2024年高考英语一轮复习专题七读后续写课件

这是一份2024年高考英语一轮复习专题七读后续写课件，共23页。PPT课件主要包含了题型要求，命题分析，四创造性思维能力，态度和感情描述，要素梳理，续写线索，参考范文等内容，欢迎下载使用。

读后续写题型提供一篇 350 词左右的语言材料，要求考生依据该材料内容和所给段落开头语续写一篇与给定材料有逻辑衔接、情节和结构完整的短文，词数为 150 左右。
本题所提供的语言材料的体裁以记叙文和夹叙夹议文为主。文章题材多样，多为情节丰富的小故事，趣味性和逻辑性较强。该试题具有一定的开放性，要求考生详细、生动地展现情景、态度和情感。
读后续写除了要求学生掌握丰富的词汇和句式外，还注重考查学生对于内容构思和情节衔接的能力。主要聚焦在以下四个方面：
(一)把握短文关键信息和语言特点的能力
学生需要了解给定短文的主要内容，清楚其关键词和语言结
构的使用情况，并通过续写短文表现出来。
(二)语言运用的准确性和丰富性
在词汇和语言结构的使用方面准确、恰当，能够根据内容需
要使用较为高级的词汇和语言结构。
(三)对语篇结构的把控能力
考查对上下文逻辑关系的掌握情况，续写的短文应语句连贯、
续写的短文要具有较丰富的内容，包含详细和生动的情景、
三、评分标准(一)评分原则
1.本题总分为 25 分，按 5 个档次给分。
2.评分时，先根据所续写短文的内容和语言初步确定其所属档次，然后以该档次的要求来衡量、确定或调整档次，最后给分。
3.词数少于 130 的，从总分中减去 2 分。
4.评分时，主要从以下四个方面考虑：(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)所使用语法结构和词汇的丰富性和准确性。(4)上下文的连贯性。
5.拼写与标点符号是语言准确性的一个重要方面。评分时，应
视其对交际的影响程度予以考虑。
6.如书写较差以致影响交际，可将分数降低一个档次。
(二)各档次的给分范围和要求
例 (2022·新高考Ⅰ卷·读后续写)
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 f the big crss-cuntry run.Students frm sevendifferent primary schls in and arund the small twn were warming
up and walking the rute (路线) thrugh thick evergreen frest.
I lked arund and finally sptted David, wh was standing byhimself ff t the side by a fence.He was small fr ten years ld.Hisusual big tthy smile was absent tday.I walked ver and asked him
why he wasn't with the ther children.He hesitated and then said hehad decided nt t run.
What was wrng? He had wrked s hard fr this event!
I quickly searched the crwd fr the schl's cach and asked
him what had happened.“I was afraid that kids frm ther schlswuld laugh at him，” he explained uncmfrtably.“I gave him thechice t run r nt, and let him decide.”
I bit back my frustratin (懊恼).I knew the cach meant well—he
thught he was ding the right thing.After making sure that David
culd run if he wanted, I turned t find him cming twards me, hissmall bdy rcking frm side t side as he swung his feet frward.David had a brain disease which prevented him frm walking rrunning like ther children, but at schl his classmates thught fhim as a regular kid.He always participated t the best f his ability inwhatever they were ding.That was why nne f the children thughtit unusual that David had decided t jin the crss-cuntry team.It justtk him lnger—that's all.David had nt missed a single practice, andalthugh he always finished his run lng after the ther children, he
did always finish.As a special educatin teacher at the schl, I wasfamiliar with the challenges David faced and was prud f his strngdeterminatin.
注意：续写词数应为 150 左右。
We sat dwn next t each ther, but David wuldn't lk atme._____________________________________________________________________________________________________________________________________________________________________________________________________________________________
I watched as David mved up t the starting line with the therrunners.__________________________________________________________________________________________________________________________________________________________________________________________________________________________
Wh: David(a ten-year-ld by with a brain disease), I(a special
educatin teacher), the schl's cach, David's classmates
When: the day f the big crss-cuntry run
Where: the rute thrugh thick evergreen frest, by a fence
What: David had decided nt t run.
Why: The schl's cach was afraid that kids frm ther schlswuld laugh at David, s he let the by decide t run r nt.
Hw: 大卫患大脑疾病，不能像其他孩子那样走路或奔跑。大卫从不放弃任何训练，同学们也把他当成普通孩子。在大型越野赛跑那天，我发现大卫独自站在一旁。我问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。弄清楚大卫如果想参加就能参加后，我看见大卫正在向我走来。
大卫不敢看我→我鼓励大卫，大卫改变想法→大卫参加比赛
→大卫克服困难完成比赛
We sat dwn next t each ther, but David wuldn't lk at me.I said gently and quietly, “N ne can change yur mind, exceptyurself.If yu desire t challenge yurself, there is nthing t d with
I watched as David mved up t the starting line with the therrunners.The race started.It seemed that the runway was extremely lng