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高考英语书面表达读后续写：协同性原则 课件
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这是一份高考英语书面表达读后续写：协同性原则 课件，共21页。PPT课件主要包含了考试说明，学生现状，协同性缺失，问题原因，阅读匆忙，思辨缺席，未得到训练和发展，偏怪杂难，教师思维，应对策略等内容，欢迎下载使用。
学生在阅读所给故事的基础上，在关键词和段首句的提示下续写两段话，要求学生在续写部分的故事内容和语言表达上和阅读材料保持一致，使两者产生协同性，促进学生的综合语言运用能力。
提供一段350词以内的语言材料，要求考生依据该材料内容、所给段落开头语和所标示关键词进行续写（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。
续写时学习者必须深刻领会读物作者的交际意图，这促使学习者与文本产生互动，因而引发语言层面的协同。在此过程中，学习者即便已经具备一定的语言表达能力，但若自律意识不强，会仅凭兴趣和想象随意发挥，对前文理解不透便动笔续写。这样的续写和前文互动不足，致使协同弱化。 --王初明
续写情节无法合理衔接原文故事续写人物角色定位不清续写主题与原文主题不吻合续写语言形式和语言风格与原文不一致
1.时间分配不均，材料解读不够深入
无法提取故事主题无法抓住故事发展主线无法厘清人物关系以及主次地位无法准确把握原文语言形式和语言风格
2.忽略思维能力，读写教学“思辨缺席”
逻辑性思维批判性思维创造性思维
3.青睐偏词难句，语言表达走入误区
忽略实际语用缺乏整体性
4.过度依赖教师，“学习主体”地位缺失
依赖被动接受缺乏自主体验缺乏探索表达
1.精选续写材料，明确考试方向
话题熟悉符合高考要求语言是地道可模仿
2.注重思维过程，输入语言知识
基本信息人物关系发展主线事件联系
One weekend in July, Jane and her husband, Tm, had driven three hurs t camp vernight by a lake in the frest. Unfrtunately, n the way an unpleasant subject came up and they started t quarrel. By the time they reached the lake, Jane was s angry that she said t Tm, “I’m ging t find a better spt fr us t camp” and walked away. With n path t fllw, Jane just walked n fr quite a lng time. After she had climbed t a high place, she turned arund, hping t see the lake. T her surprise, she saw nthing but frest and, far beynd, a snwcapped muntain tp. She suddenly realized that she was lst. “Tm!” she cried. “Help!” N reply. If nly she had nt left her mbile phne in that bag with Tm. Jane kept mving, but the farther she walked, the mre cnfused she became. As night was beginning t fall, Jane was s tired that she had t stp fr the night. Lying awake in the dark, Jane wanted very much t be with Tm and her family. She wanted t hld him and tell him hw much she lved him. Jane rse at the break f day, hungry and thirsty. She culd hear water trickling (滴落) smewhere at a distance. Quickly she fllwed the sund t a stream. T her great jy, she als saw sme berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling strnger nw, Jane began t walk alng the stream and hpe it wuld lead her t the lake. As she picked her way carefully alng the stream, Jane heard a helicpter. Is that fr me? Unfrtunately, the trees made it impssible fr peple t see her frm abve. A few minutes later, anther helicpter flew verhead. Jane tk ff her yellw bluse, thinking that she shuld g t an pen area and flag them if they came back again. But n mre helicpters came and it was dark. _________________________________ It was daybreak when Jane wke up. _________________________________________
frightened,regretful, cnfused,
jyful, hpeful
hpeful, anxius
Para. 1: But n mre helicpters came and it was dark. Hw did Jane feel then? Hw did Jane struggle thrugh the night? Did she fall asleep?Para. 2: It was daybreak when Jane wke up. Was Jane rescued? Wh rescued Jane? Hw was she rescued? Hw did she feel then?
Further develpment
One weekend in July, Jane and her husband, Tm, had driven three hurs t camp vernight by a lake in the frest. Unfrtunately, n the way an unpleasant subject came up and they started t quarrel. By the time they reached the lake, Jane was s angry that she said t Tm, “I’m ging t find a better spt fr us t camp” and walked away. With n path t fllw, Jane just walked n fr quite a lng time. After she had climbed t a high place, she turned arund, hping t see the lake. T her surprise, she saw nthing but frest and, far beynd, a snwcapped muntain tp. She suddenly realized that she was lst. “Tm!” she cried. “Help!” N reply. If nly she had nt left her mbile phne in that bag with Tm. Jane kept mving, but the farther she walked, the mre cnfused she became. As night was beginning t fall, Jane was s tired that she had t stp fr the night. Lying awake in the dark, Jane wanted very much t be with Tm and her family. She wanted t hld him and tell him hw much she lved him. Jane rse at the break f day, hungry and thirsty. She culd hear water trickling smewhere at a distance. Quickly she fllwed the sund t a stream. T her great jy, she als saw sme berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling strnger nw, Jane began t walk alng the stream and hpe it wuld lead her t the lake. As she picked her way carefully alng the stream, Jane heard a helicpter. Is that fr me? Unfrtunately, the trees made it impssible fr peple t see her frm abve. A few minutes later, anther helicpter flew verhead. Jane tk ff her yellw bluse, thinking that she shuld g t an pen area and flag them if they came back again. But n mre helicpters came and it was dark. _________________________________ It was daybreak when Jane wke up. _________________________________________
But n mre helicpter came and it was getting dark again. Amid the dreadful darkness, strange sunds f wild beasts were heard. “If it weren't fr that stupid quarrel, I wuldn't be trapped here,” she thught t herself, regretful tears cluding her eyes. Surrunded by the fear and tiredness, Jane felt exhausted and finally slid int sleep. “Tm, is that yu?”she murmured. “Tm, help!” In her dream, she saw a man extending his arms twards her at a distance. It was day break when Jane wke up. After a washing, Jane cntinued t frce her way ahead. In the bundless search, she fund it impssible t find a way ut, which threw her int desperatin. Frtunately, a helicpter flew verhead just at that mment. In n time did Jane rush t the rck and climb nt it. She waved her yellw bluse madly t the passing helicpter. T her great jy, this time, the helicpter sptted her. The mment Jane was reunited with her husband, her tears cluded her visin. They hugged each ther tightly in the warm light f the setting sun.
3.师生共同习作，对比教师例文
风格一致共同探索教学相长
4.多元评价输出，优化学习过程
自我评价同伴互评教师评价
第五档（21-25分） 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，应用了5个以上短文中标出的关键词语； 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（16-20分） 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，应用了5个以上短文中标出的关键词语； 所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达； 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第三档（11-15分） 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，应用了4个以上短文中标出的关键词语； 应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达； 第二档（6-10分） 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衔接； 写出了一些有关内容，应用了3个以上短文中标出的关键词语； 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（1-5分） 与所给短文和开头语的衔接较差； 产出内容太少，很少使用短文中标出的关键词语； 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； 缺乏语句间的连接成分，全文内容不连贯。
学生在阅读所给故事的基础上，在关键词和段首句的提示下续写两段话，要求学生在续写部分的故事内容和语言表达上和阅读材料保持一致，使两者产生协同性，促进学生的综合语言运用能力。
提供一段350词以内的语言材料，要求考生依据该材料内容、所给段落开头语和所标示关键词进行续写（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。
续写时学习者必须深刻领会读物作者的交际意图，这促使学习者与文本产生互动，因而引发语言层面的协同。在此过程中，学习者即便已经具备一定的语言表达能力，但若自律意识不强，会仅凭兴趣和想象随意发挥，对前文理解不透便动笔续写。这样的续写和前文互动不足，致使协同弱化。 --王初明
续写情节无法合理衔接原文故事续写人物角色定位不清续写主题与原文主题不吻合续写语言形式和语言风格与原文不一致
1.时间分配不均，材料解读不够深入
无法提取故事主题无法抓住故事发展主线无法厘清人物关系以及主次地位无法准确把握原文语言形式和语言风格
2.忽略思维能力，读写教学“思辨缺席”
逻辑性思维批判性思维创造性思维
3.青睐偏词难句，语言表达走入误区
忽略实际语用缺乏整体性
4.过度依赖教师，“学习主体”地位缺失
依赖被动接受缺乏自主体验缺乏探索表达
1.精选续写材料，明确考试方向
话题熟悉符合高考要求语言是地道可模仿
2.注重思维过程，输入语言知识
基本信息人物关系发展主线事件联系
One weekend in July, Jane and her husband, Tm, had driven three hurs t camp vernight by a lake in the frest. Unfrtunately, n the way an unpleasant subject came up and they started t quarrel. By the time they reached the lake, Jane was s angry that she said t Tm, “I’m ging t find a better spt fr us t camp” and walked away. With n path t fllw, Jane just walked n fr quite a lng time. After she had climbed t a high place, she turned arund, hping t see the lake. T her surprise, she saw nthing but frest and, far beynd, a snwcapped muntain tp. She suddenly realized that she was lst. “Tm!” she cried. “Help!” N reply. If nly she had nt left her mbile phne in that bag with Tm. Jane kept mving, but the farther she walked, the mre cnfused she became. As night was beginning t fall, Jane was s tired that she had t stp fr the night. Lying awake in the dark, Jane wanted very much t be with Tm and her family. She wanted t hld him and tell him hw much she lved him. Jane rse at the break f day, hungry and thirsty. She culd hear water trickling (滴落) smewhere at a distance. Quickly she fllwed the sund t a stream. T her great jy, she als saw sme berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling strnger nw, Jane began t walk alng the stream and hpe it wuld lead her t the lake. As she picked her way carefully alng the stream, Jane heard a helicpter. Is that fr me? Unfrtunately, the trees made it impssible fr peple t see her frm abve. A few minutes later, anther helicpter flew verhead. Jane tk ff her yellw bluse, thinking that she shuld g t an pen area and flag them if they came back again. But n mre helicpters came and it was dark. _________________________________ It was daybreak when Jane wke up. _________________________________________
frightened,regretful, cnfused,
jyful, hpeful
hpeful, anxius
Para. 1: But n mre helicpters came and it was dark. Hw did Jane feel then? Hw did Jane struggle thrugh the night? Did she fall asleep?Para. 2: It was daybreak when Jane wke up. Was Jane rescued? Wh rescued Jane? Hw was she rescued? Hw did she feel then?
Further develpment
One weekend in July, Jane and her husband, Tm, had driven three hurs t camp vernight by a lake in the frest. Unfrtunately, n the way an unpleasant subject came up and they started t quarrel. By the time they reached the lake, Jane was s angry that she said t Tm, “I’m ging t find a better spt fr us t camp” and walked away. With n path t fllw, Jane just walked n fr quite a lng time. After she had climbed t a high place, she turned arund, hping t see the lake. T her surprise, she saw nthing but frest and, far beynd, a snwcapped muntain tp. She suddenly realized that she was lst. “Tm!” she cried. “Help!” N reply. If nly she had nt left her mbile phne in that bag with Tm. Jane kept mving, but the farther she walked, the mre cnfused she became. As night was beginning t fall, Jane was s tired that she had t stp fr the night. Lying awake in the dark, Jane wanted very much t be with Tm and her family. She wanted t hld him and tell him hw much she lved him. Jane rse at the break f day, hungry and thirsty. She culd hear water trickling smewhere at a distance. Quickly she fllwed the sund t a stream. T her great jy, she als saw sme berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling strnger nw, Jane began t walk alng the stream and hpe it wuld lead her t the lake. As she picked her way carefully alng the stream, Jane heard a helicpter. Is that fr me? Unfrtunately, the trees made it impssible fr peple t see her frm abve. A few minutes later, anther helicpter flew verhead. Jane tk ff her yellw bluse, thinking that she shuld g t an pen area and flag them if they came back again. But n mre helicpters came and it was dark. _________________________________ It was daybreak when Jane wke up. _________________________________________
But n mre helicpter came and it was getting dark again. Amid the dreadful darkness, strange sunds f wild beasts were heard. “If it weren't fr that stupid quarrel, I wuldn't be trapped here,” she thught t herself, regretful tears cluding her eyes. Surrunded by the fear and tiredness, Jane felt exhausted and finally slid int sleep. “Tm, is that yu?”she murmured. “Tm, help!” In her dream, she saw a man extending his arms twards her at a distance. It was day break when Jane wke up. After a washing, Jane cntinued t frce her way ahead. In the bundless search, she fund it impssible t find a way ut, which threw her int desperatin. Frtunately, a helicpter flew verhead just at that mment. In n time did Jane rush t the rck and climb nt it. She waved her yellw bluse madly t the passing helicpter. T her great jy, this time, the helicpter sptted her. The mment Jane was reunited with her husband, her tears cluded her visin. They hugged each ther tightly in the warm light f the setting sun.
3.师生共同习作，对比教师例文
风格一致共同探索教学相长
4.多元评价输出，优化学习过程
自我评价同伴互评教师评价
第五档（21-25分） 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，应用了5个以上短文中标出的关键词语； 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（16-20分） 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，应用了5个以上短文中标出的关键词语； 所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达； 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第三档（11-15分） 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，应用了4个以上短文中标出的关键词语； 应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达； 第二档（6-10分） 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衔接； 写出了一些有关内容，应用了3个以上短文中标出的关键词语； 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（1-5分） 与所给短文和开头语的衔接较差； 产出内容太少，很少使用短文中标出的关键词语； 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； 缺乏语句间的连接成分，全文内容不连贯。
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