2020届二轮复习英语核心素养下读后续写解题指导

2020届二轮复习英语核心素养下读后续写解题指导

‎2020届二轮复习 英语核心素养下读后续写解题指导 读后续写题型结合阅读理解进行写作,将语言输入与输出紧密结合,将语言的模仿与创造性使用有机结合,将语言的学习与运用切实结合,旨在考查学生的综合语言运用能力。答题时,考生要把握短文核心内容,理清写作思路,使续写内容与原文之间逻辑衔接、情节和结构完整。‎ 教师在进行读后续写的教学中,形式要多样,方法要灵活,选文要适合,评价要促学,从而提高学生的读写能力,使理解与产出紧密结合起来。‎ 一、高考英语读后续写教学策略 ‎1.指导学生创新读后续写的文章内容 教师对于学生在读后续写中存在的问题，可以针对性的提出指导建议。‎ 首先提高学生的评判思维，这样可以为文章内容增添一定的创新性，例如在2016年10月浙江新高考英语读后续写“荒野冒险”中，要求所续写的短文词数为150左右，要使用五个以上短文中标有下划线的词语。分别是:Jame、Tom、Lake、wake、climbed、at a distance、stream、to her joy、yellow blouse。学生要做的是根据已知信息，表明的核心词和核心句子，明确整篇内容所要推进的具体方向。‎ 然后根据时间、人物和环境等动词进行划分，按照故事情况进行分析。根据原文的写作风格，学生要加入创新性的句子，可以从时间状语从句或者结果状语从句等方面考虑。文章有一定的文体意识，且把握前 文中情节发展的逻辑性。‎ 所以，教师应该梳理读后续写相关且常用的问题，如果是记叙文，将其时间、地点、人物、起因、经过和结果一并说明。只有这样，才能让学生准确的把握故事发展中的核心问题，提升学生英语成绩。‎ 最后在定位语言的风格上，原文是按照一般过去式，词汇的描述丰富，句式结构也多样化，而结果从句和现在分词等做结果状语，从行为描写和心理描写上，生动地展示了Jane的个人形象。‎ ‎2.开发教学资源，挖掘练习素材 在“读后续写”整合实践中，英语教材中记叙文不少，但是符合《考试说明》中“读后续写”的语篇却是屈指可数。‎ 通过整理发掘，以下的文本可以通过改造后被用作读后续写的素材。‎ 必修2 Unit2 ‎ Unit5 ‎ 必修 3 Unit1 ‎ Unit2 ‎ 选修 6 Unit5< trapped by the flood>‎ 选修 7 Unit2 ‎ 因此，教师应积极开发教学资源，拓展“读后续写”的素材。“读后续写”可以明显提升英语学习者的语言产出效果，尤其是在复杂性和准确性方面更为明显。‎ 二、读后续写范例点评 范文 The car abruptly stopped in front of him. A woman hurriedly opened the door and stretched out her hand, shouting, “Get in!”Mac grabbed her hand without hesitation, leaving his bicyclelying on the road and jumped into the car.The moment he shut the door, he caught the glimpse of the fierce eyes and hungry look of the wolf by the door. A cold feeling crept over his heart and made him shiver.However, the car had left the wolf far behind, which made him sigh with relief. Mac thanked Pauland Becky and afterwards they pulled over by the road to wait for Mac’s friends.‎ A few minutes later, the two other cyclists arrived. As soon as they met, his friends’worried look faded away. Where have you been? We saw your bicycle on the road. His friend asked and these words like a penetrate of sunshine warmed his heart. After Mac explained to them, they said farewell to Paul and Becky in sincerely indebtedness. On the way home, night breeze made him at ease and he couldn’t wait to share his experience with his wife and children and show the kindness of the world.‎ ‎【点评】这篇文章语言上最大的特色是无灵主语的使用，即用无生命特征的名词做句子的主语。‎ 整篇11个句子，其中无灵主语就有5句，占了42%。‎ ‎1）A cold feeling crept over his heart and made him shiver.‎ ‎2）However, the car had left the wolf far behind, which made him sigh with relief.‎ ‎3）As soon as they met, his friends’worried look faded away.‎ ‎4）these words like a penetrate of sunshine warmed his heart.‎ ‎5）On the way home, night breeze made him at ease.‎ 这样，同样含义的句子就由平淡变得生动有力了。‎ 如：Feeling indeed had smothered her judgment that day.（选自英国著名作家Thomas Hardy的小说Tess of the D’urbervilles）‎ 语言上的第二大特色就是这篇文章词汇的使用，如indebtedness等于gratitude感激，pull over表达路边停车，这些都体现了较为深厚的语言功底。‎ 但是，Mac grabbed her hand without hesitation，leaving his bicycle lying on the road and jumped into the car.这一句中应将leaving改为left，使其与前面的grabbed及后面的jumped 成为连贯动作，也可把jumped 改为jumping同leaving平行成为grabbed 的伴随状语。‎ His friend asked and these words like a penetrate of sunshine warmed his heart.此句中的penetrate是个动词被错误地当名词使用，可以改为His friend asked and these words like a ray of sunshine warmed his heart。‎ 总的说来，该文章比较好地完成了读后续写的任务，既读懂了原文，又有比较好的语言功底将故事叙写下去。‎ 写作，英语学习的重要组成部分，英语教学中的重要内容。“读后续写”对于增强学生写作动机具有显着作用。教师要最大程度的挖掘适宜的读写材料，和学生们一起享受阅读的乐趣，让阅读成为快乐时光，调动学生的参与兴趣和热情，增强学生的读写信心。‎ 教师要在保证足够语言输入的基础上，增加学生的有效写作。随着对这种新题型的深入研究，在师生的共同努力下，考生将逐渐适应这种新题型，并进一步提升英语综合素养。‎