浙江新考英语作文读后续写教学策略探究 附参考答案

高考英语作文读后续写教学策略探究

【内容摘要】随着新课标改革在高中英语教学中不断推进和深化，对于高三学生的培养目标和方式也在不断的发生改变和进化。越来越多新题型的出现需要我们针对题型进而培养学生更加全面、实际、具有意义的能力。在高考英语作文的教学中，读后续写教学策略的引出，需要我们进行更加全面的对于学生个人英语实践能力的培养。而高中学生在英语读后续写题型作答过程中，存在着诸多的典型问题，如情节构思设置缺乏逻辑性，情节顺序欠妥当，续写内容不丰满，英语表达不生动等等问题。教师就需要高考英语教学中从读写结合的角度出发，引导学生从多方面进行引导和教学。本文在新课标改革的理念深入贯彻背景下，阐述了高考英语作文读后续写教学模式的概述，教学所存在的问题分析以及具体优化改革的策略分析。

【关键词】高中教育英语作文读后续写教学全面发展高考

读后续写题型是读写整合在高考英语作文教学中的重要实践载体。随着新课标改革的不断落实和发展，我们在高中英语的作文教学中越来越关注与语言技能之间的相互影响。读写教学的紧密结合更是需要我们进行整合，以保证学生得到更好的实践和提升。而读后续写教学的引入，就是保证了学生对于英语作文综合的理解和实践能力的提升。

一、高考英语作文读后续写模式概述

高考对于高中教育最为突出的作用就是，教师得到如何进行教学的反馈和意见，引导学生进行更为有效的学习并加以实践。而在当今的高考英语作文的教学中，读后续写教学新题型模式的引入，要求学生对于文章的阅读拥有更加全面的，实际的理解，对于情感的把握，对于续写内容的确定都需要拥有进一步的深入领悟，从而更好地实现学生能力和素养的提升，让学生可以进行读写结合，真正的实现对于英语学科的语言实践应用并在作文新题型中进行优化和实践，从而得到个人实践能力和综合英语素养的提升。

读后续写新题型模式是读写有机整合的部分，在试卷题目中提供一段350词以内的语言材料，然后根据考生根据所阅读的英语材料内容、所给材料的段落开头以及所标示的关键词等等部分，将其进一步发展为与所给材料有关的、具有严密的逻辑衔接的、情节结构较为完整的短文。在这种新型的英语作文读后续写模式的考核中，反映出英语作文的教学中学生的核心素养，更好的实现学生的实践能力的提升和英语表达能力的构建。

二、高考英语作文读后续写存在的问题

1.情节设置缺乏逻辑性

在过去的高考英语作文的读后续写教学中，部分学生由于在续写过程中不会进行对于所给出的文章片段的阅读和思考。在续写过程中不能进行事件发展是否符合客观的规律和文章结构的思考，从而导致更多的天马行空，不切实际的写作续写出现。在情节设置上较为缺乏逻辑性，续写过程中与所给的文章内容的联系较为不紧密。从而导致了内容文章内容的发展不符合实际生活的逻辑，不符合所给文章的人物性格，跨越了时间和空间，进而导致更多的续写情节设置存在的问题。

2.续写情节顺序欠妥当

在高考英语作文的读后续写教学中是对于学生的整体英语实践能力的培养和提升。而在过去的高考英语作文的读后续写模式中由于学生文化素养和更加深层次的文体知识基础相对来说较为薄弱，从而导致了学生对于在实际问题的解决中和文章的阅读过程中对于问题知识和行文线索没有进行重视。而对于高考英语的作文的写作来说，整体文章的情节顺序和行

文的线索都是整篇文章极为重要的部分，学生知识基础的薄弱导致了续写情节顺序的欠妥。

3.文章整体把握不到位

在高考英语作文的读后续写模式的考查中，不少学生对于所给出的文章资料往往得不到较好的整体把握和主体的确定，进而导致后面续写过程中的情节构思和语言表达的问题漏洞的出现，导致前后文不一致，甚至不能够很好的表达和接壤所给文章材料所表达的主旨，进而偏离了对于英语作文读后续写的教学的意义。例如，有些学生在续写过程中，很随意的就偏离了主旨，甚至提出了一些没有依据的表达和论述，违背了作者的写作意图，从而没办法和所给文章和首段句进行衔接。

4.语言表达方式欠生动

对于高考作文的读后续写来说，我们需要的不仅仅是学生对于所给材料的理解和领悟更是需要学生能够加以延伸和发散，从而发挥自己的创造力和分散性思维进行实践。而在语言表达的过程中，我们也不再是仅仅进行意义的表达更需要提高标准，引导学生进行较为深层次的意义，情感的表述，采用较为生动有意义的英语表达形式，从而获得更为优异的读后续写作文文章，从而激发学生的自主探究积极性，获得学生综合读写结合能力的提升。

三、高考英语作文读后续写教学策略

1.合理设置安排情节

对于学生的英语作文的读后续写模式学习来说，对于文章的情节、主体以及对于语言表达是十分重要的。我们需要在教学过程中借助思维导图，借助一些有利工具来让学生可以简明扼要的对于所给材料进行整体分析和整理，通过故事情节的还原，得到对于文本的进一步深层次解，从而更好地结合思考进行拓展和延伸，进行续写。例如，在一试题材料中讲述了一对夫妻在航海过程中救助了一条被人捕获的虎鲸Lucky的故事，续写段落以“At that time，Jimmy was nine hundred meters away out in the sea .”为开始。这就需要学生借助思维导图进行整体故事梗概和故事发展顺序的整理和分析，进而抓住故事中的主角，一对夫妻和被救虎鲸进行阐述，从而不会忽视了作者的写作意图，进而得到读后续写的教学目的，让学生进行想象和表达。

2.培养学生批判性思维

对于当代的高中学生的英语写作能力培养来说，学生需要具有对于文章，片段以及表达的判断和批判性思维，才可以更好地进行准确的情节把握和发展联想。而批判性思维是指基于合理思考的基础上进行反思，分析，说明，推论以及评估等的思维。这在学生的英语写作过程中是十分有利的工具，以让学生更好地进行情节的整体和归类，在读后续写过程中进行思考。例如，可以进行班级小组的划分，让学生彼此之间进行互相评判和意见的提出，使学生更好地理解和归类情节，并加以延伸。例如，在前文所提到的夫妻救虎鲸Lucky故事的续写中，可以引导学生进行在班级中的表达和展示，自主的进行对于自己以及同学的文章逻辑和可行性，以及英语表达的问题的分析，进而在今后的读后续写过程中加以实践和运用。

3.构建学生文体意识

对于高考英语的读后续写作文题型教学中，对于文体知识的准确把握是十分重要的前提。文体相关知识对于学生的续写来讲，是十分有效而必要的工具和续写基础。在英语作文的读后续写过程中，所给的材料大多以记叙文为主，而记叙文的基本要素，阅读的基本步骤，以及文章的基本组成部分和各部分的作用，写作的潜在方式都是学生进行所给材料深刻把握所需要具备的基础。例如，对于一篇读后续写材料的分析来说，记叙文的六要素：时间、地点、人物、起因、经过以及结果都是我们进行整体文章把握的基础。而记叙文的顺叙、插叙、倒叙的描写顺序更是在一些比较复杂的文章中学生理清文章的逻辑和思路，从而进行文本的解读和创设情节的基础准备。

4.列出续写内容提纲

在学生进行初步的所给材料的分析过后，就需要进行更为重要的一部分，进行写作表达，基于自己对于所给的读后续写材料的理解进行故事的延伸和扩展。而这一过程中，学生假如随手即来，极其容易下手过后发现偏离了自己所想，甚至出现偏题，不知道怎么进行等问题，进而导致读后续写的质量的低下。通过有效的读后续写提纲的列出，为学生们进行所学文章的把控，更好的契合所给的材料进行创作，根据自己的喜好和语言能力，基于续写的基本要求进行情节的筛选，从而进行读后续写。例如，在A Dime and Flowers的续写过程中，可以列出一些提纲问题，what was in his hand？What did it look like？What was Bobby's reaction on seeing it？通过自主的对于这些问题的解答和列出，从而清晰的明确自己进行表达的文章的梗概和发展顺序。

5.准确把握文章主基调

对于高考英语作文的读后续写来说，整体文章材料所给的文章基调的确定并加以利用到写作中是十分重要的。而文章的主基调往往反映在了文章的开头和结尾，文章的开头往往起到了点明主旨，开宗明义，奠定文章主基调等等作用，而文末更是起到了升华主题，强化作者所富含的情感，卒章显志的作用。因此在进行所给的读后续写的解读的过程中，可以从文章的开头和结尾进行切入。例如在一篇开题提到了“A funny thing happened to Arthur“的文章中的找寻小偷的续写过程中，我们就需要把握住文章开头提到的“funny thing”进行续写，而不是一味的进行小偷的描述和编造。学生一所描述的“He slowly stopped and turned around.The young man said，with a hint of hesitation，"Actually，I am the bank thief.I could have escaped from the loud noise of an alarm and continued my life."”描述了小偷被绳之以法而结束，学生二所描述的“The young man came to police in hurry. Breathless as he was，he steadily told the truth.The robbery in the bank wasn′t caused by Arthur.”最终故事以一场误会而结束。显然学生二的描述更加符合所给的文章的总基调，这就是学生在阅读材料过程中对于文章开头一些重要词汇把握的结果，不论他们怎样对于人物和物品进行描述都无关紧要，最为重要的就是整体基调的把握。

6.合理运用符合语境语言

在整体的主基调和文章框架的确立过后，就是对于具体的情节描述和字词表达的不同带来的读后续写文章的质量的不同。在情节构思后，文章的提纲和大框架进行了搭建，进而需要我们进行更加丰富的细节填充。例如，在表达过程中的对于人物的描述词语的鲜活，对于动作和物品的阐述不同也为学生的不同习作带来的极大的差异性。例如在写作过程中对于所给材料中文章基调情感的掌握，对于修辞，比较级等等的运用，给学生的文章带来了不同的活力。例如在对于快速的表达来说，“as fast as a fish”与“rapidly”两种的表达就是截然不同的效果。在例如，前文提到的找寻抢劫犯的过程中，应该使用较为严谨严肃的词语，而在最后的有趣结果出现之后，就可以使用一些较为有趣，幽默的词句，与整体文章的情感变化和基调进行匹配和结合。

结束语

读后续写新题型模式在高考英语作文中的引入，为教师的英语教学带来了新一轮的挑战，也更加致力于学生的综合文章把控能力和实践表达能力的提升和培养。在明确了高考英语作文中的读后续写的模式的意义后，我们在本文中进行了所存在的读后续写的教学问题分析。在具体落实的过程中，需要通过合理设置安排情节、学生批判性思维，文体意识的构建、列出续写内容提纲、准确把握文章主基调以及合理运用符合语境语言实现对于高考英语的读后续写教学的优化和革新。

浙江英语高考题：读后续写点津

浙江高考写作“读后续写”点津与练习 一、“读后续写”样题呈现 1. 样题呈现 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。 A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue near the First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldn’t get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like you’ve got a problem,” Arthur said. “I’m afraid so. I’m in a big hurry and I can’t start my car.” “Is there something I can do to help?” Arthur asked. The young man looked at the two suitcases in the back seat and then said, “Thanks. If you’re sure it wouldn’t be too much trouble, you could help me get these suitcases into a taxi.” “No trouble at all. I’d be glad to help.” The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an alarm. It was from the bank. There had been a robbery (抢劫)! Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. People asked each other, “What happened?” But everyone had a different answer. Arthur, still carrying the suitcase, turned to look at the bank and walked right into the young woman in front of him. She looked at the suitcase and then at him. Arthur was surprised. “Why is she looking at me like that?” he thought. “The suitcase! She thinks I’m the bank thief!” Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run. 注意： 1. 所续写短文的词数应为150 左右； 2. 应使用5 个以上短文中标有下划线的关键词语；

2017浙江英语高考新题型-读后续写6篇

一、读后续写（25分） A farmer grew some vegetables in his garden. One day his wife was ill and he had no money. He had to sell some cabbages and carrots in the market. The next morning he took two baskets of vegetables to town. But it was raining hard that afternoon and there were few people in the street. When his vegetables were sold out, it was dark. He bought some medicine and hurried to his village. On his way home he saw a person lying on the snow. He placed his baskets on the ground and was going to help the person to get up. At that time he found it was a dead man and there “About seven last evening.” “Did you see who killed the man” “No, sir.” The officer brought out a knife and asked, “Have you seen it yet” “No, sir.” The officer became angry and told the policemen to beat him up and sent him into prison. the officer wanted to trap the farmer into the confession(供认), but the fa rmer didn’t admit he was the murderer. 注意： 1.所续写的短文词数应为150左右； 2.应使用5个以上短文中标有下划线的关键词语； 3.续写部分分为二段，每段的开头语已经为你写好； 4.续写完成后，请用下划线标出你所使用的关键词语。 Paragraph 1: The officer was so angry that he asked the policeman to beat him up again. The farmer was lucky. A few days later,

[英语读后续写]读后续写好句积累88句

读后续写好句积累 1. She tried to hide her anger. 她试图掩饰自己的愤怒。 (hide your disappointment/anger...掩饰...) 2. She laughed to hide her nervousness. 她笑了笑以掩饰自己的紧张。 3. The treatment offers a ray of hope for cancer sufferers 这种治疗方法给癌症患者一线希望。 (a ray of hope/light 一线希望/光明) 4. Rays of light filtered through the trees. 一束束光线透过树丛照射下来。(透过?f?lt?) 5. His statement was greeted with cries of astonishment and anger. 他的这番话被报以一片叫喊声，有震惊，也有愤怒。（be greeted with /by sth被报以...) 6. Complete silence greeted us as we entered the room. 走进房间，迎接我们的是一片沉默。 7. I felt a rush of excitement when she arrived. 她来到的时候，我感到一阵激动。(a rush of anger / excitement / gratitude...一阵...)

8. A rush of jealousy swept through(over) her. 她心中突然涌起一阵嫉妒。(妒忌?d?el?si) 9. The smoke hung in the air. 烟在空中缭绕。(mist/smoke/smell hangs in the air在空中缭绕) 10. A thick mist hung over the town. 小镇笼罩在浓浓的雾霭中。 11. Joe's been ill for weeks now - it's really dragging him down. 乔已经病了几个星期了，这使他很沮丧。(drag sb down 使人感到不愉快) 12. Forester stared at his car, trembling with rage. 福里斯特盯着他的汽车，气得浑身发抖。(trembling / shaking with rage 气得浑身发抖) 13. Sobbing with rage, Carol was taken to the hospital. 卡罗尔气得呜呜哭，被送往医院。 14. His face was red with rage. 他气得满脸通红。 15. The child was quivering(trembling) in her arms. 那孩子在她怀里发抖。 (抖动?kw?v?) 16. Her mouth quivered slightly as she turned away. 她嘴唇微微哆嗦着，转过头去。 17. I lay there quivering with fear. 我躺在那儿，害怕得直发抖。

浙江英语高考读后续写

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