2022年新高考Ⅰ卷读后续写讲解课件-2024届高三英语二轮复习

2022年高考真题案例分析 新高考英语读后续写 Continuation Writing 题型解读 读后续写: 提供一篇350词以内的材料，要求考生依据材料内容、所给段落开头语及所标关键词进行续写（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。（满分25分） (Read＋Write) 阅卷时主要考虑： 1.与所给短文及段落开头语的衔接程度； 2.内容的丰富性; 3.语法结构和词汇的非富性和准确性； 4.上下文的连贯性。 考情分析 年份 卷别 类型 话题 2023 新高考I&II卷 人与自我 在老师的鼓励下参加作文比赛 2023 浙江1月卷 人与自然 “我”与蜂鸟的神奇邂逅 2022 新高考I&II卷 人与自我 鼓励身残志坚男孩继续参加越野赛 2022 浙江6月卷 人与社会 为无家可归的人们发放食物 2022 浙江1月卷 人与社会 与“最不合拍”搭档成为好友 2021 新高考I&II卷 人与自我 双胞胎在母亲节给妈妈做早餐 2021 浙江6月卷 人与社会 作者上学时的一次打工挣钱的经历 2021 浙江1月卷 人与社会 少年意外将头卡在南瓜中而爆红网络 读后续写所提供的材料一般都是故事性较强的文章。文章通俗易懂，故事线索的逻辑性较强，要求考生续写的部分多是故事发展的高潮或结局。情节曲折跌宕，线索性和逻辑性较强。 低分剖析 缺乏逻辑性： 续写部分只顾文字无效堆砌，内容偏离文章主题。 忽视每段首句的导向性：续写最常犯的错误，就是只考虑故事情节的延续，忽视了与段落开头的衔接， 这样很容易偏离主题。 忽视语法结构的准确性：错用动词时态、语态、人称等都会影响得分，各种特殊句式或从句的错用也是扣分的一大原因。 忽视词汇和句式的丰富性：不能充分运用丰富的词汇和多变的句法结构也使文章过于平淡 过度运用对话：为追求长句，过多使用对话，使文章过于口语化，缺乏深度和阅读体验。 情节平铺直叙，缺乏创新：古人云：“文似看山不喜平”。即写文章就像观赏山峰那样，喜欢起伏，不喜欢平铺直叙。所以续写应当体现跌宕起伏和矛盾冲突。 缺乏细节描写：人物的外貌、心理、肢体动作、环境等细节描写都会增加立体性和饱满度 字迹潦草，卷面缺乏美感：卷面脏乱容易引起阅卷不适，也是扣分点。 评分标准 档次 得分 评分标准 第七档 22-25 —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:—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解:—自然有效地使用了段落间、句间衔接手段，全文结构清晰，前后呼应，意义连贯。 第六档 18-21 —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:—使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，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。 第五档 15-17 —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:—使用恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本不影响理解:—使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。 第四档 11-14 —创造了基本完整的故事内容，但有的情节不够合理或逻辑性不强，与原文情境基本相关:—使用了简单的词汇和语法结构，有部分语言错误和不恰当之处，个别部分影响理解:—尚有语句衔接的意识，全文结构基本清晰，意义基本连贯。 第三档 6-10 —内容和逻辑上有一些重大问题，续写不够完整，与原文有一定程度脱节:—所用的词汇有限，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，意义欠连贯。 第二档 1--5 —内容和逻辑上有较多问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节:—所使用的词汇非常有限，语法结构单调，错误极多，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。 第一档 0 —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。 评分标准 档次 得分 评分标准 第七档 22-25 —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:—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解:—自然有效地使用了段落间、句间衔接手段，全文结构清晰，前后呼应，意义连贯。 第六档 18-21 —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:—使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，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。 第五档 15-17 —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:—使用恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本不影响理解:—使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。 案例分析 2022年6月新高考卷: 身残志坚的男孩 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. 真题再现 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。 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线)through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. Para.1 We sat down next to each other, but David wouldn’t look at me. Para.2 I watched as David moved up to the starting line with the other runners. The Analysis of the material 忍住不说出某事；不流露情感 本意是好的； 出于好心 Story when where who what how why the day of the big cross-country run A place with thick evergreen forest David (with a brain disease)， the coach， other children， I (a special education teacher at the school) David decided to give up the cross-country race. David worried he might be laughed by others ? The plot development Reading Activity1: Read for the main elements Step 1 Reading The main idea ： Worried that he might be laughed by other children, David decided not to run. 10 1.I spotted ______ standing by himself. David’s feeling: ______________ unhappy/ lonely David 2.I learnt the reason from __________. David’s feeling: ______________ hesitant 3.David decided not _______although he had practiced hard. David’s feeling:___________ painful/sorrowful to run the coach Activity2: Read for plots and feelings David’s Run What challenge is he faced with at present? Why? His usual big toothy smile was absent today. He had worked so hard for this event! He hesitated and then said he had decided not to run. eager to take part in the cross-country run but afraid of being laughed at by students from other schools. I walked over and asked him why… I quickly searched …for the coach and asked him what had happened. I bit back my frustration. After making sure that David could run if he wanted, I turned to find him… We sat down next to each other,… considerate/ understanding How did I feel about his decision? What did I do? Activity2: Read for plots and feelings He gave David the choice to run or not, and let him decide. He meant well—he thought he was doing the right thing. Was the coach doing the right thing? thought of him as a regular kid none thought it unusual that he had decided to join the cross-country team 1.I spotted ______ standing by himself. David’s feeling: ______________ unhappy/ lonely David 2.I learnt the reason from __________. David’s feeling: ______________ hesitant 3.David decided not _______although he had practiced hard. David’s feeling:___________ painful/sorrowful 4.What did I do to make David run again? ____________ to run 5.A positive ending: David _______the run and gained self-growth. David’s feeling: ___________________ inspired and thankful David’s feeling:______________ the coach finished happy and proud Activity2: Read for plots and feelings encourage David’s Run Convey positive message 传递正能量 Para.1 We sat down next to each other, but David wouldn't look at me. Para.2  I watched as David moved up to the starting line with the other runners. Para.1 框架 What How (1) According to his body language, what did I do or say to persuade David ? (2)How did David respond to my encouragement? (3) Did David decide to run in the race? (3) He finally made up his mind to run and went to the starting line. Rule1: 两段首句定一框 Step 2 Plotting Activity3: How to develop para.1 (1). I patted him on the shoulder. I hugged him. I encouraged him to believe in himself. (2). David felt delighted but hesitant. David told me his worry. 14 Para.2  I watched as David moved up to the starting line with the other runners. Para.2 框架 (6)A positive ending：_____________________________________ (7)主题升华句：_________________________________________ (4)What did David do in the process of the race? (5)How did I feel when seeing him perform that way? Rule2: 二框首句正能量 What How He finished the run./He made it to the finishing line. Activity4: How to develop para.2 Convey positive message 传递正能量 (4). David tried to rush. David was out of breath and his footsteps were heavy. David kept moving forward. David persisted in running (5). I worried about him. I admired him. I cheered for him. I was proud of him. 15 Para.1 框架 Para.2 框架 (1). I patted him on the shoulder. I hugged him. I encouraged him to believe in himself. (2). David felt delighted but hesitant. David told me his worry. (4). David tried to rush. David was out of breath and his footsteps were heavy. David kept moving forward. David persisted in running (5). I worried about him. I admired him. I cheered for him. I was proud of him. Activity 5: Conclude the points 16 with复合结构 三大从句(定从，状从，名从) 动作链 （verb1,verb2 and verb3） 高级 句型准备 ✱无灵主语 （物作主语） non-finite verbs (非谓语动词) 特殊句式 (倒装,感叹,强调...) Step 3 Writing How to make your writing vivid ? Paragraph 1 We sat down next to each other, but David wouldn't look at me. ______________________________________________________________________________He finally made up his mind to run and went to the starting line. Paragraph 2 I watched as David moved up to the starting line with the other runners. ________________________________________________________________________________________He finally finished the run+(✱主题升华句):________ Step 3 Writing 注意：句式多变性：三连动；非谓语/With复合结构;形容词做状语；There be 句型；被动句；强调句；定从；状从；名从等 Activity 6: Write the story 01 02 03 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。 使用了多样且恰当的词汇和语法结构，语言错误少，且完全不影响理解。 自然有效的使用了段落间、句子间衔接手段，全文结构清晰，首尾呼应，意义连贯。 第七档得分点 （22—25） Step 4 Comment 19 Assess peer’s work with the help of the list. 1.Logical plot (情节合理）(5’) 2.Accurate spelling（拼写准确）(5’) 3.Complete and advanced sentences（句子完整，高级表达）(5’) 4.Coherence and consistency (衔接与连贯）(5’) 5.Beautiful handwriting （书写工整）(5’) standard grade Activity 7: Show and Comment 20 范文欣赏 We sat down next to each other, but David wouldn't look at me. Dropping his head, he was in low spirits. I turned to him and said in a soft voice, “David, you had worked so hard for this event. How I admire your strong determination. Why not give it a try?” “Teacher, I am afraid other kids will laugh at me.” murmured him. “But David, what counts most is your heart, you want to run, right? You are sure to make it.” Hearing this, He lifted his head and looked at me in the eyes, saying firmly, “I’m gonna run.” I watched as David moved up to the starting line with the other runners. I had no idea what would happen during the race. But I knew David had succeeded. The starting gun fired. David’s small body rushed out, rocking from side to side as he swung his feet forward. He fell behind soon but it seemed that he cared for nothing except moving forward. Everybody cheered for him as he reached the finishing line. David waved to me with excitement and shouted, “I made it!” His big toothy smile came back again. 1 2 We sat down next to each other, but David wouldn't look at me. Seeing his face filled with anxiety, I felt sad, deciding to talk something with him. Turning to David, I smiled, “David, Look, what a wonderful event!” “Yeah!” David smiled weakly, bowing his head. Patting on his shoulder, I said in a soft voice, “I heard you had worked so hard for this event. How I admire your strong determination. Why not give it a try?” “Teacher, I am afraid kids from other schools will laugh at me. I think what the coach said is right.” murmured David, with glum looks on his face. “But David, what counts most is to participate to the best of your ability in whatever we’re doing. Do you agree?” After a temporary hesitation, David nodded in agreement, finally deciding to join in the cross-country team. I watched as David moved up to the starting line with the other runners. With a blast of the gun, David tried his best to shoot from the start line, but he failed. Painful and a bit embarrassed as he was, he still dragged his feet to keep moving forward. The sun was beating down, the hot weather suffocating. After what seemed years, David, rocking his small body like a cat on a hot brick, eventually finished his run as the last one. When approaching the finish line, he burst into a big toothy smile and waved to me with excitement, crying “ I made it! I made it!” All the kids including those from other schools erupted into a big applause, cheering for his determination and persistence. At that moment, a flush of admiration and joy swept over me. Paragraph 1 We sat down next to each other, but David wouldn't look at me. He cast his eyes down and stared at his shoes. I gently patted him on the shoulder and encouraged him, “I am always confident of your ability and proud of your strong determination. Why not give it a try?” Delighted but hesitant, he explained the reason that kids from other schools would laugh at him. I smiled and hugged him tightly, encouraging him to believe in himself and the goodness of other students. After a temporary hesitation, he finally made up his mind to run and went to the starting line. 末句：承上启下， 贴切 Para.2首句 Activity8：Appreciate One possible version Paragraph 2  I watched as David moved up to the starting line with the other runners. As soon as a whistle announced the beginning of the cross-country run, all the participants ran like an arrow. However, David was apparently out of breath and his footsteps were increasingly heavy. I cheered for him, hoping to offer him more strength. Luckily, despite the difficulty and pain, he kept moving forward and finally made it to the finishing line. Upon his arrival, he was greeted by thunderous applause by other kids and even the coach. His big toothy smile occurred again. It was my encouragement and his perseverance that helped him achieve this tough task. 主题升华句 Step 6 Homework 1.Polish your writings after class. 2.Accumulate some relevant useful expressions. 27 $