
6、過多使用英語授課
一. 讀后續寫教學中的主要問題及有效對策

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