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1、如何构思读后续写内容、教学目标.清楚的了解读后续写的写作要求和做题步骤1 .能够学会在读的过程中收集并整理关键信息.能够根据所给的段落首句结合上文预测故事走向和结局 学生学情分析：该班上学生英语水平中等，词汇量和语法均有待提高,读后续写这一部分大家“谈虎色变”。本节课最主要的目的是为了让学生学会如何构思续写内容，把握故事走向和结局，能用语言写出与所给短 文融洽度高，与所提供各段落开头语衔接合理一篇文章。二、教学复习上节课我们讲到了高考读后续写的具体要求，即读完一段350词以内的语言材料后，要求考生依据该 材料内容、所给段落开头语进行续写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节
2、和结 构完整的短文。并且也知道了读后续写的四个做题步骤，请回忆:四大步骤:读懂大意,理清脉络（细读阅读材料，弄清大意和主题，理清故事的主要人物和事件。）细读首句,构思框架（仔细阅读所给两段的首句，结合正能量结尾，思考大致框架。）增加细节,开始写作（依据情节发展和常识，在确定的框架内，可按“所见所想，所为所感”构思具体细节。）修改润色,修改润色,整洁誉写（把修正润色后的续写整洁地写入答卷。）基本了解写作的具体要求和四个步骤之后，下面我们来对文章的写隹内容做进一步的探讨。三、教学内容 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。Steve was the most amazing
3、person in all of Minneapolis, and he was my cousin. By the ageof 19, Steve was a star baseball player at the University of Minnesota. I wanted to be exactly like him. So when Steve asked me to go with him on a spring fishing trip in northern Minnesota,I was excited!After planning the trip, we gather
4、ed clothes and supplies, and began our great adventure.We reached the Superior National Forest in northern Minnesota by early evening. On our way to the campsite, Steve pointed to a small house faraway in one of the mountains, saying that it was the ranger station （护林站）where the forester worked.Fina
5、lly, after a long walk, we reached the campsite and set up the camp as the sun was setting.Steve knew all the tricks of an experienced wilderness camper. After we gathered enough wood from the forest, he started the campfire using only stone and steel no matches. For supper we feasted on freeze-drie
6、d beef, wild rice and pea soup. I ate greedily after all that work.Tired enough, we climbed into our sleeping bags early and talked about our plans for fishing the next day. We were still talking quietly when a sudden north wind picked up; the temperature dropped and it began to snow. Steve found a
7、way to increase the temperature inside the tent. He dragged a log from the forest to the opposite side of the campfire. Then he wrapped aluminum foil （铝箔）around the log. The heat from the fire reflected off the foil and into the tent. Soon images of lake fish were filling my dreams.The snow had stop
8、ped, but sometime later a powerful wind must have kicked up the flames of our dying fire. I was suddenly awakened by Steve. Our tent was on fire. Frightened, I ran out of the tent immediately. The tent collapsed d到塌）with Steve inside. Without any thought of endangering myself, I reached into the bur
9、ning tent and pulled him to the icy lake. Fortunately, we were not seriously hurt.Paragraph 1:situation. the burning tent to keep warm, we considered our difficult s i tuat i on.Paragraph 2:Suddenly,weheardanoiseintheforest.Step 1 read for elements 理清叙事元素（4W）边读边填，选取你认为的关键信息填入以下表格whowhenwhereWhatStep
10、 2 Read for plots情节发展图（请在原文找出关键句并归纳表达）Climax（高潮：主要问题或冲突）ProcesslBeginning （人物和环境）Beginning （人物和环境）Ending（问题得到解决+主题意义升华）（故事起因）forest.1. Beginning： Steve asked me to go on a spring fishing trip, .2. Processl: We reached the campsite, set up the camp.Climax: Our tent was on fire , we escaped to the icy
11、 lake3. Process2: ?4. Ending: ?Step 3 make prediction整理信息，作出预测.将前两个步骤的信息整合：春天，“我和表哥去森林里露营，夜里下起了雪，天很冷，表哥生起了篝 火，“我们”在温暖中入睡了。睡着后，帐篷起火了，“我们”匆忙逃到了冰冷的湖边1 .根据所给的两个段首句预测写作内容：（可用中文先写出来，最后进行翻译）段首句中有关键词，此关键词跟预测的内容息息相关Para.?l:?Later,?as?we?stood?by?the?bu】ning?tent?to?keep?warm、?we?conside】ed?ou】?difficult?situ
12、ation.?Para.?2:?Suddenly,?we?heard?a?noise?in?the?forest.翻译写作（注意字迹美观，卷面整洁）Paragraph 1:Later, as we stood by the burning tent to keep warm, we considered our difficult situation.Paragraph 2:Suddenly,五档评分标准解读评分时，应主要从以下四个方面考虑：(1)与所给短文及段落开头语的衔接程度；内容的丰富性；(3)应用语法结构和词汇的丰富性和准确性；上下文的连贯性。各档次的给分范围和要求第五档(2125)-
13、 -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。- 一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。第四档(1620)与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。内容比较丰富。- 一所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义表达。-比较有效地使用了语句间的连接成分，使所续写的短文结构紧凑。第三档(1115)一-与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。写出了若干有关内容。-应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义表达。-
14、应用简单的语句间连接成分，使全文内容连贯。第二档(610)一-与所给短文有一定的关系，与所提供各段落开头语有一定程度的接。写出了一些有关内容。-一语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达。-较少使用语句间的连接成分，全文内容缺少连贯性。第一档(15)一-与所提供短文和开头语的衔接较差。一-产出内容较少。-一语法结构单调，词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。-一缺乏语句间的连接成分，全文内容不连贯。不得分(0)白卷、内容太少无法评判或所写内容与所提供内容无关。四、教学总结本节课我们复习了读后续写的做题步骤和评分标准，在此前提下我们运用了三个步骤来构思我们文章 的写作内容。这三个步骤能让我们在读阅读材料的过程中收集并整理关键信息，然后根据所给的段落首句 结合上文合理地预测故事走向和结局，为我们最后的写作提供了写作依据。通过这种训练方法写出来的文 章，能够使得与短文材料融洽度高，与所提供各段落开头语衔接合理。五、课后作业请按照本节课所学如何构思续写内容的三个步骤，耐心地细心地完成本篇读后续写的写作(注意书写美观 和字数要求)，写完后交由老师面批