2024-2025学年高一下学期第一次读后学习评讲 课件

1 题型解读 　　继2016年10月浙江省高考英语首次采用读后续写题型后,2020年起,新高考英语 全国卷也开始使用这一题型。读后续写提供一段350词以内的语言材料,要求考生依 据材料内容和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、情节和结构完整的短文。 读后续写所选材料以记叙文为主,且具有一定的故事性、趣味性和延展性,便于学 生发挥想象力进行续写。上下文连贯性较强,语言难度适中,便于学生感知、品读和借 鉴使用。给出续写段落首句,在一定程度上限制着故事的发展方向,防止想象漫无边 际。 1 备考策略 1. 准确理解材料主旨 读后续写的前提是“读”透原文。阅读的过程中要厘清故事情节发展,分析人物 关系和情感变化,准确把握材料主旨,防止在写作过程中出现离题、偏题等问题。 2. 认真剖析首句提示 给出的段落首句在一定程度上限制着故事的发展方向。认真剖析首句提示,寻找 其与原文故事的情节关联,以确保续写内容与原文融洽度高,逻辑合理,衔接顺畅。 3. 合理构思续写内容 在准确把握故事情节和人物情感变化的基础上,结合首句提示,对故事的发展做出 1 预测,既要做到合情合理,又要做到合乎逻辑。结尾处注意与前文做好呼应,表明恰当的 情感态度,使故事主题得到升华,体现正能量。 4. 推敲优化语言表达 在保证词汇和语法结构使用准确、恰当的同时,尽可能多地使用较为高级、复杂 的语言结构和词汇,做到表意清晰,地道自然;注意人称、数、时态等,避免中式英语。 除此之外,要体会原文材料的语言特点,从场景描写、动作描写、心理描写等方面对 续写内容进行润色,提升语言风格契合度。 1 评分标准 1.评分原则 (1)本题总分为25分,按五个档次进行评分。 (2)评分时,应主要从内容、词汇语法和篇章结构三个方面考虑,具体为: ①创造内容的质量,续写的完整性以及与原文情境的融洽度。 ②使用词汇和语法结构的准确性、恰当性和多样性。 ③上下文的衔接和全文的连贯性。 1 (3)评分时,先根据作答的整体情况初步确定其所属档次,然后以该档次的要求来综合 衡量,确定或调整档次,最后给分。 (4)评分时还应注意: ①词数少于120的,酌情扣分。 ②单词拼写和标点符号是写作规范的重要方面,评分时应视其对交际的影响程度予以 考虑。英、美拼写及词汇用法均可接受。 ③书写较差以致影响交际的,酌情扣分。 1 档次 内容 词汇语法 篇章结构 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,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,全文结构清晰, 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 境融洽度较高 使用了比较多样并且恰 当的词汇和语法结构,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 2.各档次的给分范围和要求 1 档次 内容 词汇语法 篇章结构 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 所用的词汇有限,语法结 构单调,错误较多,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 1 档次 内容 词汇语法 篇章结构 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 未作答;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 1 解读    读后续写题型遵循“情节定档、语言定分”的原则,从情节、语言两个方面给 同学们带来了挑战,问题主要体现在以下三个方面:一是续写内容偏离原文故事主线, 单薄笼统,不符合主题;二是续写的语言多以对话形式展开,口语化倾向严重,缺乏必要 的复杂词汇或高级句式;三是续写的文段与全文衔接不紧凑、逻辑不连贯。因此,读 后续写成为直接影响英语能否获得高分的重要因素之一。要想突破读后续写的难关, 首要任务是构建好读后续写框架,这样,写作时才能思路清晰。所以,我们推荐使用 STARE模式来进行写作。 1 写作思路   1 构思：七个“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. 不增加旁支情节。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。 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。 4. 不用负能量结局。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。 构思：七个“不” 5. 不在文末设置悬念。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. 不偏离原文主题。续写的情节应时刻围绕着短文的主题去推进。 7. 不违背逻辑常理。情节和细节的想象要合理，符合生活常识及具有逻辑性。 第二节(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。 Mrs. Grady welcomed her class back inside the warm cheerful room. The children settled down at their desks, still chatting about the activities they had enjoyed over the winter break. It took a few minutes for Mrs. Grady to get their full attention. “I’m so glad you’re all back, I’m sure you’re well rested and ready to get back to work!” she smiled, The children made faces, but most of them were happy to be back at school with their friends after two weeks off, “Since it’ the start of a new year, we’ll talk a little bit about something people do this time of year. It’s called making resolutions. Does anyone know what that means?" Mrs, Grady asked, The teacher’s eyes focused like lasers on the boys still chatting. They immediately stopped and looked down at their fingernails to avoid her stare. Olivia raised her hand, “I know. It's when you decide to do somethg different for the new year," Olivia always seemed to have the answers. Mrs. Grady nodded, “Yes, that’s close, It doesn’t have to be at the beginning of the year, but a resolution is a decision to make some kind of change and stick to it!” Several hands shot úp in the air, Suggestions such as eating more vegetables, eating less candy, and drinking lots of water were offered. Mrs, Grady agreed they were good choices to make for a healthy resolution. “But the resolution we make is a bigger idea. And now, I would like all of you to take a few minutes to think about what kind of resolution you could make this year, and a few ways you would be able to achieve it. " the teacher suggested. 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。 Olivia thought about it. Olivia took out her workbook and started writing. 14 第二节(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。 Mrs. Grady welcomed her class back inside the warm cheerful room. The children settled down at their desks, still chatting about the activities they had enjoyed over the winter break. It took a few minutes for Mrs. Grady to get their full attention. “I’m so glad you’re all back, I’m sure you’re well rested and ready to get back to work!” she smiled, The children made faces, but most of them were happy to be back at school with their friends after two weeks off, “Since it’ the start of a new year, we’ll talk a little bit about something people do this time of year. It’s called making resolutions. Does anyone know what that means?" Mrs, Grady asked, The teacher’s eyes focused like lasers on the boys still chatting. They immediately stopped and looked down at their fingernails to avoid her stare. Olivia raised her hand, “I know. It's when you decide to do somethg different for the new year," Olivia always seemed to have the answers. Mrs. Grady nodded, “Yes, that’s close, It doesn’t have to be at the beginning of the year, but a resolution is a decision to make some kind of change and stick to it!” Several hands shot úp in the air, Suggestions such as eating more vegetables, eating less candy, and drinking lots of water were offered. Mrs, Grady agreed they were good choices to make for a healthy resolution. “But the resolution we make is a bigger idea. And now, I would like all of you to take a few minutes to think about what kind of resolution you could make this year, and a few ways you would be able to achieve it. " the teacher suggested. 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。 Olivia thought about it. Olivia took out her workbook and started writing. 15 Olivia thought about it. She knew she wanted to make a resolution that would not only benefit her but also others around her. She remembered how her mother always stressed the importance of helping others and being kind. An idea sparked in her mind—why not make a resolution to volunteer more? She could help at the local animal shelter or participate in community clean-up events. Olivia felt excited about the possibility of making a difference, no matter how small. She imagined the smiles on people's faces when she helped them, and it filled her heart with warmth. With a determined look, she decided that this was the resolution she wanted to make. Olivia took out her workbook and started writing. She carefully listed down her resolution: "To volunteer at least once a month and help those in need." She then wrote down some specific steps she could take to achieve this goal. First, she would speak to her parents about finding suitable volunteer opportunities. Second, she would ask her friends to join her, making the experience more enjoyable and impactful. （Lastly, she planned to set reminders on her calendar to ensure she followed through with her commitment.） As she finished writing, Olivia felt a sense of accomplishment and anticipation for the year ahead. She was ready to turn her resolution into reality and make a positive impact on her community. Olivia thought about it. She pondered over what kind of resolution she could make that would be meaningful and achievable. She glanced around the classroom, noticing Mrs. Grady's encouraging smile. That’s when it hit her—she could resolve to improve her reading habits. Mrs. Grady had always emphasized the importance of reading, and Olivia knew she could do better in this area. She decided that her resolution would be to read one new book every month and share her favorite stories with her classmates. This way, she could also inspire others to read more. Olivia took out her workbook and started writing. She jotted down her resolution and began to outline a plan. “Read one book per month,” she wrote, underlining it for emphasis. She listed down some genres she was interested in, from fantasy to science fiction, ensuring a variety of reading material. Next, she made a note to ask Mrs. Grady for book recommendations during their next reading session. Olivia also planned to start a small book club with her friends, where they could discuss what they read. As she wrote, she could feel the excitement building. She looked up at Mrs. Grady, who gave her a nod of approval, and Olivia felt confident with her teacher's support, she could make this resolution a reality. $$