新高考背景下讀后續(xù)寫和課堂寫作教學(xué)的對(duì)接,為什么是讀后續(xù)寫？,“讀后續(xù)寫是將語(yǔ)言的輸入與輸出，語(yǔ)言的模仿與創(chuàng)造，語(yǔ)言的學(xué)習(xí)與運(yùn)用有機(jī)結(jié)合起來(lái)，是提高外語(yǔ)學(xué)習(xí)效率的有效方法?！保ㄍ醭趺?，2015）,二模全市平均分：9.31分二模我校平均分：12.27分,一.內(nèi)容,二.語(yǔ)言,內(nèi)容缺乏豐富性2.內(nèi)容缺乏邏輯性,存在的問(wèn)題,情節(jié)平淡;沒(méi)有懸念,內(nèi)容不夠，對(duì)話來(lái)湊,對(duì)話是配菜，不是主食,設(shè)置懸念,推動(dòng)高潮,忽略鋪墊,任性發(fā)展,文中沒(méi)閑句，句中沒(méi)閑字。,抽象平淡,簡(jiǎn)單粗暴,注重細(xì)節(jié),多維體現(xiàn),取之于文，用之于文,我們?cè)龅?,續(xù)寫，仿寫，插寫，擴(kuò)寫，改寫,“讀后續(xù)寫是學(xué)生與閱讀材料及其作者的互動(dòng)。續(xù)寫時(shí)，學(xué)生需回讀原文，以保持所寫得內(nèi)容和語(yǔ)言與原文連貫，因而迫使產(chǎn)出和理解協(xié)同，產(chǎn)生拉平效應(yīng)?！?Micro-writing,Trytoaddmoredetailstothestorytomakeitmorevividbyusingatleastthreeofthefollowingwords.apasser-bynumbwithshockgetlostcomfortrecommendhopefully,Sometimesfeelinglikeachild,Ihadtogetusedtoawholenewwayoflife.OnedayasIwasheadingformyhostfamily,_,根據(jù)M7Unit5Reading設(shè)置的課文內(nèi)容擴(kuò)寫,內(nèi)容的豐富性,SupposeyouwereoneofJosstudents,pleasecontinuethefollowingstory.Theotherday,MissJowasshowingustheweeklychemistryexperiment_(comeacross;concept;relevant;textbook;tobehonest),根據(jù)M7Unit4Reading設(shè)置的課文內(nèi)容擴(kuò)寫,Micro-writing,內(nèi)容的豐富性,Micro-writing用Outofbreath,clumsy,annoy,makefunof,halfway中的至少3個(gè)詞描寫一次Marty在校園生活的經(jīng)歷,使它與課文第三段表達(dá)的口吻相吻合。Istillrememberedthatwasarainydayinmyprimaryschool._、,根據(jù)M7Unit1Reading設(shè)置的課文內(nèi)容插寫,Micro-writing,內(nèi)容的邏輯性,Thenextmorning,acardroveupandTonywastakenaway._,Addanendingtothestory,usingatleastthreeofthefollowingwords(atleast80words),turnaround;accompany;testout;absurd;Larry,根據(jù)M7Unit2Reading設(shè)置的課文內(nèi)容插寫,Micro-writing,內(nèi)容的邏輯性,Micro-writing,語(yǔ)言的生動(dòng)性,Heheldherfirmlyinhisarmsandshefeltthewarmthofhisbody.Shescreamed,pushedhimawayandrantoherroomfortherestoftheday.Shewasembarrassed.,MyfacewasburningwithfireandIburiedmyheadinmyarms.Ilookedupintothesky,notknowingwheretolaymyhands.Iwasfrozen,tryingtohidemyembarrassment.,根據(jù)M7Unit2Satisfactionguaranteed設(shè)置的仿寫,Canyoudescribeyourpossiblebehaviourandwordswhenanearthquakehappensintheclassroomtoshowthesceneofdanger?,Youcanusesomeofthewordsfromreadingifpossible.IwitnessitwithmyowneyesintimetocrashdowncalledoutyelloutannouncewithoutpausingshowthewaydragswiftlyurgeshoutloudlybeterrifiedofthensuddenlyscreamapproachIcouldntbelievemyeyesTherewereshoutsof“.”,根據(jù)M7Unit3OldTomtheKillerWhale設(shè)置的仿寫,Micro-writing,語(yǔ)言的生動(dòng)性,Iwitnesseditwithmyowneyes.Withfanscrashingdown,alltheclassmatesbegancallingout“Run!Run!”Idashedoutintimetoavoidbeinghitbythefallinglights.TheEnglishteachershowedustheway.Thensuddenly,CXFscreamed,“Oh,myleg!”Withoutpausing,hisdeskmatedraggedhimswiftlyoutoftheclassroom.Icouldntbelievemyeyes.,Earlythenextmorning,witholdTomleadingtheway,wesetsailforwhereweleftthewhale.As_,wecaughtsightofagiantbody_.Wegotourboat_tothebodyaswecould.“Clancy,cometohelp！”_Gorge._,we_thebodyofthewhaleintoourboat._,we_ourboatand_back,_.,Oneofthesmartwayistocontinuethewritingbyusingtheexpressionsandgrammarstructuresinthepreviouspartofthestory.,Micro-writing,根據(jù)M7Unit3ReadingOldTomtheKillerWhale設(shè)置的續(xù)寫,語(yǔ)言的生動(dòng)性,我首先注意到的是我周圍那些新鮮的色彩-碧藍(lán)的天空和翠綠的樹(shù)木，還有種類繁多、姿態(tài)優(yōu)雅的各種野花。石頭都是稀奇古怪的有的形狀像青蛙、熊、老虎，有的像一對(duì)夫妻。穿梭在樹(shù)林里，我甚至看到褐色的蜘蛛藏在細(xì)長(zhǎng)的枝條上。當(dāng)我探索小石洞、巖石和狹窄通道時(shí)，似乎每個(gè)角落都有讓我感到驚奇的東西等著我。帶著白色斑點(diǎn)的黑山雞從一條爬行的蚯蚓上傲嬌地邁過(guò)。我自言自語(yǔ)地說(shuō)它們并不危險(xiǎn)，但是這樣一點(diǎn)也不能抑制我那驚慌的心情。,根據(jù)M7U3UsingLanguge設(shè)置的短文翻譯,Micro-writing,語(yǔ)言的生動(dòng)性,ThefirstthingIbecameawareofwasallthevividcolorssurroundingme-blueskyandgreentreesandvariouselegantwildflowers.Thestoneswerefantastictheywereshapedlikefrogs,bears,tigers,couples.Wanderinginthewoods,Ievensawbronespiderthathidinthelongthinbranches.ItseemedtherewasasurprisewaitingformearoundeverycornerasIexploredsmallcaves,shelvesandnarrowpassages.Awhite-spottedblackchickenwaspassingbyacrawlingearthwormproudly.Itoldmyselftheywerentdangerousbutthatdidntstopmefromfeelingalarmed.,我們將做的:,完成M8Unit4&5，充分利用課文，設(shè)置微型寫作二.在課堂試卷講評(píng)時(shí)，充分利用故事類的閱讀理解或完型填空三.生生互評(píng)，互相賞析，達(dá)到“拉平效應(yīng)”四.利用好新概念3,探索不斷，備課不止！,謝謝大家！,