高考英语一轮复习专题七读后续写课件

这是一份高考英语一轮复习专题七读后续写课件，共32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，contest，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 (2023·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。
When I was in middle schl, my scial studies teacher asked met enter a writing cntest.I said n withut thinking.I did nt lvewriting.My family came frm Brazil, s English was nly my secndlanguage.Writing was s difficult and painful fr me that my teacherhad allwed me t present my paper n the sinking f the Titanic byacting ut a play, where I played all the parts.N ne laughed harderthan he did.
S, why did he suddenly frce me t d smething at which Iwas sure t fail? His reply: “Because I lve yur stries.If yu'rewilling t apply yurself, I think yu have a gd sht at this.”Encuraged by his wrds, I agreed t give it a try.
I chse Paul Revere's hrse as my subject.Paul Revere was a
silversmith (银匠) in Bstn wh rde a hrse at night n April 18,
1775 t Lexingtn t warn peple that British sldiers were cming.My stry wuld cme straight frm the hrse's muth.Nt a brilliantidea, but funny; and unlikely t be anyne else's chice.
What did the hrse think, as he sped thrugh the night? Did heget tired? Have dubts? Did he want t quit? I sympathized immediately.I gt tired.I had dubts.I wanted t quit.But, like Revere's hrse, I keptging.I wrked hard.I checked my spelling.I asked my lder sister tcrrect my grammar.I checked ut a half dzen bks n Paul Reverefrm the library.I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed utlud, and said, “Great.Nw, write it again.” I wrte it again, and againand again.When I finally finished it, the thught f winning had givenway t the enjyment f writing.If I didn't win, I wuldn't care.
注意：续写词数应为 150 左右。
A few weeks later, when I almst frgt the cntest, there camethe news._________________________________________________________________________________________________________________________________________________________________I went t my teacher's ffice after the award presentatin.______________________________________________________________________________________________________________________________________________________________________________
Wh: I (a middle schl's student), my scial studies teacherWhen: when I was in middle schlWhere: in my middle schl
What: My scial studies teacher asked me t enter a writing
Why: I did nt lve writing and said n withut thinking.
Hw: 作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎输赢了。
作者获奖的比赛消息传来→颁奖典礼感谢老师→颁奖后来到老师办公室→老师告诉作者坚持写作→作者表达了对写作的喜爱→作者写作取得了成功→感激老师。【参考范文】
it！” he said excitedly.Then came the big day.When I was invited t
the stage t receive the award, I expressed my thanks t my teacher.I
yur recgnitin and guidance, I culdn't have written this
article.Again thank yu very much！”
I went t my teacher's ffice after the award presentatin.My
“Yu knw I didn't like writing befre, but nw I am crazy abut it! Iwill try my best t create gd wrks.” I said seriusly.Since then, I
(2022·新高考Ⅰ卷·读后续写)
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 himwhy 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 the
chice 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 Davidculd 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 just
tk him lnger—that's all.David had nt missed a single practice, andalthugh he always finished his run lng after the ther children, hedid always finish.As a special educatin teacher at the schl, I wasfamiliar with the challenges David faced and was prud f his strngdeterminatin.
【要素梳理】Wh: ____________________________________
When: ______________________________________________Where: ______________________________________________
What: _______________________________________________Why: _______________________________________________Hw: _______________________________________________
【续写线索】大卫不敢看我→______________大卫参加比赛
→______________
We sat dwn next t each ther, but David wuldn't lk at me.________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I watched as David mved up t the starting line with the therrunners.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.Isaid gently and quietly, “N ne can change yur mind, exceptyurself.If yu desire t challenge yurself, there is nthing t d with
was mre determined than anyne else's.
I watched as David mved up t the starting line with the therrunners.The race started.It seemed that the runway was extremely lngfr yung children, nt t mentin a child with a brain disease.Davidinsisted n running as if he had frgtten all his weaknesses, thugh hewas tripped ver within the a few kilmetres.It didn't take lng befre he