新高考背景下读后续写和 课堂写作教学的对接 ---温州八高吴晓洁.

Presentation on theme: "新高考背景下读后续写和 课堂写作教学的对接 ---温州八高吴晓洁."— Presentation transcript:

1 新高考背景下读后续写和 课堂写作教学的对接 ---温州八高吴晓洁

2 为什么是读后续写？ “读后续写是将语言的输入与输出，语言的模仿与创造，语言的学习与运用有机结合起来，是提高外语学习效率的有效方法。” （王初明，2015） 二模全市平均分： 9.31分 二模我校平均分：12.27分

3 一. 内容 二. 语言 存在的问题 内容缺乏丰富性 2. 内容缺乏逻辑性 设置悬念,推动高潮 情节平淡; 没有悬念 内容不够，对话来凑
2. 内容缺乏逻辑性 设置悬念,推动高潮 情节平淡; 没有悬念 内容不够，对话来凑 对话是配菜，不是主食 文中没闲句，句中没闲字。 忽略铺垫 , 任性发展 二. 语言 取之于文，用之于文 抽象平淡,简单粗暴 注重细节, 多维体现

4 “读后续写是学生与阅读材料及其作者的互动。续写时，学生需回读原文，以保持所写得内容和语言与原文连贯，因而迫使产出和理解协同，产生拉平效应。”
我们曾做的: 续写，仿写，插写，扩写，改写… “读后续写是学生与阅读材料及其作者的互动。续写时，学生需回读原文，以保持所写得内容和语言与原文连贯，因而迫使产出和理解协同，产生拉平效应。”

5 内容的丰富性 Micro-writing 根据M7 Unit 5 Reading设置的课文内容扩写 Try to add more details to the story to make it more vivid by using at least three of the following words. a passer-by numb with shock get lost comfort recommend hopefully Sometimes feeling like a child, I had to get used to a whole new way of life. One day as I was heading for my host family, ______________________________ ______________________________________________________________________________________

6 内容的丰富性 Micro-writing 根据M7 Unit 4 Reading设置的课文内容扩写
Suppose you were one of Jo’s students, please continue the following story. The other day, Miss Jo was showing us the weekly chemistry experiment_____________________________ _____________________________________________________________________________________________________________________________________________ (come across; concept; relevant; textbook; to be honest)

7 内容的逻辑性 Micro-writing Micro-writing
根据M7 Unit 1 Reading 设置的课文内容插写 Micro-writing 用Out of breath, clumsy, annoy, make fun of , halfway 中的至少3个词描写一次Marty在校园生活的经历,使它与课文第三段表达的口吻相吻合。 I still remembered that was a rainy day in my primary school._____________________ _______________________________________________________________________________________________________________________、

8 Micro-writing 内容的逻辑性 根据M7 Unit 2 Reading设置的课文内容插写 Add an ending to the story, using at least three of the following words (at least 80 words) turn around; accompany; test out; absurd; Larry The next morning, a car drove up and Tony was taken away. _________________________ ____________________________________________________________________________________________________

9 Micro-writing 语言的生动性 根据M7 Unit2 Satisfaction guaranteed设置的仿写 He held her firmly in his arms and she felt the warmth of his body. She screamed, pushed him away and ran to her room for the rest of the day. She was embarrassed . My face was burning with fire and I buried my head in my arms. I looked up into the sky, not knowing where to lay my hands. I was frozen, trying to hide my embarrassment.

10 Micro-writing 语言的生动性 根据M 7 Unit 3 Old Tom the Killer Whale 设置的仿写 Can you describe your possible behaviour and words when an earthquake happens in the classroom to show the scene of danger? You can use some of the words from reading if possible. I witness it with my own eyes in time to crash down called out yell out announce without pausing show the way drag swiftly urge shout loudly be terrified of then suddenly scream approach I couldn't believe my eyes There were shouts of “......” I witnessed it with my own eyes. With fans crashing down, all the classmates began calling out “Run! Run!” I dashed out in time to avoid being hit by the falling lights. The English teacher showed us the way. Then suddenly, CXF screamed, “Oh, my leg!” Without pausing, his deskmate dragged him swiftly out of the classroom. I couldn’t believe my eyes...

11 Micro-writing 语言的生动性 根据M 7 Unit 3 Reading Old Tom the Killer Whale设置的续写 One of the smart way is to continue the writing by using the expressions and grammar structures in the previous part of the story. Early the next morning, with  old Tom leading the way, we set sail for where we left the whale. As_____________, we caught sight of a giant body____________________. We got our boat  ____________ to the body  as we could . “Clancy, come to help！” ________ Gorge. ___________ __________,we ________________ the body of the whale  into our boat. _____________, we _______________our  boat  and __________ back, _________________.

12 Micro-writing 语言的生动性 根据M7 U3 Using Languge设置的短文翻译 The first thing I became aware of was all the vivid colors surrounding me---blue sky and green trees and various elegant wild flowers. The stones were fantastic—they were shaped like frogs, bears,tigers , couples. Wandering in the woods, I even saw brone spider that hid in the long thin branches. It seemed there was a surprise waiting for me around every corner as I explored small caves, shelves and narrow passages.A white-spotted black chicken was passing by a crawling earthworm proudly. I told myself they weren’t dangerous but that didn’t stop me from feeling alarmed. 我首先注意到的是我周围那些新鲜的色彩---碧蓝的天空和翠绿的树木，还有种类繁多、姿态优雅的各种野花。石头都是稀奇古怪的—有的形状像青蛙、熊、老虎， 有的像 一对夫妻。穿梭在树林里，我甚至看到褐色的蜘蛛藏在 细长的枝条上。当我探索小石洞、岩石和狭窄通道时，似 乎每个角落都有让我感到惊奇的东西等着我。带着白色斑 点的黑山鸡从一条爬行的蚯蚓上傲娇地迈过。我自言自语 地说它们并不危险， 但是这样一点也不能抑制我那惊慌的 心情。

13 我们将做的: 完成M8 Unit4 &5，充分利用课文，设置微型写作 二. 在课堂试卷讲评时，充分利用故事类的阅读理解或完型填空 三. 生生互评，互相赏析，达到“拉平效应” 四. 利用好《新概念3》

14 探索不断，备课不止！ 谢谢大家！